Teacher

Teacher Mini University, Inc. - 3.7 Dayton, OH Job Details Full-time $45,000 - $50,000 a year 12 hours ago Qualifications CPR Certification First Aid Certification Pediatric first aid Parent-teacher conferences (communication methods) Full Job Description Mini University employs Teachers who are professional, knowledgeable, nurturing and genuinely dedicated to achieving positive child outcomes. We are an Equal Opportunity Employer who requires the following characteristics of all team members regardless of the job assignment: Dedication and commitment to our

Core Values:

Collaboration, Respect, Excellence and Learning. A strong work ethic and willingness to be a contributing member of the Mini

U. TEAM. TEACHER

~ DUTIES and

RESPONSIBILITIES

~ Based on the

NAEYC Accreditation Standards:

Relationships The greatest indicator of a quality program is the quality of the interactions between teaching staff and children. A teacher's responsibility is to use the environment, relationships and experiences to facilitate the positive development of children.

Teachers are expected to:

a. interact frequently and respectfully with all children. b. engage in at least 25 conversational turns per child per hour. c. respect and build positive relationships with children and families. d. use narration and description of ongoing interactions to identify or model prosocial behavior. e. anticipate and take steps to prevent unsafe or disruptive behaviors of children. f. provide opportunities for children to decide what the class will do together. g. provide materials for children that are non-stereotypical and represent the racial, ethnic, cultural identities of the children and families as well as society at large. Curriculum, Assessment & Teaching Teachers implement Creative Curriculum, the written, research-based curriculum used in all Mini University classrooms for children birth-Pre-K, that supports the social, emotional, physical, and cognitive growth of each child.

Teachers are expected to:

a. respond to children's interests and needs and develop lesson plans based on children's interests and a knowledge of each child's assessment and screening data and a thorough knowledge of Teaching Strategies GOLD™ Objectives for Development & Learning, Ohio's Early Learning and Development Standards, and for Summer Camp Ohio's K-12 Academic Content Standards. b. observe each child's progress and follow the Written Observations of Children (WOC) Guidelines to record daily factual observations of children and level them for checkpoint data 4 times/year. c. plan and implement the curriculum to advance all areas of children's learning and development including physical, social, emotional, cognitive, and identity development. d. scaffold learning for children by making the activity less or more difficult. e. assist in the coordination of services, development and implementation of Individual Family Service Plans (IFSP's) or Individual Education Plans (IEP's) for children who qualify and make reasonable accommodations for children in the early intervention process. f. use care-giving routines such as those related to diapering, toileting, feeding, eating, sleeping, hand washing, face washing, tooth brushing and transitioning between activities, as "teaching opportunities" and engage in responsive interactions. g. create learning spaces that provide children with learning opportunities and materials that reflect a variety of family structures, the local community, and/or cultures. h. plan for children to smoothly transition from one activity to another. i. incorporate Science of Reading (SoR) strategies with all children. j. provide process art experiences for all children daily. k. rotate materials in and out of the learning environment to support children's changing skill levels. l. learn and implement Heggerty lessons daily (PreK teachers) m. increase healthy social and emotional skills using Conscious Discipline techniques and practices. Physical Environment, Health & Safety Teachers maintain a safe, healthy, and engaging classroom environment that supports the well-being and development of all children.

Teachers are expected to:

a. organize and arrange the classroom environment with clearly defined routines, experiences and interest areas, as defined by Creative Curriculum Checklist and the NAEYC Accreditation assessment items. b. maintain the classroom inventory of materials and equipment, alerting an administrator to replacement needs. c. set up learning environments with principles for universal design so all children can move freely from one area to another. d. implement daily maintenance and cleanliness of the classroom including following all required sanitation guidelines for washing toys, equipment, cots/cribs, bedding, etc. e. actively supervise children inside and outside, including "Name to Face" attendance at all thresholds. Teachers must follow the Supervision of Children Policy and maintain accurate attendance at all times. f. follow established guidelines to determine when a child is sick and needs to be sent home. Know and follow all medical care plans for children. g. report suspected incidents of abuse to an administrator and other appropriate agencies. h. know, practice, and follow all safety plans with the children. i. wash hands as required from licensing and NAEYC requirements. j. follow all field trips, safety and transportation regulations when planning and executing field trips and other routine trips or transportation of children. Families & Community Partnerships Teachers build strong, respectful relationships with families and engage them as partners in their child's learning and development.

