Assistant Teacher HS

NATURE AND SCOPE OF POSITION

This position serves as a Teacher Assistant for a Head Start classroom. The Teacher Assistant shares responsibility for a Head Start classroom. The Teacher Assistant works collaboratively with the teacher, family members and other staff to achieve positive outcomes for children of all abilities.

JOB FUNCTIONS

ESSENTIAL-

• Use knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
• Assist with the implementation of a child-centered curriculum and learning environment that encourage positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
• Address challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
• Observe and document childrens progress and assist with the development of specialized curriculum based on the childs needs.
• Create partnerships with families to establish positive interaction patterns in program, school, and home.
• Assist Teacher in ensuring that the written curriculum includes:
  • goals for childrens development and learning;
  • planning through which children will achieve these goals;
  • what staff and parents can do to help children achieve these goals;
  • materials needed to support the implementation of the curriculum towards achieving the stated goals;
• Collaborate with the Teacher in the preparation of daily lesson plans. Post the upcoming lesson plans in the classroom for parents, volunteers and visitors.
• Monitor program curriculum by providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
• Implement experiential learning activities advancing the intellectual and emotional competence of infants and toddlers.
• Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
• Implement Individual Family Services Plans (IFSPs) for children with disabilities.
• Provide children with a consistent classroom routine.
• Provide supervision and ensure the safety and security of children at all times in accordance with Early Head Start and day care licensing requirements. Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.
• Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social skills for infants and toddlers.
• Assist with the supervision of all classroom field trips and outdoor activities.
• Encourage parent involvement in the development of the programs curriculum and approach to child development and education. Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
• Encourage parent participation in staff-parent conferences and home visits discussing their childs development and education. Establish positive and productive relationships with families focusing on building trust and rapport.
• Collaborate with Teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year. Participate in parent orientation and ongoing parent trainings as required.
• Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in classroom as needed.
• Share pertinent information with Family Advocate in an effort to coordinate services to meet the needs of individual children and families. Participate in case conferences as appropriate.
• Maintain regular contact with parents and complete appropriate documentation.
• Forward classroom updates to the Teacher to be included in monthly newsletter.
• Report developmental concerns to the Health, Nutrition and Disabilities Coordinator.
• Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
• Work with teaching team to analyze child outcomes on a classroom basis twice yearly, consult with education coordinator and make adjustments to curriculum planning and implementation as needed.
• Work with Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.
• Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
• Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
• Participate in bi-weekly team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.

MARGINAL-

• Provide courteous and prompt service to all internal and external clients. Prioritize and address requests and assignments in a professional manner to develop cooperative relationships and to ensure that client confidentiality is assured.
• Identify opportunities and recommend methods to improve service, work processes and financial performance, e.g. expense management. Assists in the implementation of quality improvement initiatives.
• Assist co-workers in the completion of tasks and assignments to ensure continuity of service. Orient new co-workers and actively support teamwork throughout the organization.
• Perform other duties as required.

COMPETENCIES

To perform the job successfully, an individual should demonstrate the following competencies to perform the essential functions of this job.

Communication - Interacts sensitively, effectively and professionally with persons of diverse ages, lifestyles, and backgrounds (cultural, economic, racial, ethnic or professional). Has direct, honest conversations, on difficult topics when necessary and gives feedback with clear conclusions and specific examples. Receives feedback openly. Speaks and writes clearly, with professional tone and correct grammar, punctuation and spelling.

Dependability - Follows instructions, responds to management direction. Takes responsibility for own actions and keeps commitments. Commits to long hours of work when necessary to reach goals. Completes tasks on time or notifies appropriate person with an alternate plan.

Integrity Acts in ways that demonstrate personal integrity and serves as a positive example of why others should trust the motives of the organization. Views himself or herself as a reflection of the organization by following through on commitments and accepting ownership of any mistakes he or she might make. Leaves others with the clear impression that integrity is a core value at this organization.

Managing Multiple Priorities Handles multiple assignments and priorities yet still fulfills all commitments. Readily accepts new responsibilities and adapts well to changes in procedures. Gives appropriate priorities to various work demands.

Professionalism Maintains a calm and professional attitude to all customers and coworkers, regardless of environment or stress.

Quality of Work - Has established a track record of producing work that is highly accurate, demonstrates attention to detail and reflects well on the organization. Is personally committed to high quality work and encourages others to have similar standards.

Safety and Security - Observes safety and security procedures and determines appropriate action beyond guidelines. Reports potentially unsafe conditions and uses equipment and materials properly.

Team Work - Balances team and individual responsibilities. Exhibits objectivity and openness to others' views. Gives and welcomes feedback. Contributes to building a positive team spirit and puts success of team above own interests. Able to build morale and group commitments to goals and objectives. Supports everyone's efforts to succeed and recognizes accomplishments of other team members.

PRIMARY QUALIFICATIONS

Education:

• One of the following is required:
  • CDA credential or enrolled to complete within one year of hire date required, OR
  • A Bachelors degree in Early Childhood Education or related field from an accredited 4 year university, with at least nine (9) credits in Early Childhood Education, OR
  • Enrolled to complete degree with related credits within one year of hire.

Certifications:

• Obtain CPR and First Aid certification within the first year of employment.

Work Experience:

• Prior Head Start or Pre-school experience is preferred.

Special Skills:

• Intermediate computer literacy skills in email, Microsoft Office.
• Excellent decision-making and communications skills.
• High degree of tact and professionalism.
• Strong positive attitude.

AMERICANS WITH DISABILITY SPECIFICATIONS

Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the 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 occasionally required to stand, walk, sit, use hands to finger motions, stoop, kneel, crouch or crawl, talk or hear, taste or smell. The employee must occasionally lift and/or move up to 40 pounds, up to 20 times per day with or without assistance. Specific vision abilities required by the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to focus.

Work Environment: Work environment characteristics described here 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 exposed to weather and internal climate conditions prevalent at the time. The work environment is considered to be that of a normal primary educational institution. The noise level in the work environment is usually moderate. Exposure to blood, saliva and bodily fluids is common. Proper training and protective equipment are required to avoid direct contact from blood, saliva and bodily fluids is required.

EQUAL OPPORTUNITY EMPLOYER

Louisiana Endowment for the Humanities/PRIME TIME Family, Inc is an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, sex, religion, national origin, disability, age, veteran status, creed, ancestry, marital status or sexual orientation, gender identification, genetic information, atypical hereditary cellular or blood trait, marital status, citizenship status, victims of domestic violence, or any other protected category.