Bing Teacher 1      For Teacher 2 requirements, look on Stanford Careers

Job Family: Child/Youth Education and Development
Job Series: Bing Teacher
Job Code: 4191
Classification Level: F
Exemption: Exempt

Note: Not all unique aspects of the job are covered by this job description

JOB PURPOSE:
Bing Nursery School is part of the School of Humanities and Sciences at Stanford University and serves as a laboratory for the Department of Psychology. The department established the school in 1966 to serve as a site for research and training in child development. It provides high quality educational programs to over 500 young children (2-5 years) each year, their parents, students in training, and research and teaching faculty.

Plan and implement educational experiences for pre-school children with a child development focus in a laboratory school setting to support faculty research and undergraduate instruction in developmental psychology and early education.

CORE DUTIES*:
• Plan and implement creative and challenging curriculum projects and activities in the areas of language and literacy, cognitive, emotional, social, and physical growth; plan and structure environments to facilitate activities.
• Provide instruction to children; identify emerging curriculum and work with the children on short-term and long-term projects.
• Use observation skills to record children's behavior and maintain anecdotal records.
• Work directly with parents providing verbal updates and interpreting their children's behavior; may conduct conferences with families including initial developmental history intake, spring review and home visits.
• Work directly with researchers to facilitate faculty and undergraduate student research projects; help children to participate in relevant studies; help researchers develop rapport with the children.
• Demonstrate to undergraduate students the links between theory and actual classroom activity in support of the student's academic development.
• Design, produce and document program content and the children's work; write articles for school newsletters; present at parent seminars and early childhood conferences; provide tours for visitors.
* - Other duties may also be assigned

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the importance of supporting children and their families from an early age. We currently focus on serving children between the ages of 18 to 36 months of age and we will expand our services down to birth over time. We are seeking a clinician for the birth-to-three program who will be responsible for designing and delivering programming that builds parent-child relationships through parent capacity building.

This individual will be exceptionally skilled at building trusted relationships through group-based and dyadic programming with parents and families of infants and toddlers.  The role is mission critical to delivering upon The Primary School’s innovative model of aiming to support children from birth.

Responsibilities

• Coordinate and deliver weekly group-based psycho-education in English and Spanish, focused on parent-child attachment, parental well-being and sense of self-efficacy.
• Design, plan, and implement social-emotional learning groups with parents and children together. These groups will focus on 1) nurturing the parent-child attachment relationship, 2) demonstrating evidence-based parenting techniques, 3) strengthening children’s development, 4) increasing parents’ knowledge of their children’s developmental needs and strengths, and 5) building community between families.
• Conceptualize cases utilizing reliable and evidence-based tools like developmental screeners and assessment tools.
• Support parents in implementing strategies that lead to positive attachment and their child’s social-emotional development.
• Work in deep partnership with families, parent wellness coaches, 0-3 program interventionists, and school teams to ensure program delivery and optimal care for families.
• Coordinate support for families with other Primary School team members and community organizations by maintaining well-documented and organized information.
• Help develop and provide feedback on technology that can support child-directed time and the parent-child relationship.
• Participate in the design, evaluation, and refinement of all of the above programs and services.
• Participate in and contribute to the universal activities of the 0-3 program and The Primary School.

As needed:

• Conduct dyadic coaching interventions for families in need of additional, personalized supports.
• Provide training to Primary School parent wellness coaches with varying levels of expertise in child development and parent-child attachment.
• Attend trainings relevant to parent education and/or parent-child curriculum and share new learnings with The Primary School staff.

ABOUT YOU

Professional skills + experience

• You have at least four years of experience in infant and early childhood mental health or clinical work, focusing on coaching and supporting the relationships between young children and their adult caregivers. Clinical license is not required.
• A plus if: you have completed certification in the Program for Infant and Toddler Care (PITC), are trained in an intervention method such as Circle of Security.
• You have experience and interest in working with children ages 0-5, and their parents, either in group-based settings or individual dyads.
• You are able to easily connect and work well with parents of children across a wide range of ages and different socioeconomic backgrounds.
• You value the importance of the parent-child relationship and you are knowledgeable about healthy child development, especially in the social and emotional domains.
• You are a communicator with strong public speaking skills, and feel comfortable leading and facilitating groups of parents, and groups of parents and children together, with positive energy.
• You coach families and advocate for others in a way that is compassionate, culturally-responsive, strengths-based and non-judgmental.
• You are able to balance multiple priorities - meeting with families, preparing for groups, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources.

Personal qualities

• You speak fluent English and Spanish and feel confident in leading groups and coaching families in both languages.
• You are flexible with your schedule and understand that this work needs to meet the availability of our families (i.e., must be available and willing to work some evenings and/or weekends).
• You are comfortable in ambiguity and environments that change rapidly.
• You love collaboration and learning and are excited to work with and learn from all TPS team members, from pre-K to 8 education, to parent coaching, to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the importance of supporting children and their families from an early age. We currently focus on serving children between the ages of 18 to 36 months of age and we will expand our services down to birth over time. We are seeking a clinician for the birth-to-three program who will be responsible for designing and delivering programming that builds parent-child relationships through parent capacity building.

This individual will be exceptionally skilled at building trusted relationships through group-based and dyadic programming with parents and families of infants and toddlers.  The role is mission critical to delivering upon The Primary School’s innovative model of aiming to support children from birth.

Responsibilities

• Coordinate and deliver weekly group-based psycho-education in English and Spanish, focused on parent-child attachment, parental well-being and sense of self-efficacy.
• Design, plan, and implement social-emotional learning groups with parents and children together. These groups will focus on 1) nurturing the parent-child attachment relationship, 2) demonstrating evidence-based parenting techniques, 3) strengthening children’s development, 4) increasing parents’ knowledge of their children’s developmental needs and strengths, and 5) building community between families.
• Conceptualize cases utilizing reliable and evidence-based tools like developmental screeners and assessment tools.
• Support parents in implementing strategies that lead to positive attachment and their child’s social-emotional development.
• Work in deep partnership with families, parent wellness coaches, 0-3 program interventionists, and school teams to ensure program delivery and optimal care for families.
• Coordinate support for families with other Primary School team members and community organizations by maintaining well-documented and organized information.
• Help develop and provide feedback on technology that can support child-directed time and the parent-child relationship.
• Participate in the design, evaluation, and refinement of all of the above programs and services.
• Participate in and contribute to the universal activities of the 0-3 program and The Primary School.

As needed:

• Conduct dyadic coaching interventions for families in need of additional, personalized supports.
• Provide training to Primary School parent wellness coaches with varying levels of expertise in child development and parent-child attachment.
• Attend trainings relevant to parent education and/or parent-child curriculum and share new learnings with TPS staff.

ABOUT YOU

Professional skills + experience

• You have at least four years of experience in infant and early childhood mental health or clinical work, focusing on coaching and supporting the relationships between young children and their adult caregivers. Clinical license is not required.
• A plus if: you have completed certification in the Program for Infant and Toddler Care (PITC), are trained in an intervention method such as Circle of Security, or .
• You have experience and interest in working with children ages 0-5, and their parents, either in group-based settings or individual dyads.
• You are able to easily connect and work well with parents of children across a wide range of ages and different socioeconomic backgrounds.
• You value the importance of the parent-child relationship and you are knowledgeable about healthy child development, especially in the social and emotional domains.
• You are a communicator with strong public speaking skills, and feel comfortable leading and facilitating groups of parents, and groups of parents and children together, with positive energy.
• You coach families and advocate for others in a way that is compassionate, culturally-responsive, strengths-based and non-judgmental.
• You are able to balance multiple priorities - meeting with families, preparing for groups, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources.

Personal qualities

• You speak fluent English and Spanish and feel confident in leading groups and coaching families in both languages.
• You are flexible with your schedule and understand that this work needs to meet the availability of our families (i.e., must be available and willing to work some evenings and/or weekends).
• You are comfortable in ambiguity and environments that change rapidly.
• You love collaboration and learning and are excited to work with and learn from all TPS team members, from pre-K to 8 education, to parent coaching, to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

The Primary School Assistant Teachers are educators looking to develop new skills and build an enriching career in early childhood education. Assistant Teachers provide consistent support and connection to a classroom of students throughout the day and with guidance from a Lead Teacher, create and deliver a joyful learning environment. You will also get the opportunity to build relationships with all students in a grade level, and observe other teaching styles, as you might be asked to support in different classrooms within the grade level throughout the week. Additionally, Assistant Teachers play an active role partnering with families, The Primary School staff, and health providers in delivering on our system of coordinated care for children. On a daily basis, Assistant Teachers move seamlessly across the many different demands of their day -- from preparing classroom materials, to setting up for nap, to leading morning circle, to lesson planning, to analyzing student performance data, to discussing socio-emotional outcomes with parents and Parent Coaches, to following up with the Medical Director about a student health need. Beyond the scope of daily instruction and integration, The Primary School Assistant Teachers also play an active role in the continued development and evaluation of The Primary School model.

