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: $13.79 - $16.77 Hourly depending on experience

            Substitute position: $13.66 - $16.60 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: $18.59 - $22.59 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: $19.74 - $24.00 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.

The Teacher will guide students through the different learning processes involved with various subjects and/or skills, thus contributing to the students’ development as mature, capable and responsible world citizens. The teacher must be able to develop and maintain a classroom environment that ensures effective learning and incorporates pedagogical innovations and research. He/she must employ the appropriate teaching methodology in order to meet established program objectives and be capable of understanding and meeting the needs of students.

Qualifications and Requirements:

• Teachers must be fluent in Spanish and English
• Must have a BA in Early Childhood Education or related field and the 12 core ECE units required by the State of California Child Care Licensing. Minimum 350 days of 3+ hours per day within the last 4 years of experience working in ECE program and within the last 7 years required.
• Experience working directly in children centers with preschool age children within the last two years.
• Part time Teachers AA degree or valid ECE teacher certificate, or 123 ECE/CD core units 7 must meet all state licensing requirements, 2+ years preschool teaching experience in ECE settings within the last 4 years required.
• All teaching personnel must have Department of Justice fingerprint clearance, Criminal Record statement, Physical exam and TB test not older than 12 months, First Aid and CPR certificates.

Specific responsibilities include: 

Committed to the EBI mission of academic excellence

• Aligns and communicates learning goals with EBI mission and core values of bilingualism, educational excellence, diversity, global citizenship and character
• Integrates EBI mission into classroom activities
• Creates instructional goals and activities with high expectations
• Grading and reporting aligned with course subject expectations, including appropriate EBI standards and practices
• Uses the designated language of instruction

Plans and prepares for teaching to maximize student learning

• Remains current with content knowledge in one’s subject area/s
• Plans to meet IB standards and practices
• Plans lessons that have a student-centered constructivist approach
• Plans based on the IB learner profile
• Plans for the use of technology and other resources as tools to enhance learning goals
• Plans for student reflection and self-assessment
• Plans collaboratively within teams
• Uses student assessment to plan future lessons

 Causes intended learning through instructional practices

• Builds a community in the classroom, where students feel safe, included, represented and appreciated
• Models and incorporates the IB learner profile
• Exhibits student work
• Posts planners, bulletins, appropriate messages, pictures, calendars
• Pursues open-ended inquiry and real life research through a student center constructivist approach
• Involves student actively in their own learning
• Addresses the needs of student with different levels and types of abilities
• Uses technology tools to enhance student performance when appropriate
• Uses a range and balance of teaching strategies, resources and equipment to support student learning
• Empowers students to feel responsible and to take action
• Is accountable for achievement of all students

Assesses and evaluates to maximize student learning

• Views planning, teaching and assessing as interconnected processes
• Includes student input in designing assessments
• Assess student’s prior knowledge
• Uses a variety of assessment strategies considering students individual needs and interests
• Uses the assessment to reflect upon the lessons and makes changes if necessary
• Uses student assessment for future planning
• Grading and reporting aligned with grade/subject expectations, including appropriate IB standards and practices

 Understands and meets the needs of students:

• Demonstrates the belief and commitment that all children can learn
• Meets with students and or parents to assess needs
• Keeps records of performance and achievement, in a timely fashion
• Communicates with colleagues regarding student progress

Collaborates with colleagues:

• Demonstrates flexibility
• Plans collaboratively within teams/departments

Professional Growth:

• Commits to professional development aligned with EBI mission and goals
• Incorporates current research and innovation into practice
• Contributes to departmental/team/divisional meetings focusing on curriculum
• Contributes to the writing of curriculum documents
• Supports the professional development of colleagues
• Commitment to lifelong learning

Commitment to students:

• Develops a relationship of trust and respect with students and families
• Creates an environment where all students feel safe, included, represented and appreciated
• Maintains contact with students’ entire support network
• Regularly communicates with families in variety of ways (e-mail, teacher sites, notes/letters, conferences)
• Meets with parents

Interested candidates should submit a resume, a letter of interest and statement of leadership and educational philosophy to employment@ebinternacional.org.

EBI’s commitment to diversity and inclusion is central to our mission and our hiring practices. People of color and LGBT candidates are strongly encouraged to apply.

POSITION SUMMARY:
Master Teacher (Infant/Toddler) – Full-time, benefited position for Programs for Children. This position is responsible for providing a comprehensive early education and child development program; supervision, training and evaluation of teaching staff; curriculum, assessments; classroom environment; parent involvement and coordination with academic programs.

