FullTime Substitute Educator

Job Description Job Description: General Job Description: The support educator role is vital to the organization's mission. Through reflective teaching and purposeful interactions, you will create an environment that will nurture global citizens and create stewards of the world while also supporting children in their learning and development. This requires highly motivated, passionate, creative educators who have excellent communication with children, families, and teaching partners. Educators in this role are successful when fully engaged in the cyclical educational process of observation, reflection, and planning next steps for learning and engagement. DCYF Role Requirements Employment is contingent upon maintaining compliance with all Department of Children, Youth, and Families (DCYF) licensing requirements, including but not limited to background checks, MERIT account maintenance, and completion of required training, such as Safe Sleep, Mandated Reporter, and Emergency Preparedness. Employees must meet the educational qualifications for their role, including holding an Initial Certificate in Early Childhood Education (ECE) or higher. If an employee’s degree is unrelated to ECE, they must follow a professional development plan to meet state requirements. Be familiar with WAC codes for licensed childcare centers in Washington. Regularly update and maintain their MERIT account (Managed Education and Registry Information Tool) with all training and certifications required by licensing. Maintain current certifications in First Aid/CPR, Bloodborne Pathogens, and Food Handling. Complete all required DCYF training within the designated timeframes. Role and Responsibilities Student Learning and Success Work with teaching team to include family identity and culture in the life of the classroom. Support with the implementation of playful learning experiences, alongside primary and mentor educators, using Creative Curriculum and Emergent Curriculum principles through an anti-bias/anti-racism lens in all curriculum planning. Continue to learn and develop a wide range of strategies to support individuals and groups of children. Help maintain a physical portfolio/journal for every child whenever possible. Follow primary educator’s lead on implementing individual support plans for student success. Share your observations of students’ engagement and development with the teaching team. Family Engagement Develop and maintain professional relationships with families; this includes maintaining confidentiality and providing support and resources when appropriate and under the guidance of the teaching and mentoring team. Communicate frequently with families about their child’s daily experiences and classroom happenings, especially when covering for a primary educator. Support with daily communication needs at drop-off and pick-up as well as through our center-wide app (Brightwheel) As comfort arises, support primary teaching teams with weekly curriculum updates or curriculum display, and support with observations and antidotes during the development of learning stories for individual children. 2026-2027 Program Year – Support Educator Contract Classroom Culture and Environment Do your part to provide a warm and welcoming atmosphere for anyone entering our center and your classroom environment. Support and continuously adapt an engaging, age-appropriate learning environment that meets the developmental and educational needs of each child. Contribute to a classroom climate in which all children feel motivated, challenged, physically and emotionally safe, and part of a community of learners. Contribute to supporting the sensory environment in ways that meet the needs of each child, including keeping the classroom clean, organized, and free from clutter. Utilize best practices to help guide your work. Reflection and Development Initiate learning conversations and opportunities with your team and classroom mentor, including setting and attaining specific and actionable learning goals for yourself. Attend and positively contribute to monthly reflective practice and communities of practice meetings to support your own learning and the learning of others. Actively participate in faculty training and other professional development opportunities including diversity, equity, and inclusion training. Attend at least 3 events through Hilltop’s Educator Institute each year. Contribute reflectively and constructively to self, co-educator, and administrative evaluation processes. Continue personal self-reflection, self-healing, and self-identifying. Programming and Center Operations Maintain continuity of children’s and family’s experiences throughout the center. Be aware of and uphold organization and center-wide policies and procedures. Be familiar with WAC codes. Regularly update and maintain your own MERIT account (Managed Education and Registry Information Tool) with training and certifications required by licensing. Be responsive to the changing and emerging needs of the program and organization, including flexibility in ratio, placement, and shift worked during hours of operation to accommodate staffing and program needs. Attend family and fundraising events when possible. Partner with center administration on ideas for improvement; combative behavior is not appropriate and not tolerated. Contribute to a positive work culture, well-being of the community, and care for shared spaces; toxic behavior and unhealthy communication is not acceptable. Be professional and engage with integrity in all interactions, even during high stress situations. Recognize personal bias and keep cultural awareness at the forefront of all decisions. Competencies, Skills, and Physical Requirements Diversity and Ethics: Demonstrates respect and sensitivity for cultural differences; promotes a harassment-free environment; works ethically and with integrity; upholds organizational values and inspires trust. Dependability: Follows through on commitments; takes responsibility for actions; communicates proactively about delays or changes; consistently arrives on time for work and meetings. Initiative and Motivation: Seeks out learning opportunities; volunteers readily; takes independent action; sets and achieves challenging goals; demonstrates persistence and resilience. Planning and Organizing: Prioritizes tasks effectively; uses time efficiently; sets realistic goals and action plans; prepares for resource needs. Interpersonal Skills: Listens actively and with curiosity; maintains confidentiality; manages emotions; remains open to feedback and new ideas; focuses on resolving conflict constructively. Adaptability: Adjusts to changing environments and demands; remains flexible during unexpected events or delays; modifies approaches to best fit the