Full-Time Substitute

The Child Abuse Prevention Council

MISSION:

“The Child Abuse Prevention Council PROTECTS children and STRENGTHENS families through awareness and outcome-driven programs, delivered with compassion.”

BENEFITS:

Definition of Classification:

Under direct supervision of the Site Supervisor/Center Manager, the Substitute Teacher will assist the teaching team in implementing all components of a quality preschool or Infant/Toddler program classroom while working effectively with staff and parents. The Substitute Teacher will contribute to the success of the teaching team by adhering to all policies and procedures and working to maintain compliance with all licensing and funding regulations

Description of Duties:

General:

1. Represent the agency in a consistently professional manner, always modeling a commitment to the agency’s Mission and Values.

2. Promote and maintain a sense of teamwork between Early Education Services, other CAPC staff, volunteers, Board members, and other individuals relevant to the successful operation of each program.

3. Develop and maintain mutually beneficial working relationships with other stake holders to ensure support of the agency’s vision, mission and values.

4. Ability to work effectively with diverse staff, parents, children, and community members.

5. Maintain compliance and knowledge of all CAPC Policies and Procedures, funding and regulatory rules, and laws that apply to the program contracts and oversight agencies.

6. On Call substitutes may decline no more than 3 job assignments that fall within their documented availability in a 3-month period.

7. On-Call substitutes are expected to complete the On-Call Substitute Availability Addendum upon hire and as permanent changes in their availability occur. No more than 2 revisions to the addendum can occur in a 3-month period.

Program Specific:

1. Provide for the health, safety, and nutrition of children.

A. Supervise children at all times to ensure a safe environment according to Cal OSHA Guidelines (SB198) Plan, Licensing 22, Title 5 Regulations, and Head Start Performance Standards.

B. Be familiar with emergency procedures and implement Center’s Plan for medical and disaster related emergencies according to (SB198) guidelines.

C. Assist in implementing emergency drills at consistent intervals in accordance with agency emergency policy and procedures.

D. Assist in implementing supervision plans that are specific to site and classroom, which include details on teaching staff responsibilities and zoning maps.

E. Implement healthy practices within the classroom environment using universal health precautions including but not limited to washing hands, using appropriate gloves, changing diapers/clothing in a timely manner, and cleaning the classroom.

F. Assist in providing food service support (serving and cleaning) for meals, snacks, and other activities according to CACFP policies.

G. Communicate all family updates to the Teacher and Site Coordinator/Center Manager.

2. Provide early education experiences and learning opportunities

A. Assist in the planning and implementing quality lesson plans utilizing the Creative Curriculum that meet the physical, social, emotional, intellectual, health, and nutritional needs of each child.

B. Assist in observing and documenting children’s growth, conducting developmental screenings/assessments, and submitting paperwork/reports within specified time frames (e.g. 30, 45 and 90 days, etc.).

C. Assisting in preparing individualized education plans specifying developmental goals and activities while making appropriate adaptations as needed in the environment and curriculum for each child, including children with disabilities.

D. Work with teaching team to ensure that a balance of child and adult-directed activities, independent, and small and large group experiences are available daily.

E. Assist in implementing program funding specific goals and objectives into the lesson plan curriculum.

F. Consider CLASS domains and dimensions when planning activities to promote optimal teacher-child interactions.

G. Assist in providing a curriculum that supports and encourages acceptance and respect of gender, culture, language, ethnicity and family composition.

3. Provide an interesting and varied physical environment

A. Assist in creating and maintaining well-organized interest areas that include blocks, dramatic play, toys and games, art, library, discovery, sand and water, music and movement, and outdoors.

B. Assist in providing and rotating regularly, materials and equipment that are varied, interesting, developmentally and age-appropriate to encourage learning.

C. Assist in providing outdoor curriculum that enhances children’s physical and social development by bringing all components of the indoor classroom to the outside.

D. Assist in providing an environment that supports and encourages acceptance and respect of gender, culture, language, ethnicity and family composition.

4. Promote Social and Emotional Growth

A. Build positive relationships with children by having quality interactions as those described in the CLASS tool.

B. Promote program-wide expectations for behavior 1. We are Safe 2. We are Respectful 3. We are Friendly

C. Assist in providing activities that will increase children’s social emotional development and encourage positive approaches to learning.

D. Assist in providing opportunities for children to interact and cooperate with one another to promote respect, acceptance and appreciation of cultural and ethnic diversity, and promote appropriate social skills, competence, and respect for the feelings and rights of others.

E. Assist in establishing a consistent daily schedule, predictable routines, and transitions that keep the educational flow moving from one activity to another.

5. Perform administrative tasks

A. Assist in maintaining and updating personnel file.

B. Assist in maintaining records for attendance, meal counts, parent participation and other in-kind contributions.

C. Assist in filing and organizing paper work in corresponding binders (lesson plan, maintenance, go- to…)

D. Use agency electronic databases to document child progress and other information when applicable.

E. Respond to emails and voicemails in a timely manner.

6. Build and maintain working relationships

A. Assist in case conference meetings with teaching team and support staff to facilitate information sharing, goal setting, and action plans for each child, if applicable.

B. Participate in staff development trainings and professional development opportunities.

C. Assist in providing supervision, guidance, and trainings to Center Aides and Parent Volunteers on a daily basis and as needed.

D. Participate in team meetings with teaching team, if applicable.

E. Network with other community agencies and participate when requested, in community events, health fairs, and other events designed to promote CAPC programs.

F. Document and report inappropriate behavior of staff, parents, and on-site consultants to the appropriate supervisor. Perform other duties both program specific and CAPC related, as assigned.

Minimum Qualifications

• Education:

o Twelve units in Early Childhood Education(ECE).

o A valid Child Development Assistant Teacher Permit or higher is required within 6 months.

o Three Infant/Toddler units are required if working with children birth to three; six units of Infant/Toddler Development units is preferred.

• Experience:

o At least 1 year of experience working with children ages 0-5.