ECEAP Floater Teacher

Job Description

Job Description:\n\nAbout This Role\n\nAbout This Role\n\nWe are seeking a dedicated and adaptable Full Time ECEAP Floater Teacher to join our early childhood education team supporting ECEAP centers across Mason and Thurston counties for the 26-27 school year. In this role, you will provide critical classroom support, step in during teacher absences, and ensure a stable, nurturing, and high-quality learning environment for preschool-aged children across multiple sites.\n\nThe ECEAP FloaterTeacher provides high-quality, developmentally appropriate early learning experiences that support each child’s growth, confidence, and school readiness. This position supports the classroom team in implementing Creative Curriculum, Teaching Strategies GOLD, Second Step, and ECEAP Performance Standards with consistency and care. The Teacher maintains a safe, inclusive, and nurturing classroom environment; builds respectful relationships with children and families; and models professionalism, positivity, flexibility, and teamwork in daily interactions.\n\nWhat You'll Do\n\nEssential Duties & Responsibilities\n\nClassroom Instruction, Curriculum & Assessment\n\n Provides high-quality, developmentally appropriate instruction and classroom support at any CCAC ECEAP site as assigned, including serving as the primary classroom teacher when the regularly assigned teacher is absent.\n Quickly becomes familiar with and follows the classroom’s established routines, lesson plans, schedules, behavior guidance strategies, and individual child needs.\n Implements Creative Curriculum with fidelity and supports intentional learning experiences that reflect children’s interests, cultures, abilities, and individual goals.\n Follows the assigned classroom teacher’s weekly lesson plans and instructional plans, making appropriate adjustments based on children’s needs, classroom circumstances, and guidance from the Center Supervisor or ECEAP leadership.\n Provides engaging small- and large-group activities, interest-area experiences, outdoor learning, transitions, and hands-on learning opportunities that support whole-child development and school readiness.\n Supports implementation of Second Step social-emotional learning and uses positive, developmentally appropriate strategies throughout routines, transitions, conflict resolution, and peer interactions.\n Uses Teaching Strategies GOLD information, classroom documentation, and team communication to understand and support individual children’s developmental needs and goals.\n Supports accurate completion of classroom documentation and assessment responsibilities when serving as the classroom teacher, including required observations, documentation, attendance, and other assigned records.\n Maintains continuity of instruction and care when covering for an absent teacher and communicates important classroom information to the regular teacher and Center Supervisor upon their return.\n Uses observation and team input to adjust teaching strategies, materials, routines, and interactions to support children’s learning and development.\n\nChild Supervision, Health & Safety\n\n Maintains active supervision at all times using DCYF-aligned strategies, including positioning, scanning, counting, listening, anticipating needs, and actively engaging with children.\n Provides consistent supervision and support during classroom activities, meals, toileting, transitions, outdoor play, field trips, arrival, and dismissal.\n Creates a physically, socially, and emotionally safe environment that supports exploration, independence, belonging, and positive behavior guidance.\n Follows all health, sanitation, nutrition, emergency, incident reporting, medication, allergy, and child abuse reporting procedures required by CCAC, DCYF licensing, and ECEAP standards.\n Becomes familiar with and follows the safety procedures, emergency plans, allergy information, and individual child needs of each classroom and site where assigned.\n Responds calmly, confidently, and professionally to classroom needs, emergencies, and unexpected situations.\n Maintains appropriate supervision and classroom ratios when serving as the teacher in the absence of the regularly assigned teacher.\n Communicates safety concerns, incidents, child needs, or other significant classroom concerns promptly to the Center Supervisor or appropriate ECEAP leadership.\n\nFamily Partnership & Communication\n\n Builds positive, respectful, and culturally responsive relationships with children and families across all CCAC ECEAP sites.\n Welcomes and communicates respectfully with families when serving in a classroom, maintaining continuity and professionalism for children and families.\n Shares appropriate classroom updates, celebrations, and information with families using approved communication methods and within the scope of the floater teacher role.\n Maintains confidentiality and communicates with families in a strengths-based, respectful, and professional manner.\n Collaborates with the regular classroom teacher and Family Support Specialist to ensure families receive consistent information and support.\n Supports parent-teacher conferences, family engagement activities, transition activities, and other family partnership activities when assigned.\n\nFlexibility, Collaboration & Teamwork\n\n Provides flexible classroom coverage across CCAC ECEAP sites based on program needs, including planned absences, unexpected staff absences, vacancies, trainings, meetings, and other operational needs.\n Reports to assigned sites and classrooms prepared to provide immediate, high-quality support with a positive and flexible attitude.\n Quickly establishes positive relationships with children and staff and adapts to different classroom environments, routines, teaching styles, and team dynamics.\n Works collaboratively with Teachers, Assistant Teachers, Center Supervisors, Education & Disabilities Specialists, Family Support Specialists, and other ECEAP team members.\n Supports the classroom teacher by helping maintain established routines, learning environments, classroom organization, documentation, and daily responsibilities.\n When serving as the classroom teacher, assumes the responsibilities necessary to maintain a safe, engaging, and well-functioning classroom in accordance with CCAC, ECEAP, and DCYF expectations.\n Communicates classroom needs, staffing concerns, child concerns, and significant changes in a timely and professional manner.\n Maintains flexibility regarding work location and understands that assignments may change based on program and staffing needs.\n Supports new staff, substitutes, volunteers, and other classroom support personnel by modeling positive classroom practices and established expectations when appropriate.\n Participates actively in staff meetings, planning sessions, trainings, coaching, reflective supervision, and professional development activities.