ESSENTIAL JOB FUNCTIONS:
Under the general direction of the Director, the Master Teacher will be responsible for the duties below. Typical duties include, but are not limited to, the following:

Children’s Program:

• Offer education, care and guidance for all children in the classroom
• Develop weekly learning experience and prepare lesson plans
• Prepare, plan and provide a balanced, integrated and appropriate instruction for all children including those with special needs
• Prepare a classroom environment that supports learning
• Plan and engage in assessment activities
• Maintain records of children’s work and progress
• Convey instructional, facility, health and safety needs to administrator

Personnel:

• Coordinate, supervise and evaluate teachers, assistant/associate teachers, student assistants and volunteers
• Conduct weekly staff meetings
• Participate in the hiring process for staff members (Teachers, Associate Teachers, student assistants)

Families:

• Encourage parent involvement and have parent contact on a daily basis
• Identify needs and refer families to community resources
• Plan and attend parent meetings and other activities
• Conduct parent conferences regularly
• Assist in fund-raising activities

Academic Component:

• Supervise university students in the classroom
• Participate in professional development and educational programs at the center, university and through ECE organizations
• Other duties as assigned

QUALIFICATIONS & EXPERIENCE:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Bachelor’s degree or higher in Early Childhood, Child Development or closely related field
• Teacher Credential or Child Development Permit, have equivalent qualifications
• CPR/First Aide Certified
• Previous experience in early childhood education programs preferred
• Knowledge of child guidance principles and practices, child development, child care, preschool and infant/toddler activities
• Health and safety issues and safe practices in classroom and playground activities

SALARY/BENEFITS:
$3,478.80 - $3,697.20 per month. Benefits include health, dental, vision, retirement, life insurance, and vacation, sick and holiday pay.

DEADLINE:
Application review begins June 21, 2019; open until filled.

TO APPLY:
Please visit the Auxiliary Human Resources page at www.auxiliary.com for job announcement and application. Applications may be mailed, emailed, faxed or delivered in person to:

California State University, Fresno
Auxiliary Human Resources
2771 E. Shaw Avenue
Fresno, CA 93710 Fax: (559) 278‐0988

Application & resume may be e‐mailed to: HRAUX@LISTSERV.csufresno.edu

RESUMES WILL NOT BE ACCEPTED WITHOUT A COMPLETED APPLICATION
California State University, Fresno is a smoke free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html
Employment for this position is by the Fresno State Programs for Children. This is not a State of California position.
AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY/ADA EMPLOYER

POSITION SUMMARY:
Teacher (Infant/Toddler or Preschool) – Full-time, benefited position for Fresno State Programs for Children. This position will provide comprehensive child development and early education program for the infant/toddler, preschool, and school-age children.

ESSENTIAL JOB FUNCTIONS:
Under the general direction of the Director, the Teacher will be responsible for the following duties and responsibilities, up to and including:

• Offering education, care and guidance for all children
• Developing weekly learning experience and prepare lesson plans
• Preparing, planning and providing a balanced, integrated and appropriate instruction for all children including those with special needs
• Preparing a classroom environment that supports learning
• Planning and participating in assessment activities
• Maintaining records of children’s work and progress
• Conveying instructional, facility, health and safety needs to master teacher or administrator
• Coordinating, supervising and evaluating assistant/associate teachers, student assistants and volunteers
• Conducting weekly staff meetings
• Encouraging parent involvement and have parent contact on a daily basis
• Identifying needs and refer families to community resources
• Planning and attending parent meetings and other activities
• Conducting parent conferences regularly
• Assisting in fund-raising activities
• Participating in professional development and educational programs at the center, university and through ECE organizations
• Other duties as assigned

QUALIFICATIONS & EXPERIENCE:
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Minimum of an Associate of Arts (A.A.) or Science (A.S.) degree in Early Childhood, Child Development or closely related field
• Child Development permit required
• Three (3) Infant units (Required for Infant/Toddler Teachers)
• First Aide/CPR Certified
• Previous experience in early childhood education programs preferred
• Valid Driver’s license, as driving may be a requirement of the position

SALARY/BENEFITS:
$2,426.66/month. Benefits include health, dental, vision, retirement, life insurance, and vacation, sick and holiday pay.

FILING DEADLINE:
Application review begins June 21, 2019; Open until filled.

TO APPLY:
Please visit the Auxiliary Human Resources page at www.auxiliary.com for job announcement and application. Applications may be mailed, emailed, faxed or delivered in person to:

California State University, Fresno
Auxiliary Human Resources
2771 E. Shaw Avenue
Fresno, CA 93710 Fax: (559) 278‐0988

Application & resume may be e‐mailed to: HRAUX@LISTSERV.csufresno.edu

RESUMES WILL NOT BE ACCEPTED WITHOUT A COMPLETED APPLICATION
California State University, Fresno is a smoke free campus. For more information, please click http://fresnostate.edu/adminserv/smokefree/index.html
Employment for this position is by the Fresno State Programs for Children. This is not a State of California position.
AN AFFIRMATIVE ACTION/EQUAL OPPORTUNITY/ADA EMPLOYER

ABOUT THE ROLE

The Special Education Teacher (SPED teacher) will be an integral part of the integrated supports team.  The SPED teacher will deliver direct services to children with identified needs, collaborate with teachers and support staff on integrated support plans, and serve as case manager for students with IEPs.  The SPED teacher will provide significant out of classroom supports through a resource room model while also collaborating with classroom teachers on in class supports.

RESPONSIBILITIES

The SPED teacher will be part of our Integrated Supports team, helping ensure that all children at The Primary School receive the support they need to be successful at school.