Our Instructional Approach & Day

We believe that even at the earliest ages, children have diverse needs and that instruction must be personalized to each student. At The Primary School, this means a heavy reliance on small group and individualized instruction; a diverse day that addresses the many needs of kids; and a team approach that allows teachers to focus and prepare amazing lessons day after day.  Our work truly focuses on the whole child, supporting the cognitive, socio-emotional, and health needs of our students.

We don’t adhere to a single philosophy or mode of instruction across our day, but instead draw on the wisdom of a variety of approaches and formats as they fit various development, content, and needs. We use a blend of inquiry, investigation, workshop, small groups and stations, read alouds and direct instruction. Our practice is highly intentional - we ensure a balanced and thoughtful use of all lesson types across the week and unit. We incorporate time, daily, for exploration and application of new learnings in authentic projects.

Our instructional day is divided into three blocks - Humanities, Math & Science, and Exploration. Students stay in the same class and classroom for most of the day, but work with 2-3 teachers.

• Humanities: The largest block of the day, the Humanities block is used for integrated and individualized instruction around literacy, writing, language, social sciences, and critical thinking. Teachers use a balanced literacy approach, building and/or modifying high quality curriculum within our own integrated units while planning individual and small group skills lessons to reach each child.
• Math & Science: The Math & Science block is used to build essential math and science skills and content. Instruction is integrated with the deeper learning and extended projects taking place in the Humanities and/or Exploration Blocks. We use a strong mix of curricular materials and approaches, with an emphasis on building rich conceptual understanding through the and cognitively guided instruction.
• Exploration: The “E-block” is a daily “lab” for students to extend and apply what they are learning in other classes. Lessons feature ample investigation, enrichment, discovery, project-based, and hands-on learning and regularly take place outside.

We believe that essential skills and content should be “integrated and designated.” We dedicate substantial, designated time, daily, to social-emotional learning in our Community Meeting block, as well as throughout breakfast, recess and lunch. We offer daily physical and health education as well as ample opportunities for outdoor play.

Our Community

The Primary School serves the communities of East Palo Alto and Belle Haven. Over 90% of families in these communities live in poverty and 65% of students are English Language Learners. It is our intention to serve a high-need population of students, focusing on families who have struggled or may struggle in traditional schools and/or health systems. We believe that a great school welcomes all students, including those with special needs, and empowers them to achieve truly incredible things.

Responsibilities

Assistant Teachers support Lead Teachers in developing and delivering engaging, comprehensive and integrated units across a student’s day. Assistant Teachers provide students with continuity and support, and leverage multiple modalities of learning to ensure that all children receive the small group and individual attention they need to maximize growth. Assistant Teachers also help to support classroom and school-wide systems (e.g., student pick-up, meal preparation) that allow The Primary School to provide students and families with a seamless and enriching day-long experience.

Specifically, Assistant Teachers are responsible for:

• Annual, weekly, and daily instructional planning as directed by Lead Teacher
• Instructional delivery in large group, small group, and individualized formats
• Support regular assessment and analysis of quantitative and qualitative student data with the goal of tailoring responsive instruction and support
• Collaboration with Lead and other Assistant Teachers to practice skills and jointly problem solve
• Regular communication with and outreach to families, including daily documentation and notes
• Proactive collaboration and frequent engagement with The Primary School Parent Coaches and staff, and external health practitioners and partners
• Active participation in the ongoing design and implementation of the The Primary School model through research, curriculum development, engagement with school and organizational leadership, and focused professional development

ABOUT YOU

• You have experience working with children in a school or similarly structured environment and hold a high school degree or GED-equivalent + Early Childhood Credits. Whether it’s from your time in a classroom, after-school group, summer camp, child care program or tutoring session, you know that a great environment for children doesn’t just “happen” - it’s built with great care, preparation, practice and love. With or without “teacher” in your job title, you have always been the “teacher” - at home, at your job, with your family, in your community - and caring for and engaging children has been a consistent theme and/or area of interest in your life.
• You love spending time with kids and kids love spending time with you. Your family and friends know you as the kid-magnet and you are famous for your impromptu cooking classes, dance parties, fort-building and reading circles. When kids are with you, they feel heard, connected and invested, because even in a group, you make every child feel like they are at the center.
• You have a parent- and family-centered mindset. You are a parent or empathize deeply with parents, and recognize that long before a child steps foot into a classroom, he or she has been learning at home with their parents. Throughout your life and/or career, parents look to you for guidance, camaraderie and support. You believe that parents are essential partners in the work of schools and know that strong parent relationships will improve your own practice.
• You recognize the multidimensional needs of children and families, because you’ve seen the intersection of education, health, and family support services in your own life. You may not be a teacher, doctor or social worker, but you’ve helped your brother get access to additional tutoring and explained to a teacher why your niece’s asthma plan is different. You personally know that it’s worth the extra effort to connect the academic-health-family dots, but also wonder why it has to be so hard. You read The Primary School’s “About the Organization” section and thought “Yes! This is what I’ve been thinking!”
• You learn new systems quickly and feel comfortable with technology. You may not be fluent in Google Docs, Excel and Asana, but you are driven by curiosity and are not frustrated by a learning curve (in fact, you just took a break to look up “Asana”). You know that technology has the potential to empower the work of educators and you are motivated to build out your analytical skill set. When doing something for the first time, you take notes, ask questions, and constantly tweak your actions to do it better, faster and with greater fidelity.
• You get that starting a new school and organization is no easy task and are not scared - in fact, you’re energized - by the idea of putting in the long hours and deep commitment needed to bring The Primary School to life. You know that the Assistant Teacher role will present a vast set of learning experiences and you relish the opportunity to grow as a professional both inside and outside of the classroom. You are self-motivated, always on time, and meticulously plan your schedule, because there’s a lot to get done and time is a valuable resource. When you see a need, you fill it, navigate change with ease, and are not above breaking down cardboard boxes and hauling them to the dumpster.
• You are unafraid of diversity and engage confidently across differences. You believe that differences - in race, culture, gender, age, background, experiences - enrich our community and know how to bridge those differences with grace and humility.
• You are kind, humble, and collaborative. You bring a positive attitude to every interaction and always see the best in others. You have the courage to step out of your comfort zone, and when you fall, you get right back up, remember what tripped you up and unabashedly try it all over again. You have an open mind and a thirst to learn and improve, and you can’t help but wonder what it would be like to work in an environment where every door is open and feedback is second nature. Even during challenging times, you see the “small victories” and maintain constant confidence in the team’s ability to achieve with every child.

A Plus If

• You have an understanding of early childhood education and child development.
• You speak fluent Spanish.

HOW TO APPLY

Please visit our website for more information and to apply!

https://www.theprimaryschool.org/current-opportunities

ABOUT THE ROLE

We believe deeply in the power of all parents to drive positive academic and health outcomes for their children, and as such, the family program is a cornerstone of theThe Primary School model. We seek to develop a bold new approach to working with parents and families that complements our health and education elements and leverages parent strengths to drive the highest possible return on investment for adults and children.

The Primary School is searching for compassionate and dedicated individuals who are skilled at working with families to help them envision a bold future for their children and set goals towards this vision. Coaching is a partnership in which the coach supports and motivates caregivers to make changes towards achieving their goals for themselves and their families. The coach will holistically work with our parents and families to identify strengths and problem solve around challenges. The Parent Coach role is a vital part of The Primary School that ensures our parents are supported and connected. Coaches will deliver weekly programming to cohorts of caregivers, facilitate our group-based coaching model, and build 1:1 coaching relationships with their cohort.

Responsibilities

• Provide one-on-one coaching and group coaching for parents, including the co-development of individualized parent growth plans.
• Serve as a resource to connect participants with appropriate partners related to housing, budgeting, career and education, childcare, health care, and more.
• Communicate regularly with other stakeholders related to the child (teachers, doctors, health workers, social service workers) and monitor and document participants’ progress according to individual growth plans.
• Work with families to align parent growth plans with student growth plans, supporting family engagement with the student’s experience in school.
• Recruit parents & families for our school, including outreaching to community groups, presentations to local agencies, etc.
• Thorough and organized documentation of caseload efforts, according to deadlines.
• Participate in the development and facilitation of participants’ workshops and community groups.
• Provide regular feedback toThe Primary School regarding parent and coaching experiences with the program and be an innovator for change.

