Substitute Teacher, School Readiness

Job DetailsJob Location

• New
• Haven,
• CT 06513Position
• Type:
• Per
• DiemEducation
• Level:
• High
• SchoolSalary
• Range: $16.94 - $28.57
• HourlyTravel
• Percentage:
• NoneJob
• Shift:
• DayJob
• Category: EducationEMPLOYER INFORMATION Clifford Beers Community Care Center (CBCCC) is a mental health clinic serving children and families. Our mission is to provide integrated services addressing mental, physical, and social determinants in order to improve health, resiliency and quality of life for children, families and communities. PURPOSE The Substitute Teacher - School Readiness (Per Diem) provides temporary classroom coverage and support to ensure continuity of care, supervision, and learning experiences for preschool-aged children. The Substitute Teacher follows established curriculum plans, classroom routines, individualized supports, and program procedures while maintaining a safe, nurturing, inclusive, and developmentally appropriate learning environment. The Substitute Teacher works collaboratively with classroom teaching staff and program leadership to support children's development, social-emotional well-being, and school readiness. The position operates in accordance with program policies, Connecticut Office of Early Childhood requirements, licensing regulations, and applicable state and federal requirements. KEY RESPONSIBILITIES The essential functions of this position include, but are not limited to: Provide temporary classroom coverage and support in accordance with established classroom schedules, lesson plans, routines, and individual child needs. Maintain active supervision of children and support compliance with applicable staff-to-child ratios, group size requirements, and classroom coverage expectations. Implement developmentally appropriate learning activities and classroom experiences as directed by the Head Teacher or the Assistant Teacher. Support children's social-emotional, cognitive, language, physical, and self-help skill development under guidance from the Head Teacher/Assistant Teacher. Create and maintain a safe, nurturing, inclusive, culturally responsive, and developmentally appropriate classroom environment. Respond promptly and appropriately to children's individual developmental, behavioral, physical, and social-emotional needs. Support children with meals, toileting, diapering when necessary, handwashing, rest periods, transitions, and other daily care routines in a safe, hygienic, and developmentally appropriate manner. Build positive and respectful relationships with children and families while maintaining appropriate professional boundaries and confidentiality. Observe children for signs of illness, injury, abuse, neglect, developmental concerns, or other needs and report concerns promptly in accordance with program policies and mandated reporting requirements. Maintain a safe, clean, organized, and developmentally appropriate classroom environment. Follow all health, safety, sanitation, emergency preparedness, licensing, and program requirements. Participate in staff meetings, supervision, professional development, emergency drills, and other required program activities, as applicable. Collaborate professionally with Head Teachers, Assistant Teachers, Classroom Aides, supervisors, families, consultants, and other program staff. Perform related duties as assigned. Maintain an active Connecticut Early Childhood Professional Registry account, as required based on employment status and OEC program requirements. Ensure required education, credentials, and training documentation is current and available in the Connecticut Early Childhood Professional Registry. Complete and maintain required OEC, licensing, health and safety, and professional development training. Support classroom operations in accordance with OEC requirements and the direction of the classroom's designated Teacher and DQSM. The Substitute Teacher is not eligible to be designated as the classroom's DQSM while serving in the Substitute Teacher role. ENVIRONMENTAL CONDITIONS Primarily indoor, environmentally controlled early childhood classroom setting with regular participation in outdoor activities. Frequent interaction and close physical proximity to children, families, and coworkers. Exposure to the typical noise, activity, and physical demands of an early childhood education environment.
• Competencies:
• Must demonstrate the following competencies: Diversity and Inclusion Foster an environment in which all members of the CBCCC community, from staff to partners and clients, are treated equitably and are able to contribute fully and meaningfully to the mission of CBCCC.
• Employees must make every effort to: Treat others with respect Practice cultural humility Elicit and welcome different points of view Integrity Act ethically with honesty and consistency regardless of the situation.
• Employees must make every effort to: Be accountable for his or her own actions Make decisions based on what is better for the families and employees Build and maintain trust among co-workers and our families Uphold honesty in all actions Excellence Commitment to deliver outstanding practices in both managing the organization, service delivery, and collaborating with partners.
• Employees must make every effort to: Utilize data and research to provide the highest quality of care Regularly participate in professional development to stay abreast of most recent and progressive practices
• Promote continuous quality assessment and improvement
• Communication: The ability to express oneself clearly and professionally both in writing, conversations, and in nonverbal communication with others.
• Employees must make every effort to: Oral Communication Speak clearly and in an organized manner that can be easily understood Express ideas concisely and respectfully Summarize or paraphrase his/her understanding of what others have said to verify understanding and prevent miscommunication Hold themselves accountable for pitch, speed, tone and volume of voice while speaking Show understanding of professional and cultural implications of body posture, stance, gestures, proximity to listener, facial expressions and appearance Written Communication Write clear and concise sentences devoid of grammatical and spelling errors Tailor writing style to the audience of the message Write in a respectful and tactful manner AAP Statement Clifford Beers Community Care Center (CBCCC), is an Equal Opportunity Employer. We conform to all the laws, statutes, and regulations concerning equal employment opportunities and affirmative action. We strongly encourage women, minorities, individuals with disabilities, and veterans to apply to all of our job openings. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, national origin, age, disability status, Genetic Information & Testing, Family & Medical Leave, Sexual Orientation, and Gender Identity or Expression, protected veteran status, or any other characteristic protected by law. We prohibit Retaliation against individuals who bring forth any complaint, orally or in writing, to the employer or the government, or against any individuals who assist or participate in the investigation of any complaint or otherwise oppose discrimination. QualificationsEDUCATION High School, Child Development Associate (CDA) preferred EXPERIENCE Experience working with preschool-aged children in a licensed early childhood education, childcare, school, or similar setting preferred. Knowledge of child development and developmentally appropriate early childhood practices. Experience supporting classroom routines, curriculum activities, active supervision, and children's daily care needs preferred. Experience working collaboratively with children and families from diverse cultural, linguistic, and socioeconomic backgrounds preferred. Must meet applicable OEC, licensing, and program qualification requirements for the Substitute Teacher position. LICENSURE N/A SKILLS Knowledge of child development and developmentally appropriate early childhood practices. Ability to quickly adapt to different classroom environments, schedules, routines, and children's needs. Ability to maintain active supervision and support a safe, nurturing, and inclusive classroom environment. Ability to implement established lesson plans, classroom activities, and daily routines. Ability to engage positively with young children and respond appropriately to individual developmental, behavioral, and social-emotional needs. Strong verbal and written communication skills. Strong organizational and time management skills with the ability to manage multiple responsibilities. Ability to work collaboratively with teaching staff, supervisors, families, and other program professionals. Ability to maintain accurate documentation and protect confidential child and family information. Basic computer proficiency and the ability to learn and use required electronic systems and technology. PHYSICAL ABILITIES 20% of the time is spent making repetitive motions. 10% of the time is spent sitting. 60% of the time is spent walking, bending, standing, stooping, crouching, or kneeling. 10% of the time is spent using hands to type, write, or use controls. Ability to perform the physical activities necessary for the supervision and daily care of young children Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.