situation. Teamwork: Collaborates effectively; values diverse perspectives; contributes to a positive team culture; prioritizes team success over individual recognition. Professional Skills: Some knowledge of principles and policies concerning safety and age-appropriate activities, with a willingness to learn more; Prioritize active supervision and engagement with children to address any safety concerns and offer developmental support; prioritize this over adult interaction; Ability to provide group management and conflict resolution in a classroom, or strong willingness to learn; Willingness to contribute to conversations about children’s growth and development; Communicate with children, families, and staff in professional ways; Sense of joy, enthusiasm, and curiosity for teaching and learning; Background check clearance, certification in first aid/CPR, blood borne pathogens, food handling, and other training required by DCYF (Department of Children, Youth, and Families). Physical Demands: Continually required to move about the environment swiftly enough to ensure the safety of children (running, brisk walking, sprinting, jumping, climbing, bending, kneeling, squatting, stooping, balancing); Continually required to communicate with children, families, and co-workers; Frequent use of computers and other technical devices; Must be willing to learn basic understanding and competence; Occasional exposure to weather conditions; Occasional exposure to bloodborne and airborne pathogens; Occasional lifting of children up to 30 lbs. and carrying of emergency backpack up to 25 lbs.; Occasional lengthy walking and/or bus field trips. Salary and Benefits We pay our support educators above the minimum wage requirements in the City of Seattle to continue to uplift and professionalize the Early Childhood field and to provide our employees with a more livable wage. You will be paid an hourly rate of $26.00, based on a 40-hour workweek and an 8.5-hour daily schedule that includes a 30-minute unpaid lunch and two 10-minute paid breaks. This equates to an annualized gross income of approximately $54,080.00. To support work-life balance and avoid overtime, your schedule may be flexed during weeks with evening events or out-of-classroom responsibilities. Any adjustments will be coordinated with your supervisor in advance. As a full-time employee, you are eligible for: Paid time between December 24 and January 1 for our annual Winter break Twenty (20) days of paid time off (PTO) for use as sick, vacation, or personal time Ten (10) paid holidays, plus one day in your birth month for your birthday Medical, dental, vision, life insurance, and long-term disability coverage at no cost to you (Level 1 plan) Discounted childcare tuition for age-eligible children enrolled in our program A retirement program with an employer match of up to 3% of your contributions Optional benefits including transportation or parking, voluntary life insurance, short-term disability, and health/safety accounts Expectations of Hours As a support educator, you are expected to maintain a consistent weekly schedule that supports classroom continuity and center operations. While your standard workweek is 40 hours, occasional responsibilities—such as family engagement events, professional development, or community gatherings—may occur outside your regular hours. To avoid overtime, you are expected to flex your schedule during weeks with additional responsibilities. All overtime must be pre-approved and coordinated with your supervisor. You will participate in monthly reflective practice sessions with your teaching pod to support curriculum development, family engagement, and community impact. Additional out-of-classroom time may be required for documentation, communication, and planning. There are specific times during the year when time off cannot be approved except in cases of family or personal medical emergencies, jury duty, or court-related summons. These include: The first two weeks of the school year The last two days of classroom programming Blackout days when the center is closed for care but open for professional development and advocacy One key blackout period is our Faculty Retreat, which is scheduled for Wednesday, March 11 through Friday, March 13, 2027. Another is the transition week between program years, typically the last week of August. Accountability of Performance Your mentor educator will collect performance data related to your professional practices, using observations, peer feedback, feedback from families and supervisors, and review of documentation or children’s work samples. The performance data will be discussed during quarterly and annual evaluation meetings. Additional evaluation meetings may be required if performance needs improvement, including verbal or written feedback, performance improvement plans, or corrective action plans. Failure to meet the role's responsibilities or make actionable progress on performance improvement may lead to early employment termination. Dispute Resolution Process: In the event of a workplace concern or dispute, the employee should follow this escalation path: (1) Immediate Supervisor, (2) Senior Manager, (3) Executive Director, and (4) ADP TotalSource. Employees may also contact My Life Advisor for additional support through ADP. Maintaining Employment: To maintain employment in this role, educators are expected to demonstrate consistent progress toward both performance goals and professional development milestones. These expectations are designed to support high-quality teaching, strong family partnerships, and continuous growth. Performance Goals Educators are expected to: Center their work on child development by creating nurturing, inclusive environments that foster learning, creativity, and growth. Develop age-appropriate curricula informed by knowledge of the current age group and adjacent developmental stages. Enhance emotional intelligence by collaborating effectively with co-educators and support staff with diverse strengths and philosophies. Engage families and communities to strengthen the connection between home and school. Complete documentation that supports both family engagement and curriculum development. Provide families with regular resources that support child development and build professional relationships. Professional Development Plan Educators are also expected to: Pursue ongoing professional learning through workshops, trainings, and reflective practice. Collaborate with mentors to make progress toward educational goals, including obtaining or advancing early childhood certifications or degrees. Attend trainings through the Educator Institute and other relevant opportunities aligned with their professional goals. #J-18808-Ljbffr Seattle Institute for Early Childhood Development