ABOUT YOU

• You have 3-5 years of community outreach experience supporting parents who have experienced trauma and/or crises (e.g., homelessness, domestic violence), and have deep knowledge of the resources available to families. (Note: We are open to individuals from a wide range of backgrounds, including but not limited to social work, medicine, public health, education, community development, and international development.)
• You are a communicator with strong writing and public speaking skills, and feel comfortable leading and facilitating large groups.
• You coach and advocate for others in a way that is compassionate, strength-based and non-judgmental.
• You embody empathy and embrace cultural differences; you recognize and know how to navigate groups and individuals representing a range of needs, abilities and socioeconomic backgrounds.
• You are able to balance multiple priorities - meeting with families, preparing for sessions, entering data - gracefully and with practiced personal organization and time management.
• You are a natural problem solver, fixer and finder of resources; in moments of tension, you diffuse and resolve conflict.
• You are extremely self-aware and self motivated, and have a strong desire to learn.
• You are comfortable in ambiguity and environments that change rapidly environments.
• You recognize that working with families often requires work on evenings and weekends.
• You want to work with and learn from allThe Primary School team members, from early childhood education to parent coaching to community engagement.
• You believe in the mission of The Primary School and that all children and families are capable of extraordinary things.
• You are bilingual (English/Spanish speaker)

A Plus If

• You speak fluent Spanish.

Compensation

Compensation is commensurate with qualifications and experience, plus excellent health benefits, 401k retirement plan, flexible spending account (FSA), dependent care FSA, and generous paid time off, including a competitive paid parental leave benefit.

HOW TO APPLY

The Primary School values diversity; people of all backgrounds are encouraged to apply. Please complete the following application and submit your most recent resume. These short-answer questions are designed to replace a cover letter, so take your time with them and copy in your answers from a separate document. If you feel that the questions do not accurately capture what you have to offer The Primary School, you are also welcome to attach a cover letter. Applications are being reviewed on a rolling basis so we encourage you to submit yours soon. We look forward to reading your applicat

Assist the lead teachers with caring for our infants and young toddlers....caring for their physical needs (bottles, diapers, napping, etc) but also interacting with the little ones, following the instructions of the lead teachers.  This position is for the hours of 12:30-5:30pm, M-F.    

We are also looking for substitutes, and could keep a sub pretty busy! 

Requirements include:

• at least 12 ECE units, including 3 units in infant/toddler education
• must be able to get up and down from the floor quickly
• must be able to lift up to 30 pounds
• must speak fluent English
• must love babies!!  

Instructors needed throughout the US and overseas.

Do you love to work with infants and toddlers? Would you love to teach Parent Workshops, Infant/Toddler Play Classes, ECE Training and other enrichment classes for parents and children from birth to age 5?

The Baby Signs® Program is looking for professionals with a background in child development, therapy, speech language development, sign language, education or a related field.

Teach:
* Parent Workshops
* Play Classes
* Early Childhood Educator Training
* Enrichment classes for parents and children from birth to age 5

Company Information

The Baby Signs Program is the world's leading sign language program for hearing babies. It is an early-intervention program that has been proven through scientific research to boost babies' cognitive, language and social-emotional development.

The Baby Signs Program was chosen by the U.S. Department of Defense for use in their Child and Youth Services programs for military families around the world.

For an information packet and application please email training@babysignstoo.com or call 916-606-6676. Instructors needed throughout the US and overseas.

Baby Signs also offers a full line of training options for children's health and educational organizations. Your organization can to implement this research-proven early intervention program and offer Baby Signs® classes and workshops to families in your community.

The Baby Signs® Program is looking for professionals with a background in child development, therapy, speech language development, sign language, education or a related field.

Apply Here

PI108990092

The University of Southern California is seeking a Childcare Program Administrator to help support the Office of Benefits Administration. Reporting to the Executive Director, the Childcare Program Administrator will have responsibility for day-to-day oversight of all of USC's childcare sites.

Additional responsibilities of this role include:

• Ensure childcare provider's contractual obligations are being met.
• Develop, create, and review official childcare policy and written administrative procedures.
• Will work closely with Business Office to develop and administer manage program budget/expenses, and recommends or makes budgetary and resource allocations. Will also work with Business Office to verify usage of childcare benefit, i.e. track employees/families.
• Evaluate program needs, i.e. back-up care, drop-in care, enrichment programs, etc
• Oversee upkeep and maintenance of all facilities. Will work with USC's Facilities Management for any necessary repairs; monitors facility issues such as plumbing, structural issues, etc.
• Develops strategies for marketing of childcare centers to, and promoting the program to current employees.
• Resolve issues related to childcare ratios, educational requirements, licensing.
• Serve as primary contact for current and prospective families; meet with staff/faculty parents' committees as needed, but at a minimum, quarterly. Work with parents to address any issues.
• Meet regularly with providers for day-to-day operation discussions or future issues.

What we are looking for:

Minimum Education:

• Bachelor's degree, or combined experience/education as a substitute for minimum education

Minimum Experience:

• 3 years of directly related experience in childcare administration

We pride ourselves on being a GREAT PLACE TO WORK, and that begins with our employees! We offer a wide variety of benefits and programs that support our staff and their families, including:

·  Benefits: Health, dental, and vision plans, tuition assistance for our employees and their families, paid time off, flexible spending accounts, 2:1 retirement plan contributions, child care centers, and up to $50,000 housing subsidy. And because we are a qualifying public service organization, you may qualify for Public Service Loan Forgiveness (PSLF) for educational loans. Please visit usc.edu for additional information.

·  Perks: Discounts to USC sporting events, USC Bookstores, wireless plans, travel, accommodations, and local entertainment.

·  Career Growth: We are the largest private employer in Los Angeles, offering tremendous development opportunities in multiple fields and industries.

Under supervision, assists in planning, organizing and conducting classroom activities for children ages 0-5 enrolled in the Head Start and Child Development Programs; performs related work as required.

Typical Tasks include but not limited to:

•Assists in assessing the needs of children enrolled in the program

•Assists in organizing the children's learning environment

•Assists in planning and implementing the developmental program

•Assists in working with parents in building a relationship of mutual respect and cooperation

•Models appropriate behavior for the children and other adults

•Makes verbal and written reports of suspected child abuse to Child Protective Services and report unusual incidents to others as required

•Performs duties and responsibilities of the Teacher-Project during hours when the Teacher-Project is not assigned to the classroom

•Reports issues of concern to the Teacher-Project or Site Supervisor-Project

•Performs other tasks as may be required for the efficient operation of the instruction program

Here are some of the many benefits of working with our agency (SUBSTITUTE / TEMPORARY POSITIONS DO NOT QUALIFY):

•Benefits: Medical, Dental, Vision, and Training/Education Reimbursement

•Paid Vacation, Sick Leave, Personal Holiday Accrual, and 10 Paid County Holidays

•Quality Matters 4 and 5 Star Centers (Local Quality Rating & Improvement System)

•National Association for the Education of Young Children (NAEYC) Accredited

•Nationally and Regionally Recognized for High-Quality ECE Services

•Comprehensive Services Unit to Support Wide Variety of Clients’ Needs

Salary: Permanent position: $13.40 - $16.28 Hourly depending on experience

            Substitute position: $13.27 - $16.12 Hourly depending on experience

Job Type: Full Time/Permanent, Temporary / Substitute

MINIMUM QUALIFICATIONS:

Education:

• High School Diploma, G.E.D. equivalency or a high      school proficiency certificate, and
• Twelve (12) units in Early Childhood Education      (ECE)/Child Development(CD)
• AA or higher degree in ECE or CD is preferred
• In addition, Infant Toddler Associate Teacher position requires      three (3) Infant Toddler units

Other:

• Possession of a valid CALIFORNIA Vehicle Operator      License
• Permanent Associate Teacher Position requires current      Child Development (CD) Associate Teacher permit issued by California      Commission on Teaching Credentialing
• Substitute Associate Teaching Positions do not require possession of current Child Development      (CD) Associate Teacher permit
• Successfully pass a physical exam, TB, required      vaccination (measles, whooping cough and flu) and Department of Justice      fingerprint clearance

For complete job description and minimum qualifications go online to www.cccounty.us/hr and apply online for permanent position.

To apply for a substitute position, please call CSB Personnel Unit at (925)608-5020 or email the designated representative.

Under supervision, plans, organizes and conducts a variety of developmentally appropriate classroom activities for children 0-5 years of age enrolled in the Head Start and Child Development Programs; provides supervision and training to subordinate staff; and performs related work as required.

