We are looking for a part-time Early Childhood assistant to help cover classrooms while teachers are out. Being flexible in terms of  hours is a must.  Days and hours may vary and there will be days you may be asked to work a full 8 hour shift. 

Reporting Relationships: Reports directly to the director and admin staff of the center. 

Summary Statement of Primary Functions: The Early Childhood Assistant is responsible for helping the teacher adhere to the guidelines of the licensing standards set by DCFS and any other accreditation requirements as related to the specific program and to ensure the quality of developmentally appropriate experiences received by the children.

PRINCIPLE DUTlES AND RESPONSIBILITIES/ Early Care & Preschool assistant:

• Assists the teacher in maintaining a safe and healthy learning environment that follows program guidelines, performance standards and job targets.

• Assists the teacher in arranging physical space to encourage independence and seven different learning centers.

• Directs specific activities in the classroom assigned by the teacher.

• Assists the teacher in preparing materials to be used in the daily routine.

• Assists the teacher in providing smooth transitions and routines, such as hand washing, toileting, brushing teeth, greetings and transitions from one activity to the next.

• Eats with the children and provides appropriate discussion for mealtimes.

• Assists with documentation and individualization for all children.

• Assists with all assessments (prescreening forms, observations, checklists) as well as an individual portfolio for each child.

• Assists with the completion of a Skill Check-List Report for each child three times a year.

• Maintains and turns in accurate attendance sheets.

• Assists in providing a balanced curriculum that encourages social and cultural awareness, exploration, predicting and testing behaviors, choices of leaning centers, large, small and individualized group activities.

• Sees self as a team member and effective model.

• Uses written system to share responsibilities.

• Participates in team meetings at least twice a month or more as needed, with center administration.

• Participates in daily communication with classroom team members and shares information.

• Accepts responsibility for managing the classroom when the teacher is absent.

• Interacts with children and adults in a positive manner.

• Helps plan activities and methods for keeping parents interested and involved in their child's development.

• As needed, participates in Parent/Teacher Conferences and/or educational staffing.

• Works cooperatively with team and staff to maintain good parent relationships and involvement.

• Evaluates the daily routine with the teacher as it relates to the needs of all the children.

• Assists with the cleanup and care of the room and classroom equipment.

• Participate in evening and/or weekend events as required including but not restricted to In-Service Training; and family activities/presentations.

• Annually participates in 15 - 25 clock hours of in-service training per year as required by DCFS and any accrediting body.

• Performs other related duties from time to time that may be assigned by the teacher and/or administrative staff.

Qualification

• Must have as a minimum a High School Diploma or GED, preference is given to staff with CDA credential or equivalent.

• Assistants who do not have at least a CDA credential are enrolled in a program leading to a CDA credential or the equivalent.

• Required paperwork relevant to DCFS and the park district on file.

• Background check required.

• Emotional maturity when working with children.

• Cooperation with the purposes and services of the program.

• Respect for children and adults.

• Flexibility, understanding, and patience.

• Physical and mental health that do not interfere with childcare responsibilities.

• Good personal hygiene.

• Frequent interaction with children.

• Listening skills, availability and responsiveness to children.

• Sensitivity to children's socioeconomic, cultural, ethnic and religious backgrounds and individual needs and capabilities.

• Use of positive discipline and guidance techniques.