Teachers are expected to:

a. use SmartTeach and other electronic family engagement apps to communicate with families. b. communicate daily with families about each child's development milestones, individual activities, and/or shared caregiving issues. c. speak in a culturally sensitive and professional manner with families. d. always respect and maintain confidentiality. e. invite families to participate in learning experiences. f. conduct family conferences at least twice/year to share developmental progress about each child and encourage families to engage in the decisions about their child's educational goals and preparation for kindergarten. g. support children and families' routine transitions as they say their "hellos" and "goodbyes" each day; being respectful of these often-difficult separations is very important. h. support and engage children and families transitions into the center, within our program (movement between age groups), and out of our program to school or other programs. i. make appropriate referrals and link families to services and community partners to support them in getting additional assistance for their child or family as needed. j. use knowledge of the community and/or local cultural resources to adapt the curriculum and create learning experiences for the children. Professional Development Teachers demonstrate a commitment to continuous learning and professional growth by actively participating in professional development opportunities, reflective practice, and collaboration with colleagues. Teachers stay current with best practices in early childhood education and apply new learning to improve program quality and support positive outcomes for children and families.

Teachers are expected to:

a. complete professional educational requirements as outlined in IPLAN (Intentionally Preparing for Learning, Assessment and the Needs of Children) and individualized PD plans. Teachers must obtain at least 15 hours of Ohio Approved training each year. b. to attend staff meetings, 4DX WIG Sessions, and teambuilding events. c. sign up for an account in Cox Campus https://coxcampus.org/ and complete the Level 1, 2 and 3 Emergent Literacy certificates as well as the many other Free Ohio Approved trainings. d. read professional literature and research to stay current in our profession. e. be an active member of the National Association for the Education of Young Children (NAEYC) and other professional organizations. f. demonstrate high personal integrity and commitment to NAEYC's Code of Ethical Conduct. g. accept constructive feedback, engage in action steps, and improve her/his teaching skills by becoming familiar with tools specifically designed to support their work. Leadership & Management Teachers model professionalism, integrity, and positive attitudes while contributing to a collaborative and highperforming team environment. Teachers demonstrate leadership by mentoring others, taking initiative, and upholding program policies and standards that ensure quality and consistency across all areas of practice.

Teachers are expected to:

a. always maintain staff to child ratios. b. effectively communicate and articulate to families, supervisors, visitors, and others program policies, procedures and the intentionality behind curriculum and specific classroom activities and goals. c. provide supervision and direct the activities of the other staff members assigned to the classroom, including assisting in the orientation and training of all new staff assigned to work with the group. Teachers must also be able to structure learning procedures and other activities with Assistant Teachers, Support Staff, Substitutes and others, developing a supportive, cooperative working atmosphere in the process. d. keep accurate records of children's attendance and progress and complete these records and other assigned written reports in a timely manner. e. contribute and participate as a TEAM player by exemplifying our core values of collaboration, respect, excellence and learning in all aspects of his/her work, including making weekly commitments to the 4DX WIGs, and contributing to the positive climate of the center. f. ensure all NAEYC Standards and Assessment Items, DCY licensing regulations, and SUTQ requirements are in compliance and fully met at all times. g. assist in the performance appraisal process for staff working in the class. h. other duties as assigned. Child and Adult Care Food Program (CACFP) Some of our centers participate in the CACFP, which requires the following information be included in all job descriptions: Mini University, Inc. participates in the USDA funded Child and Adult Care Food Program. All staff will record meal counts at the time of each meal service (point of service) and follow procedures specified by regulations and appropriate FNS instructions and circulars for procurement of food, equipment and supplies. Staff complies with and meets all responsibilities and requirements set forth in 7CFR, Part 226, Child and Adult Care Food Program Regulations and other

USDA-CACFP

issued instruction, policy or guidance.