Typical Tasks of Infant Toddler Teacher include but not limited to:

• Plans and implements a developmentally appropriate and culturally sensitive program, meeting needs of all children and families according to appropriate State and Federal regulations, policies and procedures
• Organizes and maintains a developmentally appropriate and culturally sensitive learning environment; ensures a healthy, safe, clean environment both inside and out of the facility
• Provides nurturing routines such as diapering, dressing, and feeding infants and toddlers
• Assists toddlers with toilet training and development of self-help skills
• Supervises sleeping infants and toddlers
• Collaborates with parents as child’s first teachers in building a relationship of mutual respect and cooperation; conducts conferences, home visits and communicates verbally and in writing as required and as needed
• Implements appropriate behavior management techniques and follows policy
• Maintains commitment to training and continuing professional development
• Performs other tasks as may be required for the efficient operation of the comprehensive, integrated program

Typical Tasks of Teacher include but not limited to:

• Plans and supervises Child Development classroom activities
• Assesses children’s needs and development
• Holds parent conferences about child’s development and work with parents in building a relationship of mutual respect and cooperation
• Models appropriate behavior for the children and classroom staff
• Leads the classroom team in planning and implementing the development program
• Assists in training instructional staff with the goal of building a team approach to meeting the children’s needs
• Complies with standards of conduct as required by Federal, State and County regulations
• Maintains commitment to training and continuing professional development
• Performs other tasks as may be required for the efficient operation

Here are some of the many benefits of working with our agency (SUBSTITUTE / TEMPORARY POSITIONS DO NOT QUALIFY):

•Benefits: Medical, Dental, Vision, and Training/Education Reimbursement

•Paid Vacation, Sick Leave, Personal Holiday Accrual, and 10 Paid County Holidays

•Quality Matters 4 and 5 Star Centers (Local Quality Rating & Improvement System)

•National Association for the Education of Young Children (NAEYC) Accredited

•Nationally and Regionally Recognized for High-Quality ECE Services

•Comprehensive Services Unit to Support Wide Variety of Clients’ Needs

Salary: $18.05 - $ 21.94 hourly depending on experience

Job Type: Full Time/Permanent, Temporary / Substitute

Minimum Qualifications:

• High School Diploma, G.E.D. equivalency or a high      school proficiency certificate, and
• (a) BA in Early Childhood Education or Child      Development preferred, (b) AA in Early Childhood Education, (c) AA in      major relating to Early Childhood Education with experience teaching      preschool-age children, or (c) BA in any subject and coursework equivalent      to a major relating to Early Childhood Education with experience teaching      preschool-age children
• Infant Toddler Teacher requires a minimum of 3 Infant      Toddler units and 24 Early Childhood Education Units
• All Teaching Positions require possession of a valid      CALIFORNIA Vehicle Operator License and current Child Development (CD)      Teacher permit issued by California Commission on Teaching Credentialing.
• Successfully pass a physical exam, TB, required      vaccination (measles, whooping cough and flu) and Department of Justice      fingerprint clearance

For complete job description and minimum qualifications go online to www.cccounty.us/hr and apply online for permanent position.

To apply for a substitute position, please call CSB Personnel Unit at (925) 608-5020 or email the designated representative.

Under general supervision, plans, organizes and conducts a variety of developmentally appropriate classroom activities for children 0-5 years of age enrolled in the Head Start and Child Development Programs; provides supervision and training to subordinate staff; and performs related work as required.

Typical Tasks of Master Teacher / Infant Toddler Master Teacher include but not limited to:

• Plans, facilitates and oversees classroom activities according to developmentally appropriate practice and following the instructional approach utilized by the department
• Conducts daily classroom activities
• Prepares appropriate lesson plans with required individualization
• Conducts screenings and assessments of children within mandated time frames, and uses the results to individualize education delivery
• Coordinates curriculum, instructional approach and staff development activities
• Explains the program curriculum and instructional approach to staff, parents, the community, and Federal, State, and local government agencies
• Directs, trains, mentors, and evaluates paid and volunteer staff assigned to child education centers, including teachers and associate teachers
• Plans and conducts meetings with staff and parents, including the required number of home visits per year
• Travels to child education centers county-wide to assist in the development of the curriculum plan and classroom set-up that is conducive to the instructional manner, meeting all requirements and timelines

Here are some of the many benefits of working with our agency (SUBSTITUTE / TEMPORARY POSITIONS DO NOT QUALIFY):

•Benefits: Medical, Dental, Vision, and Training/Education Reimbursement

•Paid Vacation, Sick Leave, Personal Holiday Accrual, and 10 Paid County Holidays

•Quality Matters 4 and 5 Star Centers (Local Quality Rating & Improvement System)

•National Association for the Education of Young Children (NAEYC) Accredited

•Nationally and Regionally Recognized for High-Quality ECE Services

•Comprehensive Services Unit to Support Wide Variety of Clients’ Needs

Salary: $19.17 - $23.30 hourly depending on experience

MINIMUM QUALIFICATIONS:

Education:

• High School Diploma, G.E.D. equivalency or a high      school proficiency certificate, and
• (a) BA in Early Childhood Education or Child      Development preferred, (b) AA in Early Childhood Education, (c) AA in      major relating to Early Childhood Education with twenty-eight (28) Early      Childhood Education/ Child Development units, or (c) BA in any subject and      coursework equivalent to a major relating to Early Childhood Education,12      ECE units and 3 ECE supervision field units, and experience teaching      preschool-age children
• In addition, Infant Toddler Teacher position requires three      (3) Infant Toddler units

Experience:

• Two (2) years of full-time experience as a preschool teacher, one (1) year of which must have included supervising the activities of other staff assisting in the classroom.

Other:

• All Master Teaching Positions require possession of a      valid CALIFORNIA Vehicle Operator License and current Child Development      (CD) Master Teacher permit issued by California Commission on Teaching      Credentialing.
• Successfully pass a physical exam, TB, required vaccination      (measles, whooping cough and flu) and Department of Justice fingerprint      clearance

Job Type(s): Full Time/Permanent, Temporary / Substitute

For complete job description and minimum qualifications go online to www.cccounty.us/hr and apply online for permanent position.

To apply for a substitute position, please call CSB Personnel Unit at (925)608-5020 or email the designated representative.

Sunrise Preschool is seeking a dynamic, well experienced director who has a proven and successful track record. The Preschool Director shall meet all the employment requirements established by the State of California, Title 22.  The Director shall be responsible for the efficient and successful operation of the total developmental, educational and extended day programs. 

1. Has full knowledge of state policies under the Community Care Licensing Division under Title 22.  Plans and directs the operation of the preschool in accordance with state and federal regulations.
2. Interviews and hires all teachers and staff
3. Maintains accurate and complete preschool records.
4. Creates work schedules for all preschool employees.  Communicates Sunrise Preschool’s philosophy to staff, school parents and the community.
5. Meets with the school board bi-monthly.  Informs the school board regarding the preschool’s enrollment, financials and general operations.
6. Prepares an annual budget for School Board approval.
7. Participates in church, preschool and community organizations.
8. Submits required reports for church, county and state.
9. Attends professional meetings at community and state levels.
10. Selects and purchases instructional materials, equipment and furniture.
11. Creates and implements preschool curriculum for all age groups.
12. Counsels parents and staff regarding child growth and development.
13. Meets with new interested families and conducts preschool tours.
14. Plans and/implements in-service training and workshops for staff.
15. Makes classroom visitations and conducts annual performance evaluations.
16. Conducts weekly staff meetings and attends Pastoral staff meetings.
17. The Director implements an eight week Summer Program.
18. Creates Employee Salary scales, tuition rates and calendar proposals for the preschool Board’s approval.
19. The Director facilitates and coordinates facility repairs and improvements.
20. Maintains a cooperative and positive attitude towards the church’s Early Childhood Ministry and the shared facility agreement.

Qualifications: 

Applicant must meet State of California licensing requirements for a preschool director.  (Title 22, Section 101215)  The applicant must have at least five years’ experience as a preschool director.

LOYOLA MARYMOUNT UNIVERSITY

Teacher

Loyola Marymount University’s Children’s Center has several openings for Teachers. The incumbents will provide for the health, safety and wellbeing of the young children enrolled in the Children’s Center.

Additional responsibilities include: Assist in the planning and implementation of a well-balanced program of age appropriate experiences and activities designed to meet the physical, emotional, social and intellectual needs of the children in his/her classroom. This person must be able to work well with others and be willing to fulfill their responsibilities in accordance with the Center’s mission, goals and philosophy.

We seek candidates who typically hold a Bachelor’s degree in Early Childhood Education, Child Development or related field. Minimum of 12 units completed in Early Childhood Education or the equivalent (as stipulated by Department of Social Services State Licensing), including 3 units in Infant/Toddler if working with children under the age of 2. Some knowledge of developmentally appropriate practices and NAEYC Accreditation criteria helpful.

We offer a comprehensive benefits package and competitive salary.  

