CREATIVE «YOURSELF at NO WITH US HAVE | FUN! “>BENEFITS PACKAGE $s] 3 60/h ° r choice. Young children leam best through o 1 re aes Teacher Average roach which encourages play = Paid Snow Days involvement with tangible materials. = Paid Bithdoy «Paid Vacation $12 minimum - No Salary Cap - process gains understonding and skil in problem ran solving. 359s 59s 22 doys/yr 10+ 26 days/yr MEDICAL INSURANCE = LACC Pays 75% of Medical/D through Regence Blue Shiekd. 7 Tes) A Bs [WXcof rata up to $500 per quarter for coursework, ral WV fe OCS 3 Full-time Teachers in each classroom + 2 floaters al RETIREMENT ee Tome cs = ACC offers a Fidelity Simple IRA and will ‘Age Range Ratio infoGlittleanchor.org mmech yp SX conrbution otiisme aya \emo2me 7 28.35 Vr TRANSPORTATION Secs M0 - LACC pays for @ monthly ORCA passLittle Anchor Child Care Center Job Description: Child Care Teacher Purpose: To provide a warm, nurturing, safe and loving environment where self concepts are enhanced, independence is encouraged and individuality is respected. Key Responsibilities: 1, To offer a program that meets the emotional, physical, intellectual and social needs of both the individual and the group. 2. To interact with the children and to encourage their involvement in activities. 3. To prepare a warm and safe environment that is orderly, clean and appealing and permits the child to grow and explore. 4. To plan with the assistant teacher weekly lesson plans based on a curriculum outline. To provide aides with the opportunity to have input into the program. To submit lesson plans to Director the month prior to implementation. 5. To supervise, train and evaluate staff and student teachers. 6. To establish and maintain good communications with parents through parent conferences twice a year and on a daily informal basis. 7. To observe, record and report significant individual and group behavior. 8, To use appropriate and positive discipline and to train staff so that discipline is consistent, 9. To maintain all records and files. 10. To keep staff informed of program goals and developments both with children, parents and administration, 11. To maintain DSHS licensing requirements and NAEYC accreditation standards. 13, To serve and record snacks, possibly prepare snacks. 14. Diaper and assist children in toilet learning as necessary. 15. Conduct a self-evaluation twice a year, followed by a conference with the Director to discuss job performance. 16. To order new equipment and supplies; to prepare materials needed in the program, 17. Any other tasks which the job requires. Reporting Relationships 1. Reports to the Director on any staff matters and in regard to children, parents and program. Limits of authority 1. May take action without informing, (is authorized to:) assign staff responsibilities within the program; change a scheduled daily activity; change room arrangement; appropriate discipline of a child; discuss child’s activity with parents. 2. May take action but must inform; call parents about sick child; change curriculum for program; leave the building with children; talk to parents about concerns regarding child’s development. 3. Must have prior commitment to: transfer child to another classroom; remove a staff person;order new equipment; release child to an authorized person on the child’s pick up list; take time off; refer parent to outside resources; change shift hours for self or other staff member. Requirements: 1. A degree in Early Childhood Education or a related field. 2. Ability to relate joyfully and sensitively to children. 3. Ability to pick up a child weighing up to 40 pounds. Ability to meet the following physical demands: sitting, standing for extended periods of time, walking, kneeling, crouching, stooping, squatting and crawling. 4, Evidence of emotional maturity and stability. 5. Evidence of sufficient security and judgement to handle crisis situations and to use supervision constructively. 6. Physical stamina, 7. Ability to recognize and to record significant individual and group behavior. 8. Ability to play with children. 9. Ability to recognize and to record significant individual and group behavior. 10. Ability to supervise aides and other personnel and to communicate and work well as part of a staff team. 11. Flexibility in time schedule, Time Commitment: 40 hours per week Little Anchor Child Care Center Staff Goals: 1. To maintain professionalism at all times. 2. To establish and maintain positive personal interaction. 3. To commit to open communication. 