• Develop and deliver direct services to achieve both academic and behavioral goals (for children in pre-K, kindergarten, and first grade).
  • Set targeted goals based on need.
  • Ensure interventions/accommodations are delivered with fidelity.
  • Provide a range of supports which may include small group instruction and individual intervention.
  • Evaluate effectiveness of interventions.
  • Tailor supports to continue to improve efficacy.
• Collaborate with teachers to ensure instruction and classroom environment optimize learning for all children.

• Work with parents to ensure understanding of child needs and progress and provide tools to support children at home.
• Build a safe and effective environment through resource room supports, delivering direct supports as well as coordinating with related service providers.
• Observe and evaluate students to more deeply understand.
• Other responsibilities related to growing our Special Education practices.

QUALIFICATIONS

• A strong commitment to supporting the highest need students in succeeding at school.
• A background working with young children (aged 5 - 8), English Language Learners, and supporting both schools and families.
• Experience working in a Special Education environment (identifying needs, setting goals/plans, and delivering aligned supports). 
• A drive to work in a high energy start-up environment.
• A plus if experience in a special day or cross-categorical classroom.
• A plus if you are bilingual (Spanish speaking) and have worked with a diverse population of kids and families.
• A flexible mindset and desire to jump in across programming wherever support is needed.

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.

ABOUT THE ROLE

The Dean of Behavior and Culture will lead the development and maintenance of a strong and safe culture across the school, and consistent and supportive of practice across tiers of support.  The Dean will work closely with the school leadership team, classroom teachers, and student support staff to build a safe and inclusive school environment.

The Primary School embraces the Conscious Discipline approach which fosters safety and community and takes a proactive approach to developing strong socio-emotional skills.

The Dean will have the opportunity to leverage the unique model of The Primary School to build strong ties with and across the healthcare system and parent program in order to best support the socio-emotional and behavioral needs of children.

RESPONSIBILITIES

School culture and climate

• Provide training and coaching across classrooms to ensure daily practice is supportive and fosters learning
• Collaborate with school leaders to strengthen our school climate through structural (e.g., discipline policies) and cultural (e.g., community building events) initiatives

System of behavioral supports

• Provide direct supervision and support to all behavioral staff
• Conduct observations of staff and provide coaching to teachers as needed
• Design and ensure implementation of behavioral support plans
• Manage intervention cycles and ensure that all providers are monitoring student progress
• Lead data reviews to determine which students will continue in Tier 2 intervention, which students will exit, and which students may require Tier 3 supports

Direct intervention

• Provide some direct service to Tier 2 and 3 students (e.g., social skills groups, individual check-ins).

Behavioral response team

• Oversee system to respond to emergency behavioral needs
• Respond to and coordinate responses of other staff to unsafe student behaviors
• Oversee the system to collect and analyze behavioral data
• Lead the crisis team in analyzing behavioral data and designing/updating interventions to respond to emerging trends
• Facilitate regular meeting with the crisis team to norm on their approach and review de-escalation and physical management techniques

Cross-team and family coordination

• Collaborate with internal and external specialists to support children in school (e.g.. occupational therapy, speech therapy, and behavioral supports)
• Build trusting and aligned relationships with families
• Coordinate with parent coaches to build supportive behavior practices across school and home

QUALIFICATIONS

• Experience working with early elementary school students.
• Experience developing and managing behavioral support plans inside and/or outside the classroom.
• Ability to motivate and support adults to build consistent and supportive practices across classrooms.
• A strong commitment to supporting the highest need students in succeeding at school.
• A mindset and practice that is understanding of and responsive to trauma and asset based.
• Experience  building deep and trusting relationships with families.
• Management experience, and experience leading training and professional development.
• A bonus if you are bilingual (Spanish speaking) and have worked with a diverse population of kids and families.
• A flexible mindset and desire to jump in across programming wherever support is needed.

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.

Founded in 1970, South of Market Child Care, Inc. (SOMACC) celebrates 49 years of serving children, their families and the community by providing early childcare, preschool education, and free comprehensive family support services in safe and nurturing environments. From the beginning, SOMACC has focused on serving low-income, recent immigrant and homeless populations, as well as full-pay families, using Resources for Infant Educarers (RIE) for infants and toddlers, the Reggio Emilia Approach for preschoolers. Competitive and negotiable, based on experience, up to $140,000 plus generous benefits. 

RESPONSIBILITIES

The Executive Director embodies SOMACC values -- service to the disadvantaged, dedication to social justice, the potential of every child in his/her unique way to learn, grow and thrive, consistent with RIE and Reggio Emilia approaches to early childhood development. The Executive Director promotes the highest and best aspirations of the children and families served, inspiring with enthusiasm, energy, and vision the Board, staff, funders, community partners, and all others touched by the work of SOMACC. The Executive Director radiates warmth, concern, acceptance, and caring – aware at all times that at the heart of the organization’s best work is the quality of interpersonal relationships. The Executive Director, as the chief executive officer, is responsible for implementing all policy decisions of the Board, and for the management and operation of all programs and services provided by SOMACC. S/he oversees the administrative and fiduciary functions, and is solely responsible for employing and organizing staff to achieve SOMACC’s goals. S/he inspires trust and confidence, is transparent and authentic, and leads staff colleagues and board in a unifying, collaborative style.  S/he represents SOMACC to the community, and builds strong relationships with the residents of San Francisco, with leaders at every level of community involvement, with the schools, public officials and government executives, with local media, and, with funders. 

