• We are very proud of the work we do and the people we employ. We strive to provide a positive work environment that encourages personal and professional growth.
• We are one of the Top 1% of all Head Start programs in the US. We are a Program of Excellence. We offer comprehensive care (not just childcare) to our participants and their families.
• You will work with fun, dynamic, and passionate coworkers dedicated to making children’s lives better.
• We offer competitive pay and benefits.
• We offer a generous PTO and Vacation time.
• We are very passionate about the mental health and wellness of our staff and proudly offer an Employee Assistance Program (EAP) as well as Mental Health and Wellness programs.
• We offer a retirement savings program that includes matching funds.
• Scholarships available to eligible employees to continue education through master’s program.
• Learn more about us www.childrenfirst.net and see why we are your employer of choice.

MUST BE BILINGUAL IN ENGLISH AND SPANISH _ BOTH VERBAL AND WRITTEN

The Assistant Teacher provides high-quality early education and child development services, including for children with disabilities that promote children’s cognitive, social, and emotional growth for later success in school under the direction and guidance of the Teacher. The Assistant Teacher supports the Teacher to deliver the research-based curriculum, and screening and assessment embedded with responsive and effective teacher-child interactions that support individualization and growth in the areas of development described in the Head Start Early Learning Outcome Framework: Ages Birth to Five (HSELOF) and support family engagement in children’s learning and development.

MUST BE BILINGUAL IN ENGLISH AND SPANISH

The requirements listed below are representative of the knowledge, skill and/or ability needed for this position. Reasonable accommodations as required to enable individuals with disabilities to perform the essential functions.

HSPPS #1302.91 - A program must ensure all staff engaged in the delivery of program services have sufficient knowledge, training, experience, and competencies to fulfill the roles and responsibilities of their positions.

Licenses /Certifications

• Valid Driver’s License and acceptable driving record – proof of auto insurance within agency limits, or access to transportation
• Immediate/continued enrollment in the Criminal History Registry-Child Care Division
• Current Health Appraisal, updated every two (2) years
• Certification in First Aid and Adult, Infant and Child CPR

Education / Equivalent Experience

• Minimum Required: A Child Development Associates Credential (CDA) with Preschool Endorsement; or the state equivalent Florida Child Care Professional Credential (FCCPC);
• Desired/Preferred Education: Associates Degree in Early Childhood Education or related field with 21+ semester hours in ECE/Child Development
• State mandated 45-hour coursework completion or ability to complete within established timeframes;
• One (1) year experience working in an early childhood setting with a diverse population of preschool children, ages 3-5

Competencies (Knowledge, Skills, and Abilities) Demonstrate/Knowledge to:

• Provide effective and nurturing teacher-child interactions
• Plan and implement learning experiences that ensure effective curriculum implementation
• Use results of assessment to promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and any applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate
• Set and maintain professional boundaries with families
• Use technology to plan, record, report and monitor education and child development services

Skill/Ability to:

• Speak, read and write English; bilingual language(s) is helpful
• Collect, analyze and utilize data to plan and monitor growth in child outcomes and school readiness
• Solve problems and make appropriate decisions
• Manage time, solve problems and make appropriate decisions in varying situations
• Work collaboratively and cooperatively with fellow staff, parents, and community representatives

Physical/Mental Demands

• Lifts and/or moves up to 50 lbs.
• Kneels, stoops, bends, reaches and sits on floor to attend to children’s needs
• Sitting, for working at keyboard and desk, standing, driving for home and site visits
• Moves quickly in response to active children in need of redirection to protect their and others safety
• Uses manual dexterity, reaches with hands and arms, stretches, and talks or hears
• Responds both physically and mentally to emergency or crisis situations
• Environmental Conditions ? Variability in temperature, environment and noise
• Potential sensory response associated with toileting and/or children who are ill
• Contact with children who are ill and/or possibly contagious
• Contact with chemicals to clean and sanitize equipment and facility

DAY-TO-DAY DUTIES AND RESPONSIBILITIES

Indicates the general nature and level of work required in this position. Individuals may be required to perform other duties as assigned. Reasonable accommodations as required to enable individuals with disabilities to perform the essential functions.