Mini University Mission Statement:

To provide the best working environment for staff so they can provide the highest quality accredited early childhood programs for children.

EDUCATION REQUIREMENTS

of the

TEACHER POSITION

Associates or bachelor's degree in ECE, Elementary Education, Child Development or Early Intervention (or equivalent =

AA/BA/BS

with 12 ECE semester hours) and CPL 3 Basic Health Training - Current certification in each of the following areas: Pediatric First Aid and Pediatric CPR, Child Abuse Recognition & Prevention, and Common Childhood Illnesses. Applicants without certification in these areas may still be considered for this position, however, if hired, certification in these areas is required according to the timeline on the PD Plan. Teachers must always maintain current certification in all these classes. Continuing Education & Professional Development (PD) Teacher PD Plans will be used to guide future professional growth, ensuring that educational goals are met.

Teachers must continue taking college level ECE courses or obtain a minimum of 15 hours/year of Ohio Approved in-service to ensure they remain current with the latest research and meet all regulatory requirements from the Department of Children and Youth (DCY) and the Ohio Department of Education (ODE)

PHYSICAL REQUIREMENTS

of the

TEACHER POSITION

Teachers must: 1. be willing and able to impart information and orally communicate with children, families and others. 2. be willing and able to understand and respond to oral communications and directions. 3. be willing and able to read, write, understand and respond to written instructions, communications andmaterials. 4. have the capacity to ensure the safety of, observe, and assess all situations involving a child, a group of children and co-workers. 5. have mobility, strength, and dexterity to be able to lift a child weighing up to 40 pounds; interact at each child's level; and retrieve children who wander and/or run from the group. Teacher Position Full-time, 5 days per week (M-F), 8 hours per day

Pay:

$45-50K annually Summary of P osition: Professionals Caring About Your Child's Education This is the motto that has served Mini University well for over 35 years. Each word indicates the significant role a teacher accepts when joining the Mini U Team. Teachers are responsible for supporting the emotional and educational needs of young children. They must intentionally prepare and maintain an enriched learning environment and engage in meaningful conversations with children all day, every day. Teachers routinely assess the needs of each child in their class and then use this assessment data to differentiate and individualize instruction. Teachers are held accountable for supervising and nurturing children, responding to their interests and needs, and making learning meaningful. They implement the curriculum, supervise other members of the teaching staff (Assistants, Support Staff and Substitutes), and work with diverse families, administrators, and team members. Teachers are expected to maintain a very high level of quality and excellence in early care and education by being able to understand, articulate and meet the standards, assessment items, and guidelines outlined in the following:

ALL TEACHERS

: National Association for the Education of Young Children (NAEYC); Department of Children and Youth (DCY)

Child Care Licensing Regulations, LENA:

Building Brains through Early Talk, Step Up to Quality, and Conscious Discipline

NURSERY/TODDLER & TWOS

:

RIE:

Resources for Infant Educarers; Ohio's Early Learning and Development Standards (ELDS) and Creative Curriculum for Infants, Toddlers and Twos (Volumes 1-3)

PRE-KINDERGARTEN

: Creative Curriculum for Preschool (Volumes 1-5), Ohio's Early Learning and Development Standards (ELDS) and Heggerty Curriculum

SUMMER CAMP

: Ohio's Learning Standards The profession of Early Childhood Education is always changing in Ohio and across the country. Teachers must make a commitment to stay abreast of these changes by reading the latest research on achieving positive child outcomes, preparing children for school success with early talk and being willing to try new strategies to best serve the needs of young children and their families. Each day you should laugh, play, grow and learn as you nurture and teach young children.