Specifically, the Executive Director:

• Creates a happy, healthy, caring, collegial learning community for students, families, staff and Board.
• Helps determine and ensure, in partnership with the governing Board, that the mission, vision and values of SOMACC remain at the forefront of all business decisions, and that SOMACC operates effectively in every respect.  Is able to identify and employ metrics of success that will support data-based monitoring of every aspect of program and operations, working closely with management staff to inform Board and staff decision-making.
• Anticipates changing community needs with vision and imagination, is a perceptive student of the educational, developmental, and clinical needs of children, and especially for low-income families, understands how to apply limited resources to the whole-child advancement of such children, is planful in the provision of services and is responsible and accountable for execution of all such plans, demonstrating the ability to translate vision into implementation.
• Works closely with all external government funding sources to maximize support to different child populations served. Works closely with Board members and the community to identify, cultivate, and solicit individuals, foundations, and corporations for charitable gifts in support of the programs and operating costs of SOMACC. Promotes inter-organizational partnerships, like those presently with First Five and Mercy Housing, wherever collaboration can enhance such services.  Has the expertise, credibility and gravitas to be a trusted partner to the Board and other volunteers offering their time and expertise, and to win the respect and confidence of caring and sophisticated funders.
• Demonstrates a high level of business acumen. Has the ability to stretch limited resources with a no-job-too-small attitude that encourages hard and dedicated work, inventiveness in execution of program, frugal priority-setting, efficient effectiveness. Oversees the development and management of budget, oversees revenues and expenditures, monitors cash flow, maintains internal controls and financial discipline, and works closely with the Board to ensure the financial wellbeing of the organization. Remains always sensitive to the financial ramifications and fine balances among services to the poor, affordability to the tuition-paying, the essentials of quality services, and the needs of staff.
• Values diversity and is highly sensitive and responsive to the needs of multicultural and multilingual staff, community, families, and children.
• Is transparent, trustworthy and open in engaging with all stakeholders. Partners comfortably in a union environment.
• Is an articulate, persuasive, credible, charismatic advocate to parents, donors, and other community stakeholders, government, and the media, promoting SOMACC, Reggio Emilia education, and the importance of early childhood care and development.
• Takes executive responsibility for SOMACC compliance with all applicable non-profit laws, contractual obligations, daycare and preschool licensing, land use and zoning requirements, and funder restrictions, and maintains appropriate internal policies and procedures to ensure such compliance.

PROFESSIONAL QUALIFICATIONS

The ideal candidate will have:

• Sincere affection for low income children and their families, understanding of their challenges and needs, and an infectious passion - the proverbial “fire-in-the-belly”- for early childhood education and mental health. Will be committed to RIE and Reggio Emilia principles of curriculum and teacher engagement, promoting the empowerment of children of all ages to master their learning. Multicultural sensitivity, dedication to social justice, and comfort surrounded by diverse stakeholders. Expertise in early child development and dedication to the education of inner-city children, understanding of the clinical needs of children and their families, appreciation of the special needs of traumatized children. Ideally, extensive classroom experience and understanding of such organizations at every level.
• A history of and reputation for uncompromising integrity, inspiring trust in SOMACC, its board, its staff, its relationships with students and families, partnering organizations, funders, the community at large.
• Visionary ability to conceive new, expanded, improved services, both comfort with and ability to strategize and scale, and the capacity to execute on plan.
• Fundraising skills and the ability to recruit and fuel the efforts of volunteers.
• Extensive non-profit and/or philanthropic leadership experience, ability to manage the boundary between executive leadership and a governing board, and a lifelong history of public service.
• Profit and loss experience, a strategic perspective, entrepreneurial ability, and proven leadership, with a broad array of skills transferable to a mid-sized non-profit organization.
• Comfort with information technology and the ability not only to employ new technologies but to engage internal and external technical expertise to update infrastructure in support of efficient and effective operations.
• Exceptional communication skills, most importantly with a highly evolved capacity for active listening; facility with synthesizing information, and promoting interactive processes eye-to-eye, in groups, before audiences, in writing. Appreciation of the importance to leadership of high visibility to all staff and parents, of frequent presence in classrooms, in meetings, at stakeholder events, projecting an image of total involvement at all levels. Sincere enjoyment of community-wide activities, promoting a high profile of the SOMACC as the face and voice of the organization.           
• Ability to identify, recruit, and engage able staff, and to motivate and mentor colleagues. A genuine understanding of and commitment to staff development through internal trainings and external associations. Commitment to high level performance of staff, of accountability by staff, ability to reward quality performance as well as to make difficult personnel decisions when necessary.
• Ability to delegate to staff and to micromanage only when necessary; ability to maintain a healthy executive balance among managing up, managing out, and managing down responsibilities; ease with completing any task, however minor, if the interests of SOMACC are served.
• Flexibility to be accessible and present to all constituencies; the ability to lead from behind or by example; the mature judgment and confidence to follow and to give credit wherever due; the internal strength and humility to inspire respect.
• Persistence, sensitivity, and attention to detail.
• High energy, durability, a healthy sense of humor.

