Position Purpose Under general supervision, supports the classroom teacher in administering programs to provide educational development opportunities to early childhood education students. Facilitates learning by establishing a relationship with lead teacher and pupils through learning resources and the classroom environment. Develops and fosters the appropriate skills and social abilities to enable the optimum development of children, according to age, ability, and aptitude.
Essential Functions • At the direction of the ECC Director and/or lead classroom teacher, assists with teaching and/or implementation of daily activities and duties. • May coordinate daily activities and will supervise aids in the absence of the lead teacher. • Assists with the administration of appropriate assessments and records results. • Prepares materials and classroom environment as directed by Director and lead teacher. • Assists with and participates in all classroom activities, including but not limited to arrival, dismissal, snack and mealtimes, recess, and choice time. • Supports the rules of conduct and creates a warm and welcoming learning environment. • Maintains order in the classroom and throughout common areas of the campus, including the outside spaces such as the playground and garden. • May counsel pupils when adjustment and academic problems arise. • Discusses pupils’ academic and behavioral attitudes and achievements with the lead classroom teacher and participates in parent conferences. • Assists with classroom record-keeping and home communication. • May assist with field trips. • Collaborates with the lead classroom teacher and all departments and offices as required or requested. • Organizes meals and snacks for children • Helps children maintain good hygiene • Diaper changing of infants and toddlers as well as toilet training support, as needed. • Attends work and arrives/departs work at the appropriate times as determined by the immediate supervisor. • Assumes other job-related duties assigned by the immediate supervisor.
• A?t a minimum, a high school diploma or a general educational development certificate (GED) and 2 years experience working with children in childcare or classroom center. ?A bachelor’s degree in education and/or early childhood education preferred • Ability to support the implementation of curriculum, assessments, and can utilize teaching methodologies. • Strong interpersonal and communication skills and the ability to work effectively with a wide range of constituencies in a diverse community. • Familiarity content, curriculum, methods, materials, and equipment for early childhood education. • Ability to facilitate activities for children that encourage healthy growth.
• Knowledge of applicable safety procedures. • Ability to provide a supportive and caring environment for children. • Ability to exercise control and maintain classroom discipline. • Knowledge of child development theory and practice. • Comfortable with a team-based work structure; ability to demonstrate flexibility on the job. • Demonstrates initiative is conscientious and provides complete follow-through on areas of responsibility. • Demonstrates sensitivity, knowledge, and understanding of the diverse backgrounds of community members with a continuous focus on healthy relationship building. • Demonstrates a deep understanding of cultural competency skills and enthusiasm for issues of diversity, inclusivity, and multiculturalism.
Application Procedures: Interested candidates, please e-mail a cover letter, resume, contact information for three professional references, and two written letters of recommendation to firstname.lastname@example.org. One of the references must be from a current or previous supervisor.
About Springside Chestnut Hill Academy
Springside Chestnut Hill Academy’s Pre-K–12 program is informed by what today’s students need to thrive in college and beyond and is supported by nearly 300 combined years of academic leadership in boys’ and girls’ education.
Through a rigorous college-preparatory curriculum grounded in project- and passion-based learning, SCH students build resilience and a sense of agency while gaining an unparalleled intellectual foundation for lifelong learning and growth.
Students who attend SCH experience a robust, state-of-the-art academic program intently focused on preparing them for their future. The SCH experience is designed for those who are willing to be challenged, work hard, cultivate an independent mind, and exercise their creativity and curiosity will find the curriculum engaging and rewarding. At the same time, they will discover a nurturing and stimulating learning environment led by a dedicated, passionate, and highly educated faculty. At SCH, the community created by students and faculty is authentic and strong. It is a community in which each student’s unique gifts and capabilities are respected and valued and given just the right combination of challenge and support to... ensure that each student thrives.
SCH’s educational model is distinguished by single-sex education for the lower grades (Pre-K through 8) followed by a coed Upper School. This unique structure expresses SCH’s belief in the benefits of single-sex academic instruction in the lower and middle grades and recognition of the value of coeducation in a student’s final preparation for college and beyond.
Through this unique structure, SCH is able to offer age-appropriate learning environments for every stage of a child’s social and intellectual development. Faculty in the Lower and Middle Schools are experts in the different ways that boys and girls learn and have designed their curriculum to support these different learning styles. Beginning with the merging of gender cultures in Upper School, students are exposed to an ever-widening array of perspectives and opinions as part of their final preparation for becoming citizens of a global community.