Preschool Teacher at Greater Waterbury YMCA

Summary

This position supports the work of the Y, a leading nonprofit, charitable organization committed to strengthening community through youth development, healthy living and social responsibility. The Preschool Teacher at the Greater Waterbury YMCA assists the Head Teacher in planning and implementing learning experiences that advance the intellectual, emotional, social and physical development of the children within a safe, healthy and nurturing environment. To establish good relationships with the parents and other staff members.

Duties

• Assumes responsibility for the health and safety of all children in the program.
• Assists Lead Teacher to plan and teach weekly lesson plans based on an emergent curriculum connected with the CT ELDS.
• Assists Lead Teacher to conduct daily observations based on CT DOTS and place weekly in child’s portfolio. Collect samples of work and document weekly in child’s individual portfolio.
• Assists Lead Teacher to evaluate each student and discuss problem or progress with parents daily.
• Promotes and develops the 40 developmental assets into your classroom curriculum and daily activities.
• Implement YMCA Character and Youth Development best practices into weekly plans.
• Attends staff orientation and staff meetings as required.
• Make referrals for support services as needed and advocates for children and families.
• Assists Lead Teacher to organize the classroom environment to support children’s socio-emotional development, promote learning through play and promote physical development. Using transition time as opportunities for learning.
• Promotes learning in all areas of the classroom: Block Area; Dramatic Play, Manipulative Area; Literacy center, Computer, Sand and Water Area; Science Area, Art area and woodworking.
• Participates in weekly swim lessons with the children. Teachers are required to get in the water with the children.
• Follows all policies and procedures regarding abuse and neglect mandated reporting.
• Follows all CACFP guidelines for food program
• Keeps accurate and clearly written records for monthly Nutrition and School Readiness reports
• Promotes team orientated attitude. Supervises assistant teacher and aides and delegates responsibilities.
• Informs Lead Teacher of any significant issues related to staff, children or facility.
• Promote professionalism and growth and is an exemplary role model.
• Models relationship-building skills in all interactions. Maintains regular, clear, and concise communication within area of responsibility.
• Helps to ensure all activities are conducted in compliance of state regulations, School Readiness requirements, NAEYC accreditation standards and YMCA policies. Ensures all licensing requirements, regulations and policies are in compliance. Including proper staff ratios and reporting requirements.
• All other duties as assigned by supervisor.
  
  

Requirements

• A minimum of a Child Development Associate (CDA) Credential reflective of the age group of children they are supporting. Alternatively, assistant teachers/teacher aides can also have qualifications equivalent to a CDA, which is currently 12 college credits in early childhood education, child development, elementary education, and/or early childhood special education.
• A CDA credential equivalent as defined by NAEYC as at least 12 college credits in ECE, Child Development, Elementary Education or Early Childhood Special Education.
• An Associate’s degree or higher in ECE, Child Development, Elementary Education or Early Childhood Special Education.
• The equivalency to an associate’s degree in ECE which is defined by NAEYC as at least 60 college/university credits with at least 30 college credits in ECE, Child Development, Elementary Education or Early Childhood Special Education.
• Minimum age of 21.
• Prior to first day; completion of Child Abuse Prevention, CPR, First Aid, ADE, Medication administration, EPI pen and Bloodborne Pathogens trainings
• Knowledge of National Association for the Education of Young Children (NAEYC) standards, CT Early Learning and Development Standards (CT ELDS), and CT Documentation and Observation for Teaching Systems (CT DOTS).
• Ability to relate effectively to diverse groups of people from all social and economic segments of the community.