Fall TK/Kinder Youth Development Professional (After School) - Jefferson Elementary

Boys & Girls Clubs of San Leandro•San Leandro, CA

4d•$20 - $25•Onsite

About The Position

The Youth Development Professional – TK and Kinder creates a nurturing, playful, and engaging after-school environment for young children at Jefferson Elementary School. Through hands-on activities, guided play, and positive reinforcement, the role supports early learning, social-emotional development, and foundational skills while fostering curiosity, creativity, confidence, and positive relationships. This is a part-time, on-site position with Boys and Girls Clubs of San Leandro in the Programming department. The position reports to the Kinder Care Coordinator and has no direct reports. It follows the school-year calendar and does not include hours during academic breaks; summer camp work may be available depending on program needs and availability. The role is non-exempt and pays $20–$25 per hour. The Youth Development Professional maintains a secure, structured, and developmentally supportive setting; leads play-based learning and age-appropriate activities; establishes routines and supports children’s social and emotional development; manages daily transitions and care needs; builds warm, trusting relationships with children; and collaborates with colleagues. The position requires flexibility in a dynamic school-based environment and may occasionally require flexibility for organizational events or deadlines.

Requirements

Strong communication and collaboration skills.
Demonstrated patience, flexibility, and emotional intelligence when working with young children.
Ability to maintain a safe, structured, and developmentally appropriate environment.
CPR and First Aid certification, or willingness to obtain certification within 30 days of hire.
Ability to work in a fast-paced, dynamic environment and manage transitions, playtime, and structured learning with flexibility and patience.
High emotional intelligence and integrity, with an understanding of how to support early social-emotional development.
Ability to connect authentically with young children and build trust through warmth, consistency, and engaging interactions.
Extreme patience and ability to remain calm under pressure, particularly when helping children navigate strong emotions, social conflicts, or new experiences.
Meet one of the following educational requirements: high school diploma and 48 college semester units; high school diploma and an associate’s or higher degree; or high school diploma and a passing score on the district’s Paraeducator/Paraprofessional Exam.
Negative TB screen required.

Nice To Haves

Associate’s or bachelor’s degree in Child Development, Early Childhood Education, Education, or a related field.
Bilingual ability in Spanish or another language commonly spoken in the community.
Familiarity with play-based, trauma-informed, or social-emotional learning approaches.
Multiconversational language skills, especially Spanish, Mandarin, Cantonese, Vietnamese, or Tagalog.

Responsibilities

Maintain constant supervision and provide a secure, nurturing environment where young children feel safe and supported.
Lead interactive, play-based activities that encourage language development, sensory exploration, motor skills, and social-emotional growth.
Deliver hands-on, developmentally appropriate activities in early literacy, math, problem-solving, and self-regulation, adapting them to children’s individual needs and interests.
Establish predictable routines, model positive behavior, and use proactive strategies to guide social skills, emotional expression, and conflict resolution.
Build trust and attachment by providing warmth, encouragement, and individualized attention.
Oversee transitions between activities, snack time, rest periods, toileting needs, and play, maintaining a structured yet flexible routine.
Collaborate with colleagues, share observations, and adjust strategies to support a cohesive, developmentally appropriate environment.
Assist where needed, including comforting children, modifying activities, and adjusting the day’s structure.
Prioritize children’s safety, well-being, interests, and development in programming and daily decisions.
Model patience, empathy, emotional intelligence, curiosity, resilience, and a love of learning through play-based experiences.