Position Title: Early Childhood Substitute
Reports to: Child Care Staffing for Quality Solutions Main Office, and Center Director, Office Manager, Center Supervisors at assigned location
Positions Reporting to This Position: N/A
Maintains the ability to:Plan and implement activities which are designed to develop a range of social,
cognitive, and/or motor skills for individual and/or groups of preschool aged children, working within a
child care center, home, or ministry classroom, or field environment.
Education:
- Minimum Must have a college degree or be attending college.
- High School Diploma or G.E.D. must be provided as well as transcripts, registration, or certificates of training in Early Childhood Development
Preferred Substitutes Have:
Associates Degree in Early Childhood Education, Child Development, Developmental or Child
Psychology, Elementary Education or closely related field.Bachelors’ degree preferred.
Bachelors Degree (any discipline) with 36 college credits in Early Childhood Education, Child
Development, Elementary Education or related field.
Experience:
Two (2) years of experience in an early childhood setting working directly with young children is
preferred.
Knowledge: Basic understanding of child development from birth through age 8 acquired through
practical experience and/or direct instruction. Basic keyboarding skills, computer literacy and familiarity
with various applications such a database, word processing, e-mail and internet. Has a deep desire and the ability to convey a deep desire for bettering the world through the education of young children.
Physical and Mental Requirements
The physical and mental demands described are representative of those that must be met by an
employee to successfully perform the essential functions of this job. Reasonable accommodations may
be made to enable individuals with disabilities to perform the essential functions.
Adequate mental health and physical fitness to be able to maintain a busy schedule
Use of gross motor skills to perform organizational duties
Use of fine motor skills to operate keyboard equipment
Regularly required to in sit small chairs, on the floor, and stand/walk for extended periods
Specific vision abilities required in this job include close vision, distance vision, color vision,
peripheral vision, depth perception, and the ability to adjust focus
Regularly lift children and equipment up to 35 lbs repeatedly
Occasionally lift children and equipment up to 50 lbs
Able to squat or kneel to child’s eye level repeatedly
Able to move quickly to intervene in dangerous situations
Able to understand and communicate in English effectively, both written and verbally, to a variety
of audiences
Able to express or exchange ideas – written and verbally
Able to convey detailed or important instructions to others accurately, loudly, or quickly
Able to discriminate between different sounds such as crying, speaking, or calling for help to
respond appropriately
Problem solving ability
Able to stay on task with little or no supervision
Able to make sound decisions that affect other people, the financial resources, the reputation,
and/or the image of the organization
Essential Duties and Responsibilities:
A. Child/Family Interactions
1. Teachers treat children of all races, religions, and cultures with equal respect and
consideration.
2. Teachers provide boys and girls with equal opportunities to take part in all activities.
3. Teachers encourage independence and self-help as children are ready.
4. Teachers use positive approaches to help children deal with anger and frustration.
5. Teachers support children’s friendships by helping them learn to share, take turns, listen
to one another, and provide comfort when needed.
6. Teachers encourage and recognize children’s work and accomplishments.
7. Teachers guide children’s behavior by modeling desired behavior, establishing rules,
encouraging cooperation, offering reminders, and redirecting unacceptable behavior.
8. Communicates with children at their developmental level. Teacher communicates with
child at the child's eye level.
9. Children are generally comfortable, relaxed, and happy.
10. Provides a variety of ways that families can participate in the program.
11. Promotes communication with parents through progress notes, monthly newsletter, and
parent conferences.
12. Children and their parents are greeted warmly upon arrival, departure or whenever
present.
13. Teachers support communication in the child's family language.
14. Teachers are sensitive and patient in supporting children’s separation from parents.
B. Curriculum, Observation and Planning
1. Teachers are able to supervise children at all times.
2. Teachers vary their instructional strategies based on children’s differing abilities, learning
styles, interests, and temperaments.
3. Children learn to resolve conflicts by identifying feelings, describing problems, negotiating
differences, and generating solutions.
4. Teachers develop a sense of community by allowing children to participate in decisions
about classroom rules, planning activities, and group celebrations.
5. Interest centers and learning materials are organized to support independent use and are
rotated regularly to accommodate new interests and skill levels.
6. Teachers use a variety of media and technology to enrich the curriculum and extend
learning (computer, digital camera, tape recorder, CD player, and video).
7. Routine tasks such as toileting, eating, dressing, and napping are handled in a relaxed
and individualized manner.
8. Involves children in planning and implementing activities.
9. Plans and implements a variety of age-appropriate materials and learning experiences
that encourage children to think, reason, question, and experiment.
10. Plans and implements a variety of age-appropriate activities (cooking, gardening, field
trips, and stories) that promote sound health, safety, and nutritional practices.
11. Plans and implements a variety of activities (games, dance, outdoor play, obstacle
courses) that enhance children’s physical development.
12. Plans and implements a variety of age-appropriate activities (dramatic play, art, music,
field trips, and dance) that encourage creative expression and appreciation of the arts.
13. Plans and implements experiences that promote language and literacy development.
Teachers provide a variety of activities (group story time, independent reading, story
dictations, and field trips) that encourage literacy and language development.
14. Plans and implements activities that promote the acquisition of number concepts.
Teachers provide a variety of age-appropriate learning experiences to help children
understand basic number concepts, geometric shapes, and measurement.
15. Plans and implements hands-on activities that develop positive self-esteem. Teachers
provide a variety of age-appropriate experiences (discussions, field trips, hands-on
activities) that foster positive self-concepts in children.