Now interviewing Infant, Toddler and Preschool Teachers!

Do you want to use your passion for learning to help children discover their world? 
YOU CAN as a Teacher at Bright Horizons in San Luis Obispo! We have the tools and support to guide you to be THE BEST Teacher you can be including great new hire training, benefits and EDUCATIONAL opportunities to earn your Associates or Bachelors degree TUITION FREE!

As a Teacher at Bright Horizons you'll have the privilege of guiding children as they embark on a journey of lifelong learning. Your patient and loving nature helps to promote the emotional, physical, social and intellectual development of these budding learners in a fun, engaging environment.

Providing a stimulating and exploratory environment, fostering strong family relationships through open communication and allowing toddlers to expand their ever-increasing abilities--it's all in a day's work as Teacher at Bright Horizons! If you're passionate about nurturing curiosity and discovery, then this position is for you!

Requirements:

• High School Diploma/GED required
• Must meet state requirements for education and experience (please refer to California required ECE units)

Preferred

• Related early childhood education/child development college course work required by California
• CDA
• Working towards an Associate's or Bachelor's early childhood education/child development or related degree
• 12 months of professional teaching experience

Come see why we're the only early education organization consistently named as one of FORTUNE magazine's "100 Best Companies to Work For." Our benefits include a competitive salary, career path opportunities, extensive health benefits, comprehensive tuition reimbursement, 401(k), commuter benefits, health club, home/auto insurance and cell phone discounts, and many more! Apply online at www.brighthorizons.com/careers. ! .

Bright Horizons is dedicated to creating a workforce that promotes and supports diversity and inclusion. We provide equal employment opportunities to all individuals without discrimination.

Now interviewing for SCHOOL AGE / SUMMER CAMP TEACHERS for our beautiful Thousand Oaks center at Camp Amgen.

As a Teacher at Bright Horizons you'll help children discover the joys of learning--and you'll discover the joy of working for a company with HEART. A career with Bright Horizons is a journey with unlimited opportunities for professional development and personal growth. It won't take long to see why Bright Horizons is the only child care company to be repeatedly named by FORTUNE magazine as one of the "100 Best Companies to Work For."

As a Teacher, you will have the opportunity to make a difference in the lives of children and join a team of exceptional educators and staff members.

Requirements:

• High School Diploma/GED required
• Must meet state requirements for education and experience (additional center/school requirements may apply)
• Preferred:

- Related early childhood education/child development college course work 

- CDA -OR- working towards an Associate's or Bachelor's early childhood education/child development or related degree

Bright Horizons is dedicated to creating a workforce that promotes and supports diversity and inclusion. We provide equal employment opportunities to all individuals without discrimination.

Job Title: Preschool Teacher

Type: Full-time Position

Salary: Depends on experience and education with children ages 2-5

Position Description:

Wonderland is located in Cupertino, CA, on a 1.5-acre site. The school offers both an English and Chinese program, with a focus on play based experiences. We are searching for Teachers who are committed to creating learning experiences for all children.

Due to increased enrollment, we are seeking experienced preschool teachers with strong skills in curriculum, effective communication, collaboration with co-teachers, and engaging circle times. We offer a supportive, family like environment with great opportunities for professional development, training, and involvement in the school’s growth. We have a diverse staff of Mandarin and non-Mandarin speaking teachers.

Responsibilities:

• Provide a safe, nurturing environment for children.

• Lead developmentally appropriate, play-based activities.

• Lead circle times and activities to children in a fun, engaging way.

• Provide interactive, creative activities for children.

Education & Qualifications:

· 12 Early Childhood Education units (including core units) preferred.

· Previous work experience in a preschool setting, working with children ages 2-5, preferably play-based.

· Bilingual in Mandarin/English a plus, but not required.

Core Competencies:

· Strong oral and written communication skills.

· Punctual, dependable, flexible, and enthusiastic.

· Ability to communicate effectively with children, parents, and staff.

· Strong work ethic and ability to work well on a team.

· Respect the diversity and backgrounds of parents, children, staff, and community.

· Ability to plan a developmentally appropriate curriculum with hands-on activities.

Children's Program Specialist (CDC-Master Teacher)

Butte-Glenn Community College

Closing Date/Time: 6/13/2019 4:00 PM Pacific

Salary: Not Displayed

Location: Main Campus, CA

Department: Office of Instruction

Description:

Full time 40 hours per week, 9 months per year (dependent on the academic calendar)

CSEA-Range 21; $3,377.66 per month

Tentative interview dates: July 9th and 10th

http://butte.edu/departments/hr/AP%207410%20Moving-Relocation%20Reimbursement.pdf https://get.adobe.com/reader/ may be authorized. Please contact Human Resources for more information.

If you are relocating to the area, http://butte.edu/departments/hr/Housing%20Resources%2003%202019.pdf https://get.adobe.com/reader/ can be found on our Human Resources page under Recruitment and Hiring.

