ASSOCIATE TEACHER 1

Associate Teacher l

Position Type: Temporary/Permanent (Non-Exempt)

Salary Range: $19-21

Report to: Site Director

The Associate Teacher I provides for the general supervision, development, education, and assessment of children assigned to their care under the guidance and supervision of the lead teacher. Ensure that Title 22 and Title 5 regulations are followed through the implementation of appropriate care and the maintenance of the learning environment.

Responsibilities include:

• Assist the lead teacher in planning, supervise and implementing the program in accordance with the policies and philosophy of FSA Child Development Services, Community Care Licensing, and NAEYC Program Standards
• Assume the responsibilities of the Lead Teacher in her/his absence, including but not limited to overall responsibility for the management of the classroom, supervision of staff members assigned, creation and implementation of the DAP curriculum, and any assessments assigned
• Follow a daily schedule that allows for a variety of activities that support all aspects of the child’s development, with required and appropriate percentages of time for indoor and outdoor activities, supporting both large and small/fine motor development and allowing for creative expression
• Engage in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions
• Develop and maintain relationships with the children and their families. Strive to learn about the family and community of each child to integrate developmentally appropriate learning throughout the curriculum
• Participate in the New Family Orientation, and transition plan processes, helping families and children acclimate to new environments, and begin building solid relationships when needed
• Complete and maintain the following reports and documents including but not limited to health checks, ratios, meal counts, injury reports, unusual mark reports, DRDP, ERS, and learning plans as assigned by or in the absence of the Lead Teacher. For Infants – Daily meal records, sleep records, and quarterly needs assessment.
• Maintain the classroom, environment, and interactions with a minimum of a good ERS rating
• Organize and facilitate the opening and/or closing routines, including preparation for the current or next day’s program activities
• Participate in the assessment process for assigned children, including DRDP (DRDP portfolio app for gathering evidence and DRDP online for assessments), ASQ-3 and/or ASQ-SE, and the parent conferences for both DRDP and ASQ. Complete a minimum of assessments assigned by and under the supervision of the Lead Teacher (for classrooms with enrollment under 24, Associate Teachers shall be assigned one-fourth of the assessments)
• Assist the Lead Teacher when appropriate to complete ERS observation / Scoring
• Use the DRDP Group and Individual reports, along with the CA Learning Foundations and Curriculum Frameworks to assess the needs of the children and develop learning plans under the guidance and assignment of the Lead Teacher
• Participate in the creation of a NAEYC classroom portfolio demonstrating compliance with the NAEYC standards for high-quality programs
• Lead appropriate nap/rest periods. Children are to be provided the opportunity to rest, but if do not fall asleep within a reasonable timeframe, they are to be provided alternate activities while their peer’s nap. Children are not to be forced to stay on their cots once they have rested or awakened. For Infants – Safe sleep training and procedures must be strictly followed
• Monitor and participate in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed)
• Guide and supervise the Classroom Assistant(s) in their job responsibilities through the development of an appropriate professional relationship and open, respectful communication
• Assist the Lead Teacher in conducting and documenting fire, earthquake, and intruder drills.
• Ensure a safe environment for the children that is free of hazards
• Maintain children’s legal sign-in cards by ensuring families sign in and out as required and assisting the office staff in collecting needed documentation from the families.
• Maintain confidentiality of family and children’s information with staff and the community
• Timely and regular attendance
• Other duties as assigned and necessary

1. A minimum of 12 core ECE semester units. For Infants and Toddlers, additionally at least one course in the care or development of infants and toddlers
2. A minimum of the Associate Teacher Level Permit or the ability to obtain one (application to be submitted no later than 30 days after onboarding)
3. A minimum of 1-year experience within the last four years. For infants and Toddlers, at least 6 months of the experience with the age group is required
4. DRDP Rater Certification must be obtained within three months of hire and remain valid during employment.
5. ERS Training within 1 year of hire
6. Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed
7. Maintain a clear and active exemption-free status with Community Care Licensing for the duration of employment with FSA
8. Participate in activities that further own professional growth and development, averaging a minimum of 21 hours per year to maintain permits and keep skills current.
9. Ability to work with disabled or challenging children and diverse populations
10. Must be willing to work flexible hours to meet the needs of the program.
11. Pass a health screening test, immunized against: Influenza (ability to decline with a signature), Pertussis and Measles, COVID-19, TB test, and Drug screening Clearance.
12. Maintain Pediatric first aid & CPR, mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assigned

• Monitor children’s development and learning and adjust learning experiences throughout all domains of learning while teaching so that children continue to be actively engaged in learning
• Apply knowledge of children and families, including their prior experiences, interests, social-emotional learning needs, their background knowledge, and cultural, language, and socioeconomic backgrounds, to engage them in learning.
• Identify and/or recognize when a child may need additional diagnosis and/or services and are knowledgeable of the types of services available to children and/or families, including services related to suspected or identified special needs, trauma, homelessness, abuse, foster care, incarceration, and/or are medically fragile. Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
• Identify and implement strategies to prevent and/or address young children’s challenging behaviors, and implement strategies to help children learn to resolve conflicts
• Understand and demonstrate how to adjust the curriculum to meet the needs of young children and to address differences in young children’s skill levels and learning styles, as well as how to adjust the curriculum and learning activities to address children’s individualized learning plans for young children with special needs
• Recognize own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
• Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers
• Act in an ethical manner, with honesty and integrity, and with children’s and families’ well-being as the central concern, demonstrate professional responsibility for all aspects of children’s learning and classroom management, including responsibility for the learning outcomes of all children, along with appropriate concerns and policies regarding the privacy, health, and safety of children and families, and conduct themselves with integrity and model ethical conduct for themselves and others

FSA is committed to creating a diverse environment and is proud to be an equal-opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.