Equal Opportunity Employer

The Child-Care Center Director (Site Supervisor I, II and III) provides the day-to-day administration of a child development site providing general child care, infant/toddler and/or pre-school services; and performs other related work as required. Tasks include but not limited to:

• Ensures that daily staffing requirements and child/staff ratios are met at all times
• Provides guidance and supervision to teaching and support staff as required
• Ensures compliance with State licensing, Federal requirements, and contract requirements -Reviews instructional programs to ensure compliance with State and Federal requirements and developmentally appropriate practices
• Makes recommendations on staffing, program and expenditures, and maintains inventory documents
• Assists in interviewing, hiring, training, evaluating, and mentoring staff
• Monitors parent involvement through individual and group contacts and meetings
• Prepares and submits accurate and timely reports and correspondence as required
• Maintains effective community relations, and advocates for young children
• Interviews and certifies parent eligibility for services
• Ensures maintenance of required children, family, and program files
• Ensures appropriate career development for self and staff and maintains documentation as needed
• Follows procedures for making verbal and written reports of suspected child abuse to Children's Protective Services and to others as required
• Reports unusual incidents to Community Care Licensing and to supervisors as required. Complies with standards of conduct as required by Federal, State, and County regulations
• Performs other tasks as may be required for the efficient operation of the comprehensive, integrated program

Here are some of the many benefits of working with our agency (SUBSTITUTE / TEMPORARY POSITIONS DO NOT QUALIFY):

•Benefits: Medical, Dental, Vision, and Training/Education Reimbursement

•Paid Vacation, Sick Leave, Personal Holiday Accrual, and 10 Paid County Holidays

•Quality Matters 4 and 5 Star Centers (Local Quality Rating & Improvement System)

•National Association for the Education of Young Children (NAEYC) Accredited

•Nationally and Regionally Recognized for High-Quality ECE Services

•Comprehensive Services Unit to Support Wide Variety of Clients’ Needs

Compensation:

Child-Care Center Director I (Site Supervisor I): $3,547.68 - $4,312.23/Monthly or $20.47 - $ 24.88/Hourly

Child-Care Center Director II (Site Supervisor II): $3,901.45 - $4,742.23/Monthly or $22.51 - $ 27.36/Hourly

Child-Care Center Director III (Site Supervisor III): $4,185.59 - $5,087.61/Monthly or $24.15 - $ 29.35/Hourly

MINIMUM QUALIFICATIONS:

Minimum Experience Required:

Child-Care Center Director I (Site Supervisor I): two (2) years of full-time (or the equivalent of full-time) experience as a Teacher in a publicly funded preschool or child development program

Child-Care Center Director II (Site Supervisor II): two (2) years of full time or its equivalent experience as a Child-Care Center Director or Site Supervisor in a publicly funded preschool or child development program

Child-Care Center Director III (Site Supervisor III): four (4) years of full time or its equivalent experience as a Child-Care Center Director or Site Supervisor in a publicly funded preschool or child development program

Education:

Bachelor Degree in Early Childhood Education, Child Development or related field preferred.

Certificate Required: Possession of a Child Development Site Supervisor Permit issued by the State of California or official written verification that all requirements for the permit have been completed and application has been made to the State. Employment will require mandatory maintenance of the permit by taking continuing education courses as specified by the State for its renewal.

Additional Requirements: Must possess and maintain a valid CA Driver's License, successfully pass a physical exam/TB and Department of Justice fingerprint clearance.

Job Type: Full Time, Temporary

For complete job description and minimum qualifications go online to www.cccounty.us/hr and apply online for permanent position.

To apply for a temporary position, please call CSB Personnel Unit at (925)608-5020 or email the designated representative.

The Child-Care Center Director (Site Supervisor I, II and III) provides the day-to-day administration of a child development site providing general child care, infant/toddler and/or pre-school services; and performs other related work as required. Tasks include but not limited to:

• Ensures that daily staffing requirements and child/staff ratios are met at all times
• Provides guidance and supervision to teaching and support staff as required
• Ensures compliance with State licensing, Federal requirements, and contract requirements -Reviews instructional programs to ensure compliance with State and Federal requirements and developmentally appropriate practices
• Makes recommendations on staffing, program and expenditures, and maintains inventory documents
• Assists in interviewing, hiring, training, evaluating, and mentoring staff
• Monitors parent involvement through individual and group contacts and meetings
• Prepares and submits accurate and timely reports and correspondence as required
• Maintains effective community relations, and advocates for young children
• Interviews and certifies parent eligibility for services
• Ensures maintenance of required children, family, and program files
• Ensures appropriate career development for self and staff and maintains documentation as needed
• Follows procedures for making verbal and written reports of suspected child abuse to Children's Protective Services and to others as required
• Reports unusual incidents to Community Care Licensing and to supervisors as required. Complies with standards of conduct as required by Federal, State, and County regulations
• Performs other tasks as may be required for the efficient operation of the comprehensive, integrated program

Here are some of the many benefits of working with our agency (SUBSTITUTE / TEMPORARY POSITIONS DO NOT QUALIFY):

•Benefits: Medical, Dental, Vision, and Training/Education Reimbursement

•Paid Vacation, Sick Leave, Personal Holiday Accrual, and 10 Paid County Holidays

•Quality Matters 4 and 5 Star Centers (Local Quality Rating & Improvement System)

•National Association for the Education of Young Children (NAEYC) Accredited

•Nationally and Regionally Recognized for High-Quality ECE Services

•Comprehensive Services Unit to Support Wide Variety of Clients’ Needs

Compensation:

Child-Care Center Director II (Site Supervisor II): $3,901.45 - $4,742.23/Monthly or $22.51 - $ 27.36/Hourly

MINIMUM QUALIFICATIONS:

Minimum Experience Required:

Child-Care Center Director I (Site Supervisor I): two (2) years of full-time (or the equivalent of full-time) experience as a Teacher in a publicly funded preschool or child development program

Child-Care Center Director II (Site Supervisor II): two (2) years of full time or its equivalent experience as a Child-Care Center Director or Site Supervisor in a publicly funded preschool or child development program

Child-Care Center Director III (Site Supervisor III): four (4) years of full time or its equivalent experience as a Child-Care Center Director or Site Supervisor in a publicly funded preschool or child development program

Education:

Bachelor Degree in Early Childhood Education, Child Development or related field preferred.

Certificate Required: Possession of a Child Development Site Supervisor Permit issued by the State of California or official written verification that all requirements for the permit have been completed and application has been made to the State. Employment will require mandatory maintenance of the permit by taking continuing education courses as specified by the State for its renewal.

Additional Requirements: Must possess and maintain a valid CA Driver's License, successfully pass a physical exam/TB and Department of Justice fingerprint clearance.

Job Type: Full Time, Temporary

For complete job description and minimum qualifications go online to www.cccounty.us/hr and apply online for permanent position.

To apply for a temporary position, please call CSB Personnel Unit at (925)608-5020 or email the designated representative.

Director, Children's Center
Allan Hancock
Allan Hancock College serves more than 20,000 students in northern Santa Barbara County. Located on the central coast and just minutes from spectacular beaches and rolling vineyards, AHC operates three campuses – the main campus in Santa Maria, a state approved center in Lompoc and a center in Santa Ynez. As one of the largest employers in Santa Barbara County, the college is an integral part of the community and enjoys strong support from local leaders and industry.

AHC, a Hispanic-Serving Institution, is proud to serve underrepresented students. The college has twice received recognition from the Aspen institute as one of the top colleges in the country. If you are looking for a position where you can have a direct impact on our students, AHC may be the place for you!

To learn more about Allan Hancock College and the Central Coast, visit our Human Resources page at www.hancockcollege.edu and click on the Welcome to AHC video.

We are searching for an experienced Director, Children's Center at our Generic Location facility.

Primary Duties and Responsibilities:

Allan Hancock College is accepting applications for a full-time, classified management  position supporting the Children’s Center and reporting to the Dean, Academic Affairs. The desired start date is July 2019. The successful candidate must pass a Department of Justice clearance and a pre-employment health and physical before the start date.

Work Schedule:
Monday - Friday, 8:00 a.m. - 5:00 p.m.

SALARY AND BENEFITS:
• Annual salary range is from $81,596 to $104,140 Range 18 on the Management Salary Schedule. There are longevity increments after the top of the range is reached. A doctoral stipend of $2,500 is paid to those who qualify.
• Benefits include medical and dental insurance for employee and family, vision for employee, disability, retirement plan, and 24 annual paid vacation days and 12 annual sick days.

DEFINITION:
Under the general direction of the Dean, Academic Affairs, and in cooperation with the staff, parents, and the Early Childhood Studies faculty, plans, organizes, and coordinates the operations, activities, and facilities of the Children’s Center. Ensures the health and safety of children in attendance, as well as that of staff, parents, and volunteers on site. This position is also the contingent liaison with state, local, and college agencies and personnel. Values and promotes the vision and mission of the college.

CLASS CHARACTERISTICS:
This is a classified management position and independently performs professional work involving judgment in the development, maintenance, interpretation, and application of policies and procedures. The incumbent will have a high frequency of responsible contact with administrative and instructional staff, students, and other public/private agencies requiring tact and excellent oral and written communication skills. The incumbent in this classification is a working manager who coordinates and directs personnel and ensures fiscal compliance and a high level of internal and external customer service.

