Daycare Teacher

. General Information

1. Qualifications: The teacher shall have an overall understanding of child

development and recommended practices and have experience working with

children ages Active Imaginations CDC. A basic love for children and a

commitment to teaching is essential. Educational degrees are desirable and

experience shall be required for certain teaching position. A minimum of a High

School diploma or a GED is needed. A Commonwealth Child Care Credential

or CDA may be preferred.

2. Staff Relationship: Teachers are directly responsible to the Director and Assistant Director responsible for the day-to-day duties of the teaching

assistants and/or aides. Any problems that arise should be brought to the

attention of the Director.

II. Principal functions

To assist the Director in the ongoing activities of the program and to serve as a teacher in keeping with the policies established by Active Imaginations CDC. Any problems that arise within the classroom should be brought to the attention of the director or Assistant Director.

III. Duties

STATE REGULATIONS

• Must know and maintain all standards mandated by the state
• Must maintain proper ratio’s at all times

INTERACTION WITH CHILREN

· Interacts with children to develop their self-esteem. This includes:

a. greeting children individually upon arrival

b. calling children by name

c. bending over, stooping down, or sitting to maintain eye contact

d. speaking to individual children often

e. encouraging independence in children by asking for their assistance in tasks

f. letting children complete tasks on their own

g. verbally interacting with individual children during routines

h. listening to children

· Develops meaningful relationships with children, including:

a. showing respect, consideration, and warmth

b. respecting individual needs

c. allowing as much time as possible to listen to each child

d. planning for skills and interests of individual children

e. showing sensitivity to individual needs

f. treating all races, religions, and cultures equally

g. providing girls and boys equal opportunities

h. taking part in all activities responding to children’s verbal and nonverbal indications of needs

· Interacts with the group, including:

a. smiling

b. moving to children to talk rather than calling them from a distance

c. using a low, calm voice during interactions

Interpersonal Skills

· Maintains a positive relationship with staff members, including:

• showing sensitivity toward individual needs
• demonstrating a willingness to work with and for others

c. carrying own share of responsibilities

· Works cooperatively in a team approach, including:

• sharing ideas (staff meetings, curriculum planning, etc.)
• giving and accepting constructive suggestions
• sharing responsibilities
• following through on commitments

Interaction with Parents

· Communicates with parents effectively in a friendly manner frequently and clearly

· Communicates progress of children to parents both informally and through formal conferences held twice a year (fall and spring).

Curriculum

· Prepares and carries out daily activities that are designed for the developmental level and individual needs of the children in assigned group

· Turns in weekly planning form

· Daily program includes a balance of quiet and active activities, child-initiated and teacher-directed activities, and fine-motor and gross-motor activities

· Daily program regularly contains a variety of activities that include:

• sensory activities
• field trips
• art
• cooking
• science
• group activities
• music
• child created stories
• large motor
• dramatic play
• small motor
• language development
• movement
• telling/reading stories
• math readiness

· Incorporates a variety of media in plans

· Activities are set up in a way to motivate children to explore and learn through their play

· Materials are set up for the children ahead of time to avoid a waiting period

· Curriculum reflects creativity and new ideas

· Recognizes needs of children and plans activities so that children will succeed, including:

a. ensuring that there is enough for children to do at all times

b. being flexible and able to adapt to differing situations

c. planning for the most and least skilled children

d. Updates and completes each child’s portfolio on a regular basis

Classroom Environment

· Classroom is maintained in an attractive manner, appears stimulating and ordered, and children’s artwork is displayed

· Shares in daily responsibilities for maintaining the environment, including:

a. taking initiative to set up new materials in the room

b. materials are rotated on a regular basis

· The following interest areas are set up:

c. sand and water play

a. table toys

b. blocks

c. library area

d. a variety of props

e. dramatic play

f. music

g. manipulatives

h. writing

i. math

· Safety of the children is demonstrated in the environment through:

a. no broken equipment

b. no open runways

c. toys and containers for toys are in repair

d. the teacher models and teaches respect of materials

Health and Safety

· Monitors the whereabouts of children at all times, including:

a. ensuring the safe arrival and departure of the children

b. is aware of who is picking up children

c. maintains supervision by sight and sound

d. monitors when children use the bathroom, and are in the hall

· Encourages healthy habits in the children, including:

a. including nutrition in regular lesson plans

b. role modeling manners while eating with children (only what they are eating)

c. encouraging children to brush teeth after eating lunch

d. has children wash hands before eating, after using the toilet, after blowing their nose, after art projects and after being outside

Guidance and Discipline

· Maintains order during smooth transitions, prepares ahead for transitions, and controls group even when dealing with an individual child

· Enforces limits in consistent and fair manner, including:

a. explaining limits clearly to each child

b. tries to avoid most discipline problems by being organized and prepared

· Creates an environment that leads children to self-control, including:

a. helping children accept responsibility for their own behavior

b. designing activities that foster independence and responsibility

c. redirecting, distracting, or channeling disruptive play into acceptable outlets

d. guiding children in effective ways of settling disputes

e. encouraging children to talk about their feelings and ideas rather than use physical force

f. telling children what they can do, giving alternatives

g. modeling behavior expected of the children

Professionalism

· Is reliable, punctual, and regular in attendance; takes appropriate amount of time on breaks; and notifies supervisor well in advance of absence from the program

· Is professional on the job, including:

a. maintaining confidentiality of child and family information

b. participating in staff meetings

c. maintaining a program of professional growth

d. demonstrating an understanding of the program’s policies and philosophies

· Is professional with children, including:

a. is tolerant and considerate of differences in children and adults

b. is aware of own negative feelings aroused by an individual child and can recognize, verbalize, and handle these feelings in appropriate ways

c. remains calm and uses good judgment in tense situations

d. maintains a sense of humor with children and adults

ALL OTHER DUTUES AS ASSIGNED BY DIRECTOR AND OR OWNER