Some highlights and details associated with this position:

This Children's Program Specialist position will be in Butte College's Child Development Center (CDC). The goal of the CDC is to provide high-quality childcare that is respectful of and responsive to children by developing a partnership with parents and families. We also aim to provide high-quality lab instruction to incoming college students who are learning to work in the CDC. At the CDC, we don't just accept the diversity of children, families, staff, and college students, we celebrate, support, and thrive on it for the benefit of our entire learning community.

The Children's Program Specialist position will perform the following duties:

• Celebrate and support diversity by promoting an inclusive learning environment for all children, families, staff, and college students.

• Provide responsive, relationship-based care and create a stimulating environment for children.

• Develop creative and developmentally-appropriate activities based on children's interests that promote a passion for learning.

• Build and cultivate partnerships and relationships with families, by maintaining open communication and supporting continual involvement.

• Create a nurturing environment that promotes play and a sense of discovery and wonder.

• Work in a collaborative relationship with families, other CDC staff, lab students, and college faculty.

Butte College's main campus is located on a 928-acre wildlife refuge and we pride ourselves on being a national college leader in sustainability. Community partnerships matter to us. We work with our K-12 partners to create career pathways for students to seamlessly move from high school to Butte College coursework or credit to transfer to a four-year university. In fact, Butte College has the highest transfer rate of all California community colleges to California State University, Chico. Butte College contributes to economic development through the Training Place, and the Small Business Development Center.

For over https://youtu.be/SRaqlRMBTOI, we have successfully provided a quality educational experience to our students, offering associates degrees and training in career fields including business, medical, law enforcement, welding, automotive, computers, and more.

The ideal candidate will share Butte College's commitment to our http://www.butte.edu/community/about/mission_values.html, especially our commitment to educating our racially and socio-economically diverse student population. We currently enroll around 16,000 students annually, many of whom are from racially minoritized populations. 56% of Butte College students are white, 27% are Latinx, 6% are Asian, 2% are African American, 1% are Native American, and 5% are multi-ethnic. As a Hispanic Serving Institution (HSI), Butte College understands that it has a great responsibility to the educational attainment and economic well-being of our surrounding communities.

The successful candidate will join a campus community that demonstrates its commitment to student equity by supporting ongoing professional development for students, faculty and staff. These opportunities include a Cultural Awareness Community of Practice, FAIR Classrooms, active Diversity and Student Equity Committees, support for our http://www.butte.edu/services/AB540/UndocResource%20Guide-10.16.17.pdf https://get.adobe.com/reader/, a robust set of culturally responsive programs and events, and conferences related to equity-mindedness and supporting the success of our diverse students.

OVERVIEW:

Under direction of an administrator, plans, implements and evaluates a developmentally-based curriculum for Center participants as permitted under the Child Development Permit - Master Teacher Level. Prepares accurate records and reports; maintains a safe and healthful environment.

Representative Duties:

The duties recorded below are representative of the duties of the class and are not intended to cover all the duties performed by incumbent(s) of any particular position. The omission of specific statements of duties does not exclude them from the position if the scope of work is similar, related or a logical assignment to this class. The essential duties of the class are indicated with an asterisk *

• Plans and implements a developmentally-based curriculum for Center participants in various areas, including but not limited to dramatic play, creative arts, science, nutrition, math, music, language arts, psychomotor and perceptual development, community and cultural concepts, health, safety, toilet training and character development*

• Sets up the daily pre-school environment and maintains a safe and healthful environment*

• Models effective adult-child relationships and provides guidance techniques for Center participants, interns, service learners and observers to ensure a continuous quality program; serves as a resource for service learners, interns, etc.; redirects inappropriate methods when necessary*

• Maintains an open line of communication between Center staff, parents, students and District personnel*

• Provides input into the evaluations for student's, service learner's and intern's on-going projects*

• Provides ongoing feedback to Child Development lab students and provides documentation to faculty for final grade determination*

• Delegates various tasks and provides direction to substitute and short-term employees, students and participating parents*

• Implements all Center policies, procedures and guidelines; including safety policies and regulations*

• Prepares and provides written assessments and evaluations regarding growth, progress and development of children to parents and staff, as well as planning and conducting parent-teacher conferences and home/school communication*

• Receives and responds to inquiries regarding the Center, its purpose and activities from prospective students and parents*

• Participates in the design, preparation, implementation and evaluation of classroom and instructional materials appropriate for learning activities for both young children and their families. Determines purchasing needs for instructional material, supplies and equipment*

• Maintains program and participant records with accuracy and confidentiality; documents accidents and other non-routine incidents*

• Performs clerical functions and responsibilities related to the functions assigned, which include but are not limited to; composing, typing and distributing correspondence, memoranda, newsletters, reports, bulletins, questionnaires, purchase orders, emails, forms, etc*

• Assists in the appropriate application of technology within Center operations to improve the accuracy and efficiency of record keeping and enhanced learning across all aspects of the Center.

• Assists in the assessment of parent concerns and with parent orientations to insure effective understanding of and involvement in Center policies and procedures on the part of program families; assists in on-going parent education events and experiences.