• Service Delivery – Ensure the delivery of high-quality program services that are developmentally, culturally, and linguistically appropriate. Support school readiness in a coordinated approach to comprehensive services, aligned with the Head Start Program Performance Standards, State and local licensing regulations, and Children First, Inc. policies and procedures.

a) Implement a well-organized learning environment with developmentally appropriate schedules, lesson plans, and indoor and outdoor learning experiences that provide adequate opportunities for choice, play, exploration, and experimentation among a variety of learning, sensory, and motor experiences:

Preschool Children: Include teacher-directed and child-initiated activities, active and quiet learning activities, and opportunities for individual, small group, and large group learning activities;

b) Provide responsive care, effective teaching and an organized learning environment that promotes healthy development and children’s skill growth, aligned with the HSELOF: Ages Birth to Five;

c) Implement developmentally appropriate research-based curricula, including curricular enhancements, as appropriate;

d) Provide developmentally appropriate learning experiences in language, literacy, social and emotional development, math, science, social studies, creative arts and physical development that are focused toward achieving progress outlined in the HSELOF: Ages Birth to Five;

e) Emphasize nurturing and responsive practices, interactions, and environments that foster trust and emotional security; are communication and language rich, promote critical thinking and problem-solving, social, emotional, behavioral, and language development; provide supportive feedback for learning; motivate continued effort; and support all children’s engagement in learning experiences and activities;

f) Recognize bilingualism and biliteracy as strengths and implement research-based teaching practices that support dual language learners’ development:

Preschool Children: Include teaching practices that focus on both English language acquisition and the continued development of the home language; include steps to support the development of the home language such as providing culturally and linguistically appropriate materials;

g) Support the implementation of the curriculum by providing age-appropriate equipment, materials, supplies and the arrangement of physical space for indoor and outdoor learning, including any necessary accommodations to children with disabilities;

h) Change materials intentionally and periodically to support children’s interests, development, and learning;

i) Promote learning through approaches to rest, meals, routines, and physical activity by establishing routines that include sufficient time to eat, handwashing, toileting and transition through activities as opportunities for strengthening development, learning, and skill growth:

Preschool Children:

• Provide a regular-time, every day to encourage but not force, rest or nap;
• Provide alternative quiet learning activities for children who do not need or want to rest or nap;
• Implement snack and mealtimes that support development and learning;
• Snack and mealtimes are structured and used as learning opportunities to support teaching staff-child interactions and foster communication and conversations that contribute to a child’s learning, development,

and socialization;

• Provide family style meals
• Food is not used as reward or punishment and children are not forced to finish their food;
• Integrate intentional movement and physical activity into curricular activities and daily routines in ways that support health and learning; physical activity is not used as reward or punishment;

j) Conduct standardized and structural assessments which are observation based and direct, to provide ongoing information to evaluate the child’s developmental level and progress in outcomes aligned to the goals described in the HSELOF: Ages Birth to Five;

k) Integrate child assessment data in individual and group planning.

• Family and Community Engagement – Integrate strategies into all systems and program services to support family well-being and promote children’s learning and development.

a) Recognize parents’ roles as children’s lifelong educators, and encourage parents to engage in their child’s education;

b) Regularly communicate with parents to ensure they are well-informed about their child’s routines, activities, and behavior;

c) Ensure the program setting is open and available to parents during all hours of operation;

d) Conduct parent conferences, as needed, but no less than two times per program year, to enhance the knowledge and understanding of both staff and parents of the child’s education and developmental progress and activities in the program;

e) Provide an opportunity for parents to learn about and provide feedback on selected curricula and instructional materials used in the program;

f) Provide parents and family members the opportunity to volunteer in the classroom and during group activities;

g) Inform parents about the purposes of and the results from screenings and assessments and discuss their child’s progress;

h) Conduct at least two home visits per program year for each family, including one before the program year begins, if feasible, to engage the parents in the child’s learning and development, except that such visits may take place at a program site or another safe location that affords privacy at the parent’s request, or if a visit to the home presents significant safety hazards for staff;

i) Utilize information gathered from parents and/or family, as relevant, to determine a child’s strengths and needs, inform and adjust strategies to better support individualized learning and improve teaching practices;

j) Participate in Transition Services staffing as required by individual age and/or program;

k) If warranted from information gathered and with direct guidance from the Special Needs Coordinator and/or Children and Family Services Manager, and parent consent, refer the child to the local agency responsible (Sarasota County School Board) for implementing IDEA for a formal evaluation to assess the child’s eligibility for services under IDEA;

l) In collaboration with the Family Advocate, document any family and/or child concerns, following Children First, Inc. established protocols. A child cannot be expelled or unenrolled from Early/Head Start because of his/her behavior.

