Marillac St.Vincent Family Services Inc·Chicago, Illinois
The Assistant Teacher will plan and implement a child development program focusing on the emotional, social, educational, and physical growth of very young children under supervisory direction. Key duties include creating a secure learning environment, guiding mealtimes, addressing physical needs, and collaborating on curriculum development and documentation.
Flsa status: Non-Exempt
Hours/Week: 40
Division: Marillac Social Center
Department: Birth to Three
Directly supervises: None
As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors and homeless.
Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect and empowerment in our daily work, as we serve the needs of others.
Integrity - Acting with transparency, humility and honesty
Excellence - Providing quality care with compassion
Creativity - Being continuously resourceful and inventive
Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life
Respect - Recognizing our own value and upholding the dignity and value of all people
Empowerment - Providing skills and resources to achieve full human development
1.
Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
2.
A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals.
3.
Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
4.
Client/customer advocate – Identifies opportunities to improve quality of services; presents one’s self professionally.
5.
Protects confidentiality & privacy – Respects and protects information about all staff and clients.
General Summary: Plan and implement a child development program designed for emotional, social, educational and
physical development of the very young child, within the framework of the agency’s philosophy and objectives, under the direction of the Child Development Supervisor and Director.
1. Schedule and participate in at least two Parent Teacher conferences for each child. 2. Encourage and provide opportunities for parent participation in the program. 3. Provide examples and ideas for educational activities for parent/child participation at home. 4. Develop effective partnerships with families.
Other
Attend all required meetings and trainings, including mentoring and coaching trainings.
Regularly participate and make contributions at Teacher meetings, trainings, supervision, weekly team meetings; etc.
Complete a minimal of (20) CEU’s annually to meet DCFS and Accreditation continuing education with infant and toddler focus
Performs other duties as assigned within the scope of the job description. 1. In collaboration of team, track the utilization of materials, recommends supplies, equipment and supplies needed for program. 2. Provide classroom coverage as needed to ensure teacher, child ratios.
Follow all mandates of NAEYC, state and local licensing and St. Vincent’s philosophy and curriculum.
Act with integrity and aspire to model our Core Values in the delivery of all services
Associates Degree or Bachelor in Early Childhood/Child Development from an accredited college or university is desired. Member of Gateways.
Associate Degree or Minimum 1 to 3 years of experience in group childcare and Minimum 30 semester hours (or 60 quarter hours) of credits from an accredited college or university with 15 semester hours (30 quarter hours) in Early Childhood Education or Child Development and Gateway ECE Level 1. Candidates must commit to continuing to pursue the Associate degree in ECE.
Qualified candidates possess emotional maturity, respectfulness, nurturance, and patience for children. Furthermore, they must demonstrate the ability to model appropriate behavior; and to contribute to each child's physical, intellectual, social, emotional, and developmental needs. Additionally, the ability to lift thirty pounds and to accompany young children on program related outings is required.
Ability to read and speak English proficiently. Bilingual (Spanish) is preferred.
The physical demands described here 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.
Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items.
Must be able to manually operate and use a computer and other office equipment.
Possess the ability to fulfill all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities.
Market context
In Illinois, teaching assistant roles are commonly driven by school staffing needs in special education and general classroom support, especially where paraprofessional licensing is required. These positions can be competitive because employers often look for a valid TASN paraprofessional license, at least 60 semester hours or a paraprofessional exam, plus strong communication and knowledge of disabilities. Review the AI-summarized requirements and benefits from the original posting to save research time, then confirm your license status and readiness to follow classroom directions before applying.
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