HSU220 - Substitute Teacher Aide

Position purpose

• Under the supervision of the Site Supervisor, supports the classroom of the pre-school or toddler aged children.
• Examples
• OF
• Essential
• DUTIES: The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position. Helps teachers with rest time. Supports with teacher breaks if necessary; Helps wash dishes or prepare meals if necessary; Assists in ensuring that daily hygiene needs are met by modeling such routines as tooth brushing, hand washing, use of the bathroom, and meal times; Assists in maintaining a safe environment for the children in the classroom as well as the outdoor playground; Provides emotional support and encourages high self-esteem in the children; Performs other related duties as assigned.
• KEY
• RESULT
• AREAS: Provide support to teachers during rest/nap time; Provide substitute support for toddler or pre-school age children; Provide environment and experiences that maximize learning of each child at his or her development level;
• DESIRED
• MINIMUM
• QUALIFICATIONS: Knowledge of appropriate child development theories and practices; Ability to create and maintain a safe learning environment for children and others; Ability to work effectively with children, parents, staff, family, and community; Effective oral and written communication skills; and must be sensitive to the needs of culturally and ethnically diverse groups.
• Education and/or
• Experience: 1) For Substitute Parent Aide, a typical way of obtaining the knowledge, skills and abilities outlined above is completion of High School diploma.
• Language
• Skills: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to read, write and speak English. Ability to effectively present information and respond to questions from Area Directors / Site Supervisors, staff, and parents.
• Reasoning
• Ability: While performing the duties of this job, a substitute is regularly required to use written and oral communication skills; observe; and interact with staff, clients, children and parents.
• SPECIAL
• Requirements,
• Licenses &
• CERTIFICATES: Certification in Pediatric First Aid and CPR must be met within 90 days of assignment. Must meet and maintain state law and county licensing requirements regarding employment in a child care center (fingerprints, TB, physical) as well as provide proof of immunity to measles and pertussis, mandated reporter training and must obtain an influenza vaccination, or provide a medical exemption.

Note

• Cannot be left alone supervising children.
• Onboarding
• Training: Prior to subbing in the classroom, must have an orientation on the Head Start Performance Standards, Basic Classroom Standard Operating Procedures (SOP) and Code of Ethical Conduct training. Provided by Training & Staff Development.
• Physical
• AND
• MENTAL
• DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Physical
• Demands: While performing the duties of this class, an employee is regularly required to use hands to finger, handle, feel or operate computers, objects, tools or controls and reach with hands and arms, and taste or smell. The employee occasionally is required to climb, stoop, kneel, or crouch. The employee frequently is required to talk or hear. The employee may be required to lift up to 50 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus to view documents
• Mental
• Demands: While performing the duties of this class, employees are regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve problems; use math and mathematical reasoning; learn and apply new skills and information; perform highly detailed work on multiple, concurrent tasks; and establish and maintain effective working relationships with Association staff and others encountered in the course of work.
• WORK
• ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee regularly works under typical childcare conditions; the noise level varies quiet to loud.