ESSENTIAL FUNCTIONS:
1. Provides overall administration of all children’s center lab schools, including annual assessment of program philosophy, goals and objectives; preparation of annual strategic plan that coordinates annual program self-assessment; and develops/maintains annual master calendar for center operations.
2. Supervises all aspects of the operation of the Children’s Center, and serve as primary contact to other college departments, including student services, facilities and operations, student health, business services, and others.
3. Ensures that the Children’s Center philosophy, policies, program and methods follow educational guidelines and pedagogy of the Early Childhood Studies (ECS) program through ongoing communication and collaboration with ECS faculty.
4. Oversees the development and maintenance of appropriate classroom environments and child-centered curriculum at all; including language and cultural values that reflect and support the ECS instructional program.
5. Certifies each child as eligible for enrollment according to the guidelines of the State Department of Education for Federal/State-funded children’s centers.
6. Facilitates positive interpersonal relations with parents and staff through education, accessibility, individual conferences, group meetings, positive dialogue, and daily parent communication.
7. Develops, reviews, and updates center policies and procedures, including a staff manual, with input from staff, ECS faculty, and parent advisory committee.
8. Trains, oversees, and coordinates volunteers, parents, and staff, including in-service training and professional development; assigns staff duties and reviews work to ensure accuracy and compliance with established standards, requirements, and procedures.
9. Collaborates with the ECS faculty in the training of student teachers and in providing an optimal laboratory experience.
10. Seeks opportunities to expand accreditation including maintaining NAEYC Accreditation standards.
11. Advocates for and represents the Children’s Center on campus and in the community; provide ongoing reports to the ECS advisory committee, ECS faculty, dean, and other related campus and community interest groups.
12. Annually establishes a Parent Advisory Committee; coordinates and facilitates ongoing parent education programs and parent involvement activities including parent orientations.
13. Recruits and maintains for full enrollment in the center’s programs; coordinates lab school outreach on and off campus; maintains files for children attending the program and staff for licensing purposes.
14. Develops and maintains the Children’s Center annual budget; develops alternative funding proposals outside the State Department of Education, to maintain or improve program quality.
15. Maintains health and safety standards, including nutritional programs, universal health precautions, emergency procedures, and facility and equipment safety for children, parents, staff, and students.
16. Arranges for timely maintenance and repair of Children’s Center facilities and plans for equipping indoor/outdoor learning environments.
17. Ensures compliance with campus, state, and county regulations concerned with the operation of the centers; maintain records and submit reports as required by licensing and the district.
18. Schedules, supervises, and assists in the selection of staff, faculty, student workers, and substitute staff; coordinates annual evaluations as required.
19. Advises and assists program staff in the resolution of work-related problems.
20. Prepares, completes, and submits weekly, quarterly, bi-annual, and annual reports; attends board meetings and prepares related agenda items as directed.
21. Performs related functions as required.

Required Qualifications:

MINIMUM QUALIFICATIONS

Knowledge of:
•Fiscal management policies;
•Application of laws, regulations, guidelines, and contracts, such as California Education Code, related to area of assignment;
•Planning, organizing, coordinating, and implementing the operations, activities, and facilities of a children’s center;
•Health and safety standards for children, staff, parents, students, and volunteers associated with the children’s center lab school;
•Title XXII Licensing Regulations for Childcare Facilities;
•Title 5 Regulations for Child Development Services;
•California laws regarding mandated reporting;
•Theories, practices, and current developments in the field of child development;
•Federal, state, and local grant accounting and compliance;
•Principles of administration, supervision and staff development;
•Interpersonal skills, including tact, patience, and diplomacy.

Demonstrated Ability to:
•Prepare concise and complete oral and written reports;
•Review and interpret financial statements and reports, budget preparation, reporting, and control;
•Analyze situations accurately and adopt an effective course of action;
•Understand and carry out complex oral and written directions;
•Communicate effectively orally and in writing;
•Use current technologies, personal computer, and associated office software, such as word processing, spreadsheet, presentation, and/or database software;
•Establishes and maintains cooperative working relationships with those contacted in the performance of duties.

EDUCATION AND EXPERIENCE:
Bachelor’s degree or higher in child development (24 core units), early childhood studies, human development, or equivalent. Three (3) units of infant toddler coursework required but six (6) units preferred. Possess a valid Child Development Program Director permit to meet the provisions of AB792, Albert Bill, First Aid and adult/child CPR certification.

Preferred Experience:
•Current experience in administering and supervising an early childhood center-based program with multiple funding sources (5 years of experience within the last ten years)
•Experience in a college lab school setting, including personnel management and the promotion of positive relations; development and supervision of infant/toddler, preschool, and school-age children.
•Supervision of parent-child-teacher programs; integration of research theory into early childhood center-based programs; ability to motivate and support innovation in early childhood center-based programs.

OTHER REQUIREMENTS:
•A valid California driver’s license and ability to qualify for district vehicle insurance coverage.
•TB Test and immunizations required by the State of California.

WORKING CONDITIONS:
•May be required to work a flexible workweek which includes day and evening hours and occasional weekend assignments and may be assigned to any district location.
•This is an FLSA exempt position.
•It is understood that the demands of a management position will often require more than eight (8) hours a day and/or forty (40) hours per workweek.
•Duties are primarily performed in an office environment, at a desk, or at a computer.
•The incumbent will experience interruptions while performing normal duties during the regular workday.
•The incumbent will have a contact, in person, with staff and the general public.
•Work may require travel to off-campus meetings or conferences.

Physical Demands:
•Typically may sit for extended periods of time.
•Operates a computer.
•Communicates over the telephone, via email, and in person.
•Regularly lifts, carries and/or moves objects weighing up to 10 pounds.
•Able to reach above shoulders.
•Able to perform hand movements to include grasping, pulling, pushing, touching, pulling, and eye hand coordination.
•Able to lift 50 pounds from the floor to a waste high table when needed.
•Able to reach a child 20-30 feet away within 30 seconds without danger to the staff person’s health.
•Able to crouch at a child’s height and sit on the floor and get back up.
•Able to determine cognitive, social, physical needs of children.

Special Qualifications:
Evidence of a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, and ethnic backgrounds of staff and students and to staff and students with disabilities.

SCREENING PROCESS:
This position is opened until filled. Initial review will take place on Thursday, March 28, 2019. For full consideration, please apply on or before that date. Meeting minimum qualifications does not insure the candidate an interview. Therefore, it is important that the application be thorough and detailed. Applicants will be assessed on the breadth and depth of education, training, experience, skills, knowledge, and abilities. A limited number of applicants will be invited for an interview at the college at their own expense. Interviewed candidates may be asked to complete written and job-related exercises. The district reserves the right to extend time limits, reinitiate or withdraw the recruitment-selection process at any point. Final candidates may be required to pass a pre-employment drug screening.

APPLICATION PROCEDURE:
To be considered as a candidate for this position, please submit the following application materials to the college human resources office by Thursday, March 28, 2019:
• Transcripts (Copies are acceptable for the application process). Official transcripts are required if hired.
• A current and complete resume of education and professional experience
• Cover letter
• Copy of a valid Child Development Program Director permit to meet the provisions of AB792
• Copy of First Aid and adult/child CPR certification

For more information or to apply, please visit: https://apptrkr.com/1405103

Classified

Annual Salary
81,596.00 - 104,140.00

Our company provides equal employment opportunities (EEO) to all employees and applicants for employment without regard to race, color, religion, sex, national origin, age, disability or genetics.

Bright Horizons is now hiring an EXECUTIVE DIRECTOR at our Stevens Creek location.  

Do you have extensive center director experience managing large early education programs and teams? Are you ready to have a broader impact leading a larger and more complex program?  Apply to join Bright Horizons^® as our Executive Director overseeing our new program in Santa Clara, California.

As the Executive Director you will: 

• Partner with Apple and Bright Horizons as we work together to mold the future of technology within the field of ECE.  Lead your team in combining our emergent curriculum with STEM education with an emphasis on the application of knowledge in real-life situations!
• Achieve and often exceed business goals by implementing strong educational programming with excellent financial and people management.
• Successfully leads parent boards, client and community relations to facilitate the growth and reputation of the company.
• Have a deep understanding of state licensing and NAEYC accreditation.

Experience & Educational Requirements: 

• BA in education or related field
• 5+ years of direct experience
• Experience in a corporate child care setting, 3+ years
• Classroom/mentorship experience, 3+ years
• Must meet CA requirements to be a director

Enjoy a generous compensation and benefits package that exceeds the industry average including 401k; health/dental/vision insurance; paid time off for holidays, illness, and vacation; tuition reimbursement and a FREE early education college degree program; flexible spending account; pet insurance; cell phone discounts; commuter benefits; and more!

