Assistant Infant Teacher

Definition and Primary Objective:

Supervise and engage young children in early learning and daily activities designed to promote their healthy development and school readiness. Develop a nurturing relationship with each child and partner with families in order to support children’s optimal development in and out of the classroom. Work alongside lead teachers to select and implement early childhood curriculum that aligns with early childhood assessments.

Primary Responsibilities:

Administration

• Completes all necessary paperwork accurately and on time including maintaining a daily attendance records.
• Modifies and document adjustments made to lesson plans to support individual children.
• Assumes equal share of the basic housekeeping responsibilities of the staff.
• Follows up with families as requested.
• Ensures appropriate use of resources through maintenance, storage and waste reduction to minimize expenses.
  
  

Direct Client Service and Quality Effectiveness

• Administers developmental assessments including the DECA, Galileo, etc. as required.
• Supervises and actively participates with children daily, supporting and encouraging their intellectual, motor, social and emotional development and maintaining ratio at all times.
• Implements developmentally appropriate lesson plans, which address individual and group needs according to the philosophy of the program.
• Provides a balance between child-initiated and teacher-initiated activities.
• Uses “self” as a model of appropriate behavior and interaction.
• Supervises and keeps “eyes on” children at all times and monitors the children’s interactions.
• Follows all licensing, accreditation and Step-Up-To-Quality standards and regulations.
• Facilitates problem-solving and reinforces positive social skills.
• Creates and maintains a safe and healthy environment that promotes learning and is aesthetically pleasing and age appropriate.
• Attends agency trainings or professional seminars/conferences as required or necessary in order to maintain compliance with professional licensure and to increase professional knowledge and skill base.
• Effectively implements trauma-informed practices and strategies for promoting children’s social emotional competence.
• Participates in quality improvement and process improvement activities as identified.
• Is involved in their own individual learning and professional development related to RCFP. [Accepts suggestions from the Professional Development Coach and implements suggested strategies, as well as complete all required trainings. – Demonstration Classroom Only]
  
  

Internal and External Collaboration

• Establishes a positive and productive relationship with families.
• Communicates daily with parents developing a partnership focusing on the clients’ development and wellbeing.
• Openly communicates with all team members.
• Represents the agency with a positive and professional manner while maintaining a strong customer service and public relations perspective.
• Attends team meetings, agency functions, and required trainings as scheduled.
• Has knowledge of and appropriately accesses support areas to get the job done as needed
  
  

Other duties as assigned

Minimum Education, Experience and Other Skill Requirements:

• High school diploma or its equivalency, an associate’s degree in early education or CDA preferred
• Experience working with children in a group setting is preferred
• A valid driver’s license is preferred
• Must possess minimum technical skills including familiarity with Microsoft Windows and ability to use standard Microsoft Office applications.
  
  

Work Environment:

Exposed to a combination of office, school, and mental health treatment environments. Exposed to children with behavior problems. May be exposed to shouting and children who are upset.

Physical demands:

The physical demands are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to: Regularly required to sit, stand, walk, bend and lift objects of up to 20 pounds.

Culture

Best Point Education & Behavioral Health is Greater Cincinnati’s most prolific non-profit specializing in education, behavioral and therapeutic health services and autism services for vulnerable, at-risk youth, their families, and caregivers.

Best Point Education & Behavioral Health is proud to embrace our ideals of an equal opportunity workplace by actions as well as our words. We lead our community with respect and tolerance, internally and externally, and we expect our employees to embrace this ideal and express it in their day-to-day interactions.

All qualified applicants will receive consideration for employment without regard to, and will not be discriminated against, based on age, race, gender, color, religion, national origin, sexual orientation, gender identity, veteran status, disability or any other protected category.