• Utilizes community resources under the direction of the Center Director.

• Attends staff meetings and may attend professional meetings and conferences at direction of the Center Director.

• May serve on a variety of District committees as requested.

• May perform other duties as assigned within the scope of the position.

Qualifications/Requirements:

MINIMUM QUALIFICATIONS:

EDUCATION/EXPERIENCE:

• Bachelor's degree in early childhood education/child development, elementary education, family and consumer sciences, early childhood special education which encompasses the following: child development and learning of children, birth through kindergarten; family and community relationships; observing, documenting and assessing young children; teaching and learning; and professional practices and development, or the equivalent*; AND

• Completed three (3) semester units in infant care; AND

• Completed three (3) semester units of supervised field experience in an Early Childhood Education/Child Development setting.

* Bachelor's degree equivalency is a Bachelor's degree in any discipline, with a minimum of 36 college semester units in early childhood education, child development, elementary education or early childhood special education that encompasses the following: child development and learning of children birth through kindergarten; family and community relationships; observing, documenting and assessing young children; teaching and learning; and professional practices and development, including relevant field-based experience.

CERTIFICATES, LICENSES, REGISTRATION AND OTHER REQUIREMENTS:

• Hold Pediatric First Aid and Pediatric CPR cards or, at time of hire, show proof of course enrollment and once obtained, must maintain valid card(s) throughout duration of employment with the District.

• Hold or meet all requirements to obtain a Master Teacher Permit at time of application, and once obtained, must maintain valid permit throughout duration of employment with the District*.

*At time of hire, you must submit a copy of your Master Teacher Permit or proof that your application to obtain your Master Teacher Permit has been submitted.

DESIRED QUALIFICATIONS:

• Experience working with parents.

• Experience working with specialized groups, e.g., children, birth to five years of age, special education, pre-school, etc..

• Experience with early childhood assessment / screening.

• Bilingual.

• Hold and maintain a valid driver's license throughout duration of employment with the District.

DIVERSITY QUALIFICATIONS:

Sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity and sexual orientation, and ethnic backgrounds of community college students and staff.

KNOWLEDGE, SKILLS AND ABILITIES:

May be acquired through education, training and/or experience.

Knowledge of: District policies and procedures; a college laboratory pre-school environment, including the relationship between the collegiate programs and the day-to-day operation of a Child Development Center; principles and practices of child growth and development; developmentally appropriate and culturally sensitive early childhood curriculum; teaching principles, techniques and concepts used in early childhood education; health, safety and nutrition rules and regulation requirements of young children; child development and psychology; first aid and CPR applicable for pediatrics; disciplinary and supervision techniques for children; Title 5 and Title 22 licensing requirements; methods of observing, recording and evaluating both child and adult behavior; principles and practices of student-teacher mentoring; interpersonal skills including empathy, tact, patience and respect.

Ability to: design, lead and apply age appropriate instructional activities and curriculum for children; work independently with little direction; plan and organize activities for children; operate instructional equipment; administer first aid; remain calm and patient in stressful situations; apply good judgment; utilize keyboarding skills commensurate with the required functions for this position; operate computers and related equipment; prepare and maintain records with accuracy, completeness and confidentiality; learn and interpret District and department rules, regulations, policies and procedures; follow oral and written instructions; communicate clearly and concisely, both orally and in writing; work effectively with a diverse population; establish and maintain cooperative relationships with those contacted in the course of work; maintain confidentiality; make necessary mathematic calculations with accuracy. 

WORK DIRECTION, LEAD AND SUPERVISORY RESPONSIBILITIES:

No assigned permanent staff to supervise. Provides input into the evaluations of students' on-going projects; provides feedback to faculty to assist in determining lab grade for Practicum and work-study students; delegates various tasks to substitute and short-term employees, students and program participants.

PHYSICAL EFFORT:

Occasional moderate lifting of furnishings, children, equipment and boxes (30-50 pounds); frequent walking and standing, kneeling, crouching, sitting on the floor; interacting with children.

CONTACTS:

Faculty, staff, administrators, students and the general public.

WORKING CONDITIONS:

Normal pre-school environment; occasional moderate lifting; exposure to harsh cleaning agents and communicable diseases; subject to changing priorities while meeting established deadlines.

PRE-EMPLOYMENT REQUIREMENTS:

• The successful applicant will be required to complete a medical history questionnaire and must agree to undergo and pass a pre-employment physical examination, based on the physical requirements of the position, prior to employment. The physician will be selected and paid for by the District. Disabilities not related to the essential physical job requirements will not preclude the applicant from being hired.

• Education Code § 87408.6 states that no person shall be initially employed by a community college district in an academic or classified position unless the person has submitted to an examination within the past sixty (60) days to determine that he or she is free of active tuberculosis.

• As a condition of employment the position you are applying for will require that you provide fingerprints to the local police department. The fee charged by the Department of Justice (DOJ) for the fingerprint report is the employee's responsibility. If you should be offered this position you will be asked to sign a payroll deduction form which will authorize the District to deduct the fee charged by the DOJ from your first paycheck.