\n\nProfessionalism & Positive Workplace Expectations\n\n Models a warm, respectful, flexible, dependable, and solution-focused attitude with children, families, coworkers, volunteers, and community partners.\n Demonstrates the ability to enter different classrooms and teams with a positive attitude and contribute without disrupting established classroom routines or relationships.\n Maintains professional boundaries, confidentiality, dependable attendance, punctuality, and follow-through on assigned responsibilities.\n Demonstrates adaptability and professionalism when working with different teaching teams, supervisors, children, families, and site environments.\n Uses clear, respectful, and timely communication, including seeking clarification, accepting feedback, and addressing concerns constructively.\n Demonstrates cultural humility, equity-minded practice, and respect for diverse family structures, languages, experiences, and perspectives.\n Represents CCAC’s mission and values through professional conduct, ethical decision-making, and a commitment to creating welcoming and supportive learning environments.\n Demonstrates personal accountability by managing priorities, completing assigned responsibilities, and communicating proactively regarding barriers or concerns.\n Maintains a professional appearance and demeanor appropriate for working with young children, families, and community partners.\n\nDocumentation, Compliance & Program Operations\n\n Maintains accurate and timely documentation related to assigned classroom responsibilities.\n Follows all ECEAP Performance Standards, DCYF licensing requirements, health and safety requirements, and CCAC policies and procedures.\n Completes required attendance, meal counts, incident documentation, child-related records, and other assigned documentation accurately and within established timelines.\n Supports the assigned classroom in maintaining organized and current documentation and communicates missing or incomplete information to the appropriate staff member.\n When serving as the classroom teacher, assumes responsibility for completing time-sensitive classroom documentation that cannot reasonably wait for the regular teacher’s return.\n Maintains confidentiality and protects the privacy of children and families across all sites.\n Participates in internal monitoring, file reviews, audits, and compliance activities as assigned.\n Attends required trainings, workshops, in-services, and professional development activities to maintain qualifications and strengthen teaching practice.\n Follows site-specific procedures and expectations when working at different CCAC ECEAP locations.\n Performs other duties as assigned to support program operations and the mission of Child Care Action Council.\n\nContinuous Quality Improvement (CQI)\n\n Actively participates in quality improvement activities, including Early Achievers requirements and supports such as professional development, coaching, classroom observations, data collection, self-assessment, and quality improvement planning.\n Implements quality improvement practices and action steps identified through Early Achievers, ECEAP requirements, agency monitoring, coaching, supervisory feedback, and classroom observations.\n Supports consistent implementation of high-quality classroom practices across CCAC ECEAP sites.\n Maintains classroom practices, documentation, and professional conduct that support Early Achievers expectations, ECEAP Performance Standards, and CCAC quality standards.\n Uses coaching, feedback, observation, and self-reflection to strengthen teaching practices and the ability to effectively support children and classroom teams across multiple sites.\n Shares observations, concerns, and ideas that may improve classroom practices, consistency, and program quality.\n\nRequirements\n\nQualifications\nAssociate degree in Early Childhood Education and two years of early childhood experience.\nExperience with ECEAP, Head Start, or state Pre‑K programs preferred.\nMust meet all DCYF and ECEAP health, safety, and training requirements, including:\nNegative TB test\nInfant/Child CPR & First Aid\nFood Handler’s Permit\nDCYF Portable Background Check\nRequired immunizations\n\nKnowledge, Skills & Abilities\nKnowledge of early childhood development, developmentally appropriate practice, Creative Curriculum, Teaching Strategies GOLD, Second Step, ECEAP Performance Standards, DCYF licensing requirements, and the NAEYC Code of Ethics.\nSkill in lesson planning, child observation, assessment, positive behavior guidance, classroom leadership, family communication, and maintaining supportive relationships with children, staff, and families.\n\n Ability to maintain professional boundaries, confidentiality, and handle sensitive situations with tact, discretion, and sound judgment.\n Ability to work independently, interpret and apply policies, follow through on responsibilities, and collaborate effectively with diverse teams and families.\n Ability to communicate respectfully, accept feedback, adapt to changing classroom needs, and contribute to a positive work environment.\n Ability to use computers, Brightwheel, assessment systems, and other approved technology for communication, data entry, documentation, and report creation.\n\nWorking Conditions\n\n Work performed primarily in classroom and office settings.\n Requires hand‑eye coordination to operate computers and classroom equipment.\n Noise level ranges from moderate to high depending on classroom activity.\n Travel required to various work locations for classroom coverage, meetings, professional development or other needs.\n\nPhysical Requirements\n\n Ability to drive to site location(s)\n Frequently required to sit, stand, walk, stoop, talk, hear, and use hands for fine motor tasks.\n\nMust occasionally lift and/or move up to 25 pounds\n\nNice To Haves\n\nBilingual/multilingual skills preferred\n\nBenefits\n\n Health Insurance\n Dental Insurance\n Vision Insurance\n Paid Leave\n Sick Leave\n Retirement Plan\n Tuition Assistance\n Professional Development\n \n Health insurance (80% employer paid,) dental and vision are provided starting the 1st day of the month following hire. Employer paid retirement plan, paid sick, personal, and holidays provided.\n\nAbout Us\n\nChild Care Action Council is a non-profit agency whose mission is to promote and nurture early learning communities where families and children thrive. We have programs to support both childcare providers and families. At a local, regional, and state level, our staff collaborate with a diverse group of individuals and organizations working on behalf of and in partnership with children and their families. Through these relationships, we are better able to address our goals for equity, inclusion and social justice. We are an equal opportunity employer, committed to building a diverse team. \n