• Education, Training and Professional Development –Systematic approach designed to assist staff in acquiring or increasing the knowledge and skills needed to provide high-quality services within the scope of their job responsibilities.

a) Participate in new employee agency and program orientations to become familiar with the agency’s goals and underlying philosophy and how they are implemented;

b) Obtain 15-clock hours minimum of professional development per program year (Children First, Inc. Training & Professional Development System provides opportunities for education staff to obtain over 45 clock-hours per year);

c) Attend and participate in agency sponsored training and professional development opportunities designed to assist in acquiring and/or increasing the knowledge and skills needed to provide high-quality, comprehensive services within the scope of job responsibilities;

d) Participate in the development of an individualized Professional Development Plan in collaboration with direct supervisor;

e) Participate in research-based, coordinated coaching, as required.

f) Participate in the Children First, Inc. Performance Management Cycle which includes individual supervision and evaluations, classroom observations, and both team and regional meetings;

g) Attend as needed, opportunities to learn about mental health, wellness, health education and issues that may affect job performance.

• Program Management & Quality Improvement –Process of ongoing monitoring and continuous improvement for achieving program goals that ensures child safety and the delivery of effective high-quality program services. The collection and use of data to drive informed decisions.

a) Follow Children First, Inc. procedures to ensure children are supervised at all times in the classroom, through transitions, and all outdoor play areas;

b) In collaboration with the Family and Child Services Manager and team, provide effective classroom management strategies and positive learning environments to support children with challenging behaviors and other social, emotional, and mental health concerns;

c) Ensure equipment and classroom facilities are clean, well-maintained, safe, and compliant with all federal, state, and local requirements;

d) Complete required paperwork (e.g., monthly reports, attendance, daily sheets for feeding and diapering, medication, sign-in/out, transition tracking, accident/incident, health & safety, referrals, etc.) and maintain organized individual child files;

e) Follow established procedures to protect the confidentiality of any personally identifiable information (PII) in child records;

f) Understand and adhere to protocols outlined in HSPPS #1303.22 regarding disclosure of PII with and without parental consent, parental notice and opportunity to refuse;

g) Understand and adhere to protocols outlined in HSPPS #1303.23 regarding a Parent’s Right to inspect, amend, obtain a hearing, copy of record and right to inspect written agreements;

h) Follow established procedures on monitoring and reporting suspected child abuse and/or neglect, in compliance with state regulations;

i) Follow agency established Standards of Conduct;

j) VPK Classrooms: Follow additional standards and protocols to meet the requirements of the Office of Early Learning Voluntary Pre-kindergarten Program;

k) QRIS - Look to the Stars Rated Sites: Follow additional standards and protocols to meet and maintain the requirements of a star-rated center

l) NAC Accredited Sites: Follow additional standards and protocols as required, to meet and maintain accreditation;

m) All other duties as assigned.

CORE VALUES

WE CARE – At Children First, children are our first priority. We ascribe to these behaviors in the conduct of our work.

Welfare of Children Put the health, safety and well-being children and their families first.

Excellence Display knowledge and skills basic to his/her function and work to improve them; lead by example.

Communication Communicate in a clear, concise and appropriate manner; listen carefully and allow others to speak.

Accountability Take responsibility for actions and behavior, can be counted on to get the job done.

Respect Display a considerate interpersonal style, treating others with dignity; act in way that earns trust.

Empathetic Teaming Work collaboratively and cooperatively to meet the Children First mission and goals.

CORE EXPECTATIONS

In addition to satisfactory performance in the essential duties for this job, all employees must fulfill these basic performance expectations.

Mission Savvy Know and understand the Children First mission, values and goals.

Safety Comply with to all sanitation, hygiene, security and other related policies and procedures.

Attendance Attend to work assignments and schedules at all times.

Compliance Adhere to all local state and federal regulations without compromise

Service Strive to provide outstanding service to children, families, colleagues and the community.

Appearance Maintain a neat and professional image at all times.

Professional Development Attend internal and external meetings, trainings and other activities to maintain job-required credentials.