Instructional and Auxiliary Programs Support Teacher

SUMMARY: Under the supervision of the Director of the New Teacher Academy and the Daycare Lead Teacher, and indirectly reporting to the Assistant Head of School, support teachers in classrooms, supervise students at lunch and play, and plan and implement developmentally-appropriate activities for preschool and elementary students, ages 2 through 12, participating in the daycare program.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. Other duties may be assigned.

• Supervise children ages 2-12 in the classroom, at lunch, and at play.
• Communicate with students in a positive manner.
• During afternoon daycare, plan and implement activities in areas including physical play, games, and arts and crafts for groups of preschool and elementary-aged children, both indoors and outside, that promote learning and motivate children to actively participate.
• Facilitate small group and individual learning experiences under the guidance of the classroom teachers when needed.
• Support classroom teachers through material prep and classroom organization.
• Fills in as a substitute teacher when needed.
• Support auxiliary program offices with clerical tasks when needed.
• Greet all guests, parents, and students who come into the library in a gracious and welcoming manner.
• Communicate respectfully, clearly, and honestly in verbal, electronic, and written form with parents, administrators, and colleagues, and maintain a sensitive, cooperative, and flexible demeanor in interactions.
• Positively contribute to the schoolwide community.
• Demonstrate professionalism through reliability, punctuality, and personal appearance and self-care, and maintain personal integrity and a respectful attitude in all relationships, and positively contribute to the school community.
• Provide for the physical safety of children through anticipation and removal of hazards, visual observation of children active or at rest, and by appropriately responding to injuries.
• Follow all personnel policies and the guidelines of the Emergency Response Plans, and take responsibility for students' safety in an emergency situation or drill.

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty to the satisfaction of the administration. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND EXPERIENCE: Experience working with children in a school setting and a high school diploma or better are required; coursework in education and/or child development is preferred.

BEHAVIORAL SKILLS: Demonstrate personal integrity, friendliness, patience, fairness, openness, non-defensiveness, sensitivity, flexibility, and enthusiasm.

LANGUAGE SKILLS: Ability to read, analyze, and interpret written documents, professional literature, and other material. Ability to write reports and letters. Ability to verbally present information and respond to children, parents, colleagues, and administrators. Ability to communicate effectively with parents, students, and colleagues.

TECHNICAL SKILLS: High comfort level and proficiency with technology as a tool. Ability to use simple tools and machines, such as copiers and laminators. Ability to use computers to write reports, compose letters and emails, create documents, and communicate with parents.

REASONING ABILITY: Ability to solve practical problems and apply common sense and good judgment in dealing with everyday and emergency situations. Ability to interpret a variety of instructions.

PHYSICAL DEMANDS:The physical demands described here are representative of those required to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these essential functions: regularly required to talk and hear; stand, walk, sit, stoop, kneel, crouch, crawl, and climb; use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms. Specific vision abilities required include close vision, distance vision, peripheral vision, and the ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those a teacher encounters while performing the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment varies from quiet to moderate to noisy.