Multi-Age Teacher

About us:

People Serving People is the largest and most comprehensive emergency shelter for families experiencing homelessness in Minnesota and a dedicated leader in homeless prevention. If you want to help transform communities and see families thrive, then People Serving People is the place for you.

What do we need:

The Multi-Age Teacher role is to support all teachers and staff throughout the day by helping with classroom management of all ages, specific center tasks, and filling in for teachers when needed such as during breaks, vacations, or absences. The multi-age support teacher will maintain an environment that is nurturing and supports the development of all children. The full-time position is a great opportunity for individuals looking for a shift from Monday - Friday, 7:30 a.m. - 4:00 p.m.

Responsibilities:

Essential Functions of the Job:

• Provide comprehensive services for children from birth to 5 years of age maintaining compliance with the program’s guidelines and performance standards (including MN DHS licensing regulations, Child & Adult Care Food Program)
• Strictly adheres to the highest standards of confidentiality and ethics when working with children, parents and peers.
• Engage each child in the classroom with hands-on learning and assist the lead teacher as they execute their role. 
• Understands the impact of toxic stress and trauma on children and their families and can implement and build on the trauma-informed framework developed in the classrooms.
• Understanding of and willingness to implement sensory integration in the classroom in collaboration with the lead teacher.
• Assists in the creation and implementation of detailed and comprehensive lesson plans appropriate for very young children using Creative Curriculum for Infants, Toddlers and Twos or Preschool, based heavily in social-emotional development.
• Actively engages in developmentally appropriate classroom activities, such as child-initiated free play, floor play, caregiving routines, limited adult-initiated activities, self-help and routine care such as feeding, toileting and nap time routines.
• Uses self-talk and other language support techniques continuously throughout the day to enhance language development in children. 
• Assists with encouraging children's social, academic, developmental, and personal skills.
• Closely partners with families to build relationships and ensure smooth transitions between home and classroom. This includes daily written communication provided to families regarding the child’s day, which must include successes, challenges, classroom routines, and self-care (e.g., diapering, napping, and meal consumption, etc. (per DHS regulations)
• Documents, levels and finalizes development using the designated online assessment tool. Presents results of the program’s assessment tool to parents in a manner that is easy to understand during parent-teacher conferences, home visits, and upon request. Assist parents with developing individualized strategies in order to continue curriculum learning in the home.
• Communicate with parents regarding the child’s overall development including the child’s successes and areas of potential concern or needed improvement
• Assists in designing safe and developmentally appropriate learning. Ensures appropriate health and safety practices are implemented. Inspects the classroom, indoor and outdoor space daily ensuring that materials are safe. Remove or repair all unsafe equipment. Report any major concerns to Education Leadership. Assist with the children’s daily informal health checks. Actively participates in emergency drills.
• Ensures active supervision is always maintained (per Active Supervision of Children policy). 
• Assists in ensuring that children’s classroom files, data within necessary program database (e.g., daily attendance, meal counts, parent-teacher conferences), children’s tracking log, monthly reports, health and safety logs, separation log, accident report.
• Focuses on developing trauma-informed universal classroom supports and utilizing and following a social-emotional curriculum. Teaches and develops children’s social emotional skills using evidence-based strategies to teach, model, and reinforce positive behaviors. Assistant Teachers will assist in producing a material-rich environment to stimulate social interactions among children, including predictable and consistent routines, rules and social expectations. Provides appropriate responses to typical infant behavior using positive behavior supports. For example, an understanding that biting is developmental and is often very young children’s attempt at communication. 
• Providing positive behavior supports the understanding that behavior of children is a form of communication that can be shaped through the development of strong relationships with children (per Behavior Guidance, & Licensing policy) consistent expectations, natural consequences, and on-the-spot behavior replacement guidance. 
• Model appropriate and respectful behavior to the children, parents, fellow staff, and program leadership following the NAEYC Code of Ethics and signed Code of Ethical Conduct Statement of Commitment.
• Maintain personal training logs. Complete required number of annual training hours necessary to remain in compliance with Minnesota Rule 3 Licensing guidelines, Accreditation & Parent Aware expectations.
• In response to the staffing needs of the center, this position will be expected to support all age groups (0 to 5) at the site, if needed. 
• Actively participates in sites, agency and community meetings, classroom team meetings, family fun events, conferences and home visits.
• Performs other functions as necessary or assigned.

For ELC Staff:

• Maintain Parent Aware Requirements
• Maintain Strong Beginning Requirements

Abilities and Skills : To be successful in this position, the person will at a minimum need to possess the following abilities and skills:



 

• Enjoy working with young children.
• Ability to effectively relate and communicate with people of varying multi-ethnic and socio-economic backgrounds.
• Flexible and willing to work in a team-teaching environment.
• Capable of using good judgment in daily teaching situations, and in interactions with staff, parents and community volunteers.
• Must successfully complete and pass the criminal background check
• Use a computer and related software applications
• To ensure compliance with program requirements, and safety of staff and clients, the ability to communicate effectively in English, both verbally and in writing is required.

  Competencies:

• Understands and can implement and build on the trauma-informed framework of our classrooms. 
• Knowledge of Trauma Informed Care principles and models, understands the impact of toxic stress on children in a shelter setting.
• Knowledge of the developmental and emotional needs of young children, including in a shelter setting.
• Knowledge of the methods and procedures used in a child development center.
• Knowledge of basic health and first aid techniques.
• Skill in coping with a variety of behaviors.
• Skill in dealing with children, their families, and the public.
• Skill in evaluating situations.
• Ability to determine the needs of children.
• Ability to teach developmental, social, and emotional skills.
• Ability to establish a warm and supportive relationship with the children and their parents or guardians.
• Ability to articulate program goals and philosophy and apply it to working in the Early Childhood Development Program.
• Ability to effectively relate and communicate with people of varying multi-ethnic and socio-economic backgrounds.
• The stamina to model best practices in the classroom and acts appropriately in an emergency situation.
• A valid driver’s license and/or reliable transportation daily is required.

  Computer Skills: 

• Competent with Microsoft software including Outlook and applications including Microsoft Teams.
• Familiarity with iPad apps and systems.
• Ability to navigate virtual meetings, events, trainings, and tasks.
• Competent in using software applications such as BrightWheel, Creative Curriculum and TSGOLD.

Other Qualifications:  

• Experience as an assistant teacher, aide, or student intern in an early childhood center.
• Experience working with early childhood children in a childcare center is preferred.
• Experience serving multi-cultural, socially diverse population desired.
• Must obtain CPR/First Aid Certification within 90 days of hire; must maintain certifications.
• Comfortable teaching in multiple classrooms and locations when needed.

Pay and Benefits:

• $25.00/ hourly
• Full-Time (40 hours), Monday through Friday, from 7:30 a.m. - 4:00 p.m.
• Medical, dental, and vision insurance available.
• Company-paid life and disability insurance.
• 401(k) with employer contribution at 6 months.
• Competitive PTO package
• Reduced cost parking or metro pass.
• Cellphone reimbursement.
• Reduced childcare rates.
• Financial wellness benefit.
• The chance to make a real difference in the community.