Job Title:
Center Director (4150U) #26355

Job ID:
26355

Location:
Off Campus-Berkeley

Full/Part Time:
Full-Time

Regular/Temporary:
Regular

Department
Housing & Dining Services

About Berkeley

The University of California, Berkeley, is one of the world’s most iconic teaching and research institutions. Since 1868, Berkeley has fueled a perpetual renaissance, generating unparalleled intellectual, economic and social value in California, the United States and the world. Berkeley’s culture of openness, freedom and acceptance—academic and artistic, political and cultural—make it a very special place for students, faculty and staff.

Berkeley is committed to hiring and developing staff who want to work in a high performing culture that supports the outstanding work of our faculty and students. In deciding whether to apply for a staff position at Berkeley, candidates are strongly encouraged to consider the alignment of the Berkeley Workplace Culture with their potential for success at http://jobs.berkeley.edu/why-berkeley.html.

Application Review Date

The First Review Date for this job is: February 25, 2019
Position will remain open until filled.

Departmental Overview

In the Division of Student Affairs and under the Residential Student Services Programs portfolio, the Early Childhood Education Programs (ECEP) serve over 260 children (3 months through pre- kindergarten) of university students, faculty, staff  and community families, along with supporting ECE research, ECE related practicum and course field work for undergraduate and graduate courses. The program employees over 60 career FTE,10 - 30+ limited and per diem substitutes, and up to 100 student or classroom assistants who work daily to assure quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education.

Under the leadership of the Executive Director, this position is one of 5 Center Directors who are each responsible for the safe and effective operation of his/her assigned ECE Center in alignment with all Title 22 licensing requirements, Title V CDE requirements and ECEP’s mission, values, goals, professional best practices, and good University stewardship. Manages the Center budget effectively and ensures teaching staff are supported with appropriate training, supplies & materials and safe environment for children. The Centers vary in number and type of ECE classrooms and number of staff. Center Directors may be reassigned to another Center at management’s discretion for cross training or to fill a Center Director leave or vacancy as needed.

The Center Director serves as the key contact for Center parents, staff and other stakeholders and is responsible for providing consistent, high quality developmentally appropriate early childhood care, curriculum, and active visual supervision.  Each Center Director is responsible for creating a welcoming, healthy, and supportive learning environment for children and their families, along with modeling and reinforcing a high performing culture where staff can do their best work. ECEP utilizes ECERS/ITERS, Quality Rating and Improvement Systems (QRIS), Classroom Assessment Scoring Systems (CLASS) and other tools to ensure quality, health and safety compliance and risk management.

Responsibilities

Responsibilities include but are not limited to:

Staffing
• Supervises Center staff on daily basis to meet goals and objectives and provides effective coaching and timely performance feedback/management.
• Ensures adequate staff coverage including managing morning sub-line, anticipated & unanticipated staff absences or shift changes, and preparation of daily staffing sheets.
• Provides in-ratio classroom coverage when needed.
• Manages staff communications including team and center meetings to keep staff updated on important information and foster staff engagement and high quality work
• Identifies staff development needs and plans relevant trainings in addition to assisting with ECEP-wide coaching and training as needed. Supports recruiting, hiring and training process for assigned center and other centers as needed
• Ensures staff files, permits, certifications, health exams and immunization records are up-to-date, reminding staff in writing at least 60 days in advance when due for renewal
Parent Relations
• Communicates in a timely manner with interested families to support enrollment goal including scheduling Center tours and pre-enrollment meetings
• Develops effective relationships with center families to provide a supportive environment; assesses and provides timely individual family support, communication and problem resolution as needed
• Manages the Center Parent Advisory Committee (PAC) including soliciting participation and coordinating responsive and informative agendas and regular meetings
• Fosters parent/family involvement and volunteer activities, including center fundraising, and facilitates special parent meetings as needed.
• Creates monthly center newsletters to keep parents advised on center events and communicates urgent matters in a timely manner
Health and Safety
• Maintains clear understanding and compliance with all licensing regulations and requirements and trains/updates staff to ensures compliance
• Communicates with parents regarding Center licensing issues
• Is available to licensing representatives during scheduled and unscheduled visits, and pro-actively assigns director- qualified staff in absence
• Develops proactive action plan to address any licensing or emerging health and safety concerns and reviews with Executive Director before implementing
• On daily basis, walks through and reviews Center facility, classrooms, equipment, supplies, storage areas, and grounds to identify safety, cleanliness, and items needing repair or replacement and addresses or escalates as appropriate
Center Record Keeping & Budget Management
• Ensures all staff and child data collection, record keeping and file management is conducted in accordance with local, state and federal requirements and oversees appropriate confidentiality and protection of any trigger data; monitors center paperwork for compliance with California Department of Education regulations
• Ensures student/parents/staff rosters for Center are regularly reviewed and updated
• Ensures all injury reports, meal counts, sign-in sheets, and intake forms are completed and maintained per licensing and policy requirements and escalates any safety or compliance issues in a timely and appropriate manner

• Submits center time reporting to ensure accuracy and payroll deadlines are met
• Manages center budget and fundraising accounts and record keeping per University policy.
• Maintains sufficient inventory of equipment and supplies for efficient operation and orders/reorders as necessary within appropriate guidelines
• Schedules regular monthly meeting with Executive Director to provide center updates on enrollment, budget, family participation, staffing, facilities, etc. and escalates time sensitive issues sooner as needed.
• Building Access and Facility Safety, Maintenance & Equipment

Required Qualifications

• Minimum 3 years of prior supervisory experience in comparable early childhood education setting required.
• Advanced researched based and hands-on working knowledge of early childhood education, as well as related policy and both Title 22 and Title V regulatory compliance requirements.
• Advanced inter-personal skills, service orientation, ability to multi-task effectively in a varied, challenging environment, judgment and decision-making, reasoning, ability to develop original ideas to resolve problems, and highly effective verbal and written communication skills to communicate with diverse audiences and provide effective leadership
• Requires proficient desktop support and enabling technology skills (e.g. using smart phones apps, digital cameras, and various computer applications to enhance and organize work flow, write reports, track absenteeism, create staff rosters, email lists, parent newsletters, completion of DRDPs, etc.
• Must successfully pass FBI & DOJ Criminal Check and regularly maintain ongoing clearance approval from Department of Social Services.

Education/Training:
• Bachelor’s degree required or equivalent of experience
• Must have minimum of 3 Infant/Toddler units if initially hired for a center with infant/toddler classroom(s). If initially assigned to a preschool only center and missing these units, must be able to verify successful completion within 12 months of hire.
• Must complete blood borne pathogen training upon hire and renew annually
• Must complete State of CA Mandated Reporter training  upon hire and renew per policy
• Must complete the integrated pest management training (IPM) within 12 months of hire and renew annually
• Must complete initial university required training for supervisors within required timeline (Ethics, Sexual
Harassment, IT Security, etc.) and renew per policy

Licenses or certifications, if any:
• Must have and maintain valid CA Child Development Program Director Permit.
• Must have valid EMSA Child Care Provider Training certification, which includes:  4 hours for child care First Aid, 4 hours for CPR—adult, child, and infant, including all-age AED training and 7 hours of Preventive Health and Safety Practices Training
• Pediatric CPR/First Aid certification must be maintained while employed for UC Berkeley ECEP.
• Must provide current Health Screening clearance, TB screening clearance,  proof of measles and pertussis vaccination, flu vaccination (or statement declining flu vaccination), and any new State or UC Berkeley health requirements for positions working with young children and renew as required.

Preferred Qualifications

• Master’s degree preferred or equivalent of experience
• PITC, DRDP, ASQ-3, ASQ-SE, QRIS, CLASS, ECERS and ITERS experience is preferred.

Salary & Benefits

Salary will be commensurate with experience.

For information on the comprehensive benefits package offered by the University visit:

http://ucnet.universityofcalifornia.edu/compensation-and-benefits/index.html

How to Apply

Please submit your cover letter and resume as a single attachment when applying.

Conviction History Background

This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities.  Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities.    The University reserves the right to make employment contingent upon successful completion of the background check.
­
Mandated Reporter

This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter.

Equal Employment Opportunity

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. For more information about your rights as an applicant see: http://www.eeoc.gov/employers/upload/poster_screen_reader_optimized.pdf
For the complete University of California nondiscrimination and affirmative action policy see:
http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct

To Apply, visit:
https://apptrkr.com/1399125

Job Title:
Associate Director - Early Childhood Education (4150U) #25908

Job ID:
25908

Location:
Main Campus-Berkeley

Full/Part Time:
Full-Time

Regular/Temporary:
Regular

Department
Housing & Dining Services

About Berkeley

The University of California, Berkeley, is one of the world’s most iconic teaching and research institutions. Since 1868, Berkeley has fueled a perpetual renaissance, generating unparalleled intellectual, economic and social value in California, the United States and the world. Berkeley’s culture of openness, freedom and acceptance—academic and artistic, political and cultural—make it a very special place for students, faculty and staff.