5/97Employer’s Expectations Little Anchor Child Care ‘The following information is intended to help clarify what we expect ofall who work with children, co- workers, and porents in our program. How Staff Look They are smiling, neat, and clean. They are humorous and fun-loving. They offer great hugs, high-fives, and warm pots. They are excited to welcome new children, parents, and co-workers into the program. How Staff Sound They are cheerful. They are concerned - never horsh. They are involved with children’s every activity, always facing the children in every setting. They are instructional - never ertcal They ask and are receptive to co-workers’ feedback They are always Rexible with children, parents, and administration How Stoff Feel They are provd to be a professional who genvinely care about children’s welfare ond development They love children. They create @ harmonious work environment by caring about fellow staff members. They are open and honest about feelings in a supportive way. They feel good about their choice to work in child core, They are open and listen attentively with a reflective, non-emotional, and empathetic ear to parent's needs and concerns, Staff Always Tend to crying children (unless the child indicates a need for space). ‘Clean dirty faces and wipe runny noses. Greet parents with a smile. Have positive interactions with co-workers. Speak positively about co-workers, parents, children, and the program.How the Teacher Helps the Children 1, Use a quiet, confident tone of voice when you speak to a child. If you speak quietly to a child, he will pay more attention to you than if you raise your voice and speak in a loud and commanding tone. A commanding tone often makes children feel resistant. In other words, makes them want not to do what you suggest, just as you yourself would feel in their place. Give your directions in as few words as possible, and make them speci general. The child who is just learning to go to the toilet regularly will understand if you say to him “toilet time now” and hold out your hand for him to come. If you say, “Well, you've played a long time, you should go to the toilet. Come on. We'd better hurry,” he may say “No!” He is confused by so many words 2. Speak to the child with your face at his level. He will feel less threatened and be more able to attend to your words if you are close to him, have eye contact with him, and are not hovering above him. 2. Give the child plenty of time. A child often resists ifhe feels that you are hurrying him. Perhaps he has not had time to park his truck just where he wanted to leave it. We need to respect his plans just as we would like to have ours respected, We can respect his purposes without encouraging him to “stall”. If we find him thinking of one thing after another to delay coming in for lunch, for example, we can explain to him “Lunch is ready now. As soon 1s you put that one car in the garage, you will need to come.” Then when he’s put that car away, quietly take his hand and bring him inside, 4, Make your suggestions positive ones. Tell the child what you want him to do rather than what you don’t want him to do. The easiest way to do this in general is to avoid using the work “don’t.” You'll have better results if you say, “Ride around the table,” instead of “Don’t bump the table.” This is using a positive, instead of a negative suggestion, 5. Interest the child in desirable behavior. Help children by making desirable behavior seem interesting and fun. “Let’s pretend we're delivery men when we take the blocks back in our wagons” is more fun than just having to put away the blocks. You may help a child by giving him something to look forward to if he does his part by saying, for example, “As soon as you have washed your hands, we'll have a story.” 6. Encourage the child all you can to be independent in his actions and in his play. Give him time enough to get into his own coat. Give him only as much help as he really seems to need with his boots. Let him take the cloth and wipe up the milk himself if he spills it, even if you have to dry things a bit afterwards. If you hold the swing, he may be able to climb in himself. If he wants to get on top of a box, you can show him how to make a step with one of his blocks and climb up himself. When you help him this way, he is learning how to solve problems and be independent. 7. When several children are playing together, you need to help them like each other more rather than less. Remember this: Children are more likely to grow into cooperative, considerate people if they have had fun with others and learned to like them. They will not have fun if they are always being scolded for the mistakes they make, “It’s naughty to hit” or “You mustn’t be selfish with your toys”. When we say things like this, we do not help a child, We often make him want to play alone where he doesn’t have so much trouble, They will not learn to like others, either, if we say to them, “See if you can’t beat Johnny getting undressed”. It gives them a poor reason for working and makes it harder for them to get along together. 8. Listen to what the child is saying. Sometimes children haven’t learned how to demand or even to attract your attention, but will still have important things to say. Be particularly cognizant of those undemanding children. You need to learn to pick up their more subtle cues that say, “I want to talk to you”.