16. Plans and implements hands-on activities that develop social skills.
17. The daily schedule provides a balance between quiet and active activities, fine-motor and
large-motor activities, and indoor and outdoor activities.
18. Plans and implements culturally diverse experiences. The curriculum reflects the culture,
values, traditions, and language of the children served.
19. Establishes routines with smooth transition periods.
20. The daily schedule provides a balance between child-initiated and teacher-initiated
activities.
21. The daily schedule provides consistency in routines, yet is flexible, allowing variations to
accommodate the individual needs of children.
22. Maintains written plans on a weekly basis.
23. Coordinates and helps supervise aides and volunteers working in the classroom.
24. Assesses program supplies and materials needed before implementing activities.
25. Conducts biweekly observations on each child.
26. Relates assessment information to parents and offers support for dealing with children at
different stages.
27. Assesses children's needs and developmental progress on an ongoing basis.
28. Uses the results of observations to plan activities.
29. The curriculum goals for children are based on assessment of individual needs and
interests.
C. Classroom Environment
1. The classroom provides a clearly defined space where families can sign in and get
information about their child’s day or upcoming events.
2. Photographs and pictures of children and their families are displayed at children’s eye
level.
3. Teachers and children keep areas reasonably clean and uncluttered.
4. The overall sound of the group is pleasant most of the time.
5. Classroom displays, books, dolls, and learning materials depict cultural and racial
diversity, special needs, and non-stereotyped role models.
6. Teachers conduct smooth and unregimented transitions between activities. The
environment is prepared so children do not have to wait.
7. There is ample space indoors and outdoors so children are not crowded.
8. The indoor space is arranged to accommodate individual children, small groups, and
large groups.
9. A wide variety of age-appropriate equipment and materials are available for children
indoors and outdoors.
10. Individually labeled space is provided for each child's personal belongings.
11. Private areas where children can work alone or with a friend are available indoors and
outdoors.
12. The classroom space is divided into well-defined interest areas.
13. Materials are arranged and labeled on low, open shelves to encourage children to use
them independently. Materials are changed frequently around classroom themes.
14. Indoors and outdoors there are clear pathways available for children to move from one
activity to another.
15. Overall, the classroom is aesthetically pleasing (walls clean, floors swept, minimal clutter,
and no offensive odors).
16. Children’s artwork, posters, bulletin boards, and documentation panels are attractively
displayed and updated regularly. Less than 10% commercially generated classroom
displays.
17. The environment is print rich; literacy is promoted throughout curriculum and classroom
activities.
18. Designs appropriate room arrangement.
19. Toileting areas are clean and sanitary.
20. Teachers wash their hands with soap and water on arrival, before serving food, and after
assisting children with toileting or wiping noses.
21. Children wash their hands with soap and water after toileting, before meals, after playing
in the water table, and after wiping their noses.
22. Equipment and learning materials are safe for the age of children (e.g., three-year-olds
use scissors with blunt tips).
23. A clear evacuation plan is posted in the classroom.
24. Electrical outlets are covered with protective caps.
25. Potentially dangerous products such as medicines or cleaning supplies are stored in
locked cabinets out of the reach of children.
26. The indoor equipment and furniture are secure, safe, and well maintained.
27. CACFP paperwork is completed in an accurate and timely manner. (Meal sheets are
marked at point of service, attendance is taken daily, and menus are posted).
28. Snack and mealtimes are pleasant, social, learning experiences for children - adults sit
and interact with children during meals.
29. Mealtimes encourage independence and self-help in children.
30. Children are allowed to awaken in a natural manner - Teacher does not awaken children
simply because "naptime is over."
31. Non-sleeping children are provided quiet activities after 30 minutes of rest time.
D. Professionalism
1. Teacher’s attendance record reflects dependability.
2. Attends all staff meetings and is an active participant.
3. Completes 20 hours of professional development/training annually, as well as the all company required Annual Orientation Training
4. Completes job tasks in a timely manner.
5. Is a team player - provides assistance and support to other staff members as needed.
6. Consistently works as a team (Assistant, Lead, Floating Teacher, Office Manager,
Assistant Director, and Director) to meet all objectives of the job description.
7. Gets involved and goes beyond their assigned role.
8. Exhibits good interpersonal skills - cooperates and gets along well with others.
9. Expresses ideas clearly, both written and verbal.
10. Uses innovative ideas to resolve problems and develop effective solutions.
11. Thinks intelligently and makes logical decisions.
12. Maintains professional appearance and complies with company dress code policy.
Work Environment
While performing the duties of this position, employees are subject to constant interruptions and are in
direct contact with the public, students, and employees. Negative interactions resulting from these
contacts can result in stressful situations. Job tasks are performed in close physical proximity with
children and adults.
The child care environment is often loud. While performing the duties of this job, the employee works in
several indoor environments including the classroom, kitchen, and office. Additionally, employees will
work in outdoor environments including on or near student playground equipment in all weather
conditions with temperatures ranging from 20 to 90 degree weather for up to one hour.
Emergency Response/Recovery
In the event of an emergency, the employee holding this position is required to “report to duty” in
accordance with each assigned Facilities Emergency Operations Plan and/or the employee’s department’s emergency response and recovery plans. During or immediately following an emergency, the employee will be notified to assist in the emergency response effort, and to mobilize other staff members if needed.
The statements contained herein describe the scope of the responsibility and essential functions of this
position, but should not be considered to be an all-inclusive listing of work requirements. Individuals may
perform other duties as assigned including work in other areas to cover absences or relief to equalize
peak work periods or otherwise balance the workload. Above all “Be Flexible”