Berkeley is committed to hiring and developing staff who want to work in a high performing culture that supports the outstanding work of our faculty and students. In deciding whether to apply for a staff position at Berkeley, candidates are strongly encouraged to consider the alignment of the Berkeley Workplace Culture with their potential for success at http://jobs.berkeley.edu/why-berkeley.html.

Application Review Date

The First Review Date for this job is: November 20, 2018.
Position will remain open until filled.

Departmental Overview

Residential and Student Services Programs is part of the Division of Student Affairs under the direction of the Chief Operating Officer of Residential and Student Service Programs (RSSP). RSSP provides and manages residential student housing, residential life programs, custodial and maintenance services, capital and minor capital projects, self-operated dining services for undergraduate and graduate students and their families, as well as early care & education services for students, faculty, and staff. RSSP also conducts a summer conference and year-round
catering business, operates seven campus restaurants, and manages twenty-six faculty apartments. RSSP's annual operating budget is over $160,000,000 and the cluster employs over 2000 career, limited, contract and student employees creating a "culture of care" for our students and all other customers and stakeholders.

The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff and students) and community families. The program consists of over 60 career FTE, 10 - 30+ limited and per diem substitutes, and up to 100 student assistants who work daily with children and families in the program to assure quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education.

Responsibilities

This position requires advanced ECE pedagogy training and expertise as a high functioning ECE teacher, teacher coach, and as a skilled and well organized center director qualified manager (with Program Director level permit) in order to:

1) Support the Executive Director as needed with short and long-term planning for the organization and development and tracking of performance metrics and provide leadership back-up when Executive Director unavailable; and,

2) Manage and streamline critical administrative and support activities across all centers to ensure high quality, compliant and efficient program operations and user friendly processes (e.g. enrollment, career and substitute staffing, budgeting, purchase coordination, state and federal funding and licensing compliance,food program, grant writing and administration support, quality assurance, program quality improvement, etc.); and

3) Serve as leave back-up Executive Director, Center Director, Site Coordinator, and/or teaching staff as needed for required licensing ratios to provide developmentally appropriate early care and education; provide support to families on child education; provide model training and coaching experiences for teachers; may develop and/or support research and undergraduate degree practicum environment and oversee, perform and report on research conducted in the child care program.

This position assists all ECEP centers in various projects and/or situations dealing with campus systems, various campus partners, and shared service organizations including but not limited to budget, HR, tracking and analysis. Regularly works on highly complex strategic and operational issues where analysis of situations or data requires an in-depth evaluation of variable factors. Regularly interfaces with parents solving enrollment issues. Demonstrates good judgment in selecting methods and techniques for obtaining solutions. Actively reviews ECEP's needs and finds ways to innovate and streamline productivity to maximize efficiency, improve quality and improve the experience of all stakeholders. Develops plan and secures and maintains NAEYC Accreditation.

Provides short and long term supervisory leave replacement as back up to Executive Director and all 5 Center Directors as needed. Includes all aspects of managing Early Childhood Education sites including center staff (career, substitutes, student/classroom assistants, etc.) performance management, staff meetings, parents meetings, and ensuring quality programming. Additionally as needed to meet regulatory ratios, leads one or more classrooms with responsibility for quality and quantity of work in early childhood education.

Additional supervisory responsibilities include hiring, direct supervision and performance management of direct reports throughout the year:
• Directly hire and manage to ensure ~30 substitute teacher pool has continuous, robust number of superior qualified candidates to meet ECEP short and long term teacher and teacher assistant leave replacement needs.
• Also participates in the selection, development and evaluation of all staff positions as a Subject Matter Expert to ensure sufficient staffing and the efficient operation of the entire ECEP function.

Manages ECEP general administrative operations to include, but not limited to, the following functions: financial and state/federal compliance management for admissions process and/or contracts and grants; fundraising; coordination for HR, IT, facilities, and student services with various service providers. Ensure all process and policy compliance.

Develops and advocates solutions for organizational and employee matters, including developing and administering new initiatives (such as the accreditation process), or programs that develop and support high functioning teams.

Develops and implements standardized procedures for efficient administrative operations across all centers. Develops and revises operating procedures and guidelines as needed
to adapt to changing campus systems and processes. Secures, maintains and monitors NAEYC Accreditation. Manages overall facilities, space logistics, and equipment needs
and coordinates with service providers to free up teaching and center staff time to focus on the provision of quality early care and education.

Manages hiring processes for sub and career staff positions, including recruitment, effective on-boarding, and ongoing training and coaching, coordinating with peer managers and external partners.

Supports Executive Director in development and coordinating ECEP participation in practicum for UC Berkeley certificate programs, summer minor, and undergraduate and
graduate interdisciplinary degrees in Early Development & Learning Sciences along with other faculty/research and campus related ECE initiatives (e.g. proposed Global Center
for Early Learning, etc.).

Collaborate with departments within the division and Campus to coordinate the development, implementation and administration of new programs and processes.

Develops and prepare various complex analysis, metrics, and reports for ECEP processes and programs for ECEP committees, campus departments, donors, and state/federal
agencies, Gather, analyze, prepare and summarize data from a variety of sources, internal and external to the campus. Ensure data collection is conducted in accordance
with local, state and federal requirements. Maintains compliance in record keeping according to various programs, such as Title V, Title 22, Child Care Food Program,
National Association for the Education of Young Children (NAEYC) Accreditation, annual audit, etc.

Provide data to support ongoing operation of ECEP, including approaches, trends, sources, and uses. Provide analysis of local market data in order to assess current tuition
for the campus based on competitive early childhood education programs.

Provides input into NAEYC Accreditation and other statistical data used in informing campus leadership and government agencies needed in relation to our operation.

Creates sustainable processes and practices across all ECEP centers to ensure a supportive family environment that facilitates their participation, education, and involvement.

Provides regular communication to staff, parents, and external stakeholders through a variety of methods (phone, general ECEP email, website, reports, newsletters, etc.).
Assists in the design and drafting of organizational website content; drafts newsletters and correspondence to organizational constituents, essential to supporting documentation for
our accreditation and state funding system.

Ensures ECEP’s communication and content reflects a supportive, nurturing, growth-oriented atmosphere, inclusive of all children and families.

Continues to broaden professional knowledge and skills and attends on-going training, staff meetings and in-service trainings as required. Professional development includes
enhancing skills as a leader, trainer and coach. Serves on committees representing ECEP.

Plans and coordinates trainings for professional development of teaching staff and students, and has oversight over the NAEYC Accreditation process for the unit as well as
fundraising efforts.

Other special projects as assigned which may include mentoring and coaching teaching staff, curriculum planning and development, and/or organizing ad hock meetings.

Required Qualifications

• Minimum 5 years of supervisory experience and comparable complex administrative, project, and fiscal experience
in a similar size organization.
• Advanced working knowledge of early childhood pedagogy and best practices and processes with prior supervisory
experience in an early childhood education setting, ideally in a Title V program working with state and federal funds
and related compliance.
• Demonstrate strong leadership competency including self-awareness, initiative/self-motivation, accountability, and
ability to coach, influence, and collaborate across differences to develop and sustain high performing teams
• Excellent organizational skills including ability to multi-task effectively in a challenging and fast paced environment,
meet budget and time deadlines, and manage multiple complex projects with changing priorities
• Must successfully pass and maintain FBI & DOJ Criminal Check with approval from Department of Social Services
Must provide proof of current negative TB clearance, up-to-date MMR vaccination and up-to-date health screening
clearance and any new State or UC Berkeley health requirements for positions working with young children.

Preferred Qualifications

• Prior experience teaching ECE coursework at junior college or college level
• Ability to learn University-specific computer application programs such as TAM, Bear Buy, Berkeley
Financial System (BFS), BAIRS, including their applications and reports.
• Thorough knowledge of University rules and regulations, processes, protocols and procedures for budget, account
and fund management, personnel management or experience in a similarly sized institution.
• Experience and knowledge of NAEYC Accreditation process and maintenance.
• Experience and demonstrated success with Fundraising.

Salary & Benefits

Salary will be commensurate with experience.

For information on the comprehensive benefits package offered by the University visit:

http://ucnet.universityofcalifornia.edu/compensation-and-benefits/index.html

How to Apply

Please submit your cover letter and resume as a single attachment when applying.

Physical Exam

Employment is contingent upon passing a physical exam.

Conviction History Background

This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities.  Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities.    The University reserves the right to make employment contingent upon successful completion of the background check.
­
Mandated Reporter

This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter.

Equal Employment Opportunity

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. For more information about your rights as an applicant see: http://www.eeoc.gov/employers/upload/poster_screen_reader_optimized.pdf
For the complete University of California nondiscrimination and affirmative action policy see:
http://policy.ucop.edu/doc/4000376/NondiscrimAffirmAct

To Apply, visit:
https://apptrkr.com/1399131