The District reserves the right to modify, rescind or re-advertise this announcement without notification or to delay indefinitely the employment of a person for the position.

The Butte-Glenn Community College District is an Equal Opportunity Employer.

-------------------------------------Application Instructions------------------------------------

ALL APPLICANTS, INCLUDING CURRENT BUTTE COLLEGE EMPLOYEES, MUST SUBMIT ALL REQUIRED DOCUMENTS WITH THE ONLINE APPLICATION IN ORDER TO MOVE FORWARD IN THE RECRUITMENT PROCESS.

REQUIRED ATTACHMENTS

All on-line attachment types require that you attach a document.

COVER LETTER:

Please describe in your cover letter how your past experience and qualifications meet the needs of this position.

RESUME OR VITA:

Please submit this as an attachment, not as a text resume within the application.

MINIMUM QUALIFICATIONS ELIGIBILITY VERIFICATION:

Please use the link below to access the document for recording how you meet the following minimum qualifications. This document must be completed and attached to your application using the "Eligibility Verification" attachment type. This is a fillable form using Internet Explorer only. http://butte.edu/departments/hr/CDC%20MQ%20Eligibility%20Verification%20fillable.pdf https://get.adobe.com/reader/

TRANSCRIPTS OF ALL ACADEMIC WORK:

You are required to provide transcripts for all coursework and/or degrees listed on the application materials you have submitted. The transcripts must include the date the institution granted the degree. Legible copies of transcripts are acceptable at this point in the process. Official transcripts must be submitted prior to hire. If you have foreign transcripts please include copies of a U.S. evaluation and translation.

Foreign Transcripts:

Foreign transcripts must include a U.S. evaluation and translation. Please visit the Office of Human Resources website for a list of agencies providing this service. http://www.butte.edu/hr/job_opportunities/associate_faculty/foreign_degree_eval.html

To apply, visit: https://apptrkr.com/1459986

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Infant and Preschool Childcare Center Director

The Ventura First United Methodist Church is looking for a director for the Happy Ventures Infant and Preschool Childcare Center.  The Center serves approximately 65 children ages 6 weeks to pre-K with ten staff, including teachers and instructional assistants.  The Director oversees all aspects of the program including curriculum, personnel, finance, enrollment and facilities. 

Candidate must have strong leadership qualities, effective communication skills, experience in conflict resolution, and an ability to connect well with both children and their families.  Must have enthusiasm for the mission of the United Methodist Church, and a passion for making the program an integral part of the church community.

Candidates must meet current State of California Dept. of Social Services Community Care Licensing requirements for Director of a Child Care program, including three units in infant studies, and have a minimum of five years teaching as a fully qualified teacher, with experience with both infants and toddlers.  A Bachelor’s degree in Child Development is preferred.

Candidates may submit a resume and cover letter to Ventura First United Methodist Church, 1338 East Santa Clara Street, Ventura, 93003 or to office@venturafumc.org no later than May 30, 2019.  Please emphasize your experience working with infants and toddlers, as well as experience in program, personnel, fiscal and/or facilities management.

Hours:  40 per week; Starting salary: $4,000 per month.  Questions, call (805) 643-8621.

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.

For more information, visit https://www.cais.org/about-us/employment

TO APPLY      

CAIS’s commitment to diversity, equity and inclusion is central to our mission. People of color and LGBTQ+ candidates are strongly encouraged to apply.

Email cover letter, resume, and list of references to jobs@cais.org. In subject line please indicate “Early Childhood Director” Please no calls.

Palisades Presbyterian Preschool

Is looking for a part-time Teacher for our Preschool who can create a positive learning environment, support children’s play along with their exploration in a creative and engaging way.  The position is working with preschoolers.

Responsibilities Include: Assist in the planning and implementation of a well-balanced preschool program.  Collaboration with children and co-workers; planning age appropriate experiences and activities designed to meet the physical, emotional, social and intellectual needs of the children.  The candidate must be willing to contribute to the planning and implementation of the curriculum and to promote opportunities of creative thinking, skill-building, playful experiences and meaningful relationships with children and parents.  This person must be the able to work with others and be willing to fulfill their responsibilities in accordance with the Center’s mission, goals and philosophy.

Candidate Requirements:

BA in ECE or related field or BA + 12 ECE units

2 years minimum experience teaching in a quality center with young children.

Positive attitude and participation in professional development opportunities; a desire to learn and grow.

Palisades Presbyterian Preschool offers a nurturing and stimulating environment for young children starting at 2.3 years of age.  Our program believes in the benefits of play-based learning.  Learning is going on in everything we do.  It is our goal to help children reach their full potential.  At Pali Pres Preschool, our philosophy insures a child-centered, age-appropriate, well supervised and safe environment for the children we work with.

Isla Vista Youth Projects is seeking a passionate educator who believes that every child can learn, every parent wants their child to succeed, and that every teacher deserves support. The ideal candidate is a team builder who can inspire teachers, parents and students to collaborate and support one another. Our Children's Center provides high quality, trauma-informed care to 134 children ages 3 months - 5 years over two sites. The Center Director will supervise a staff of 10 teachers and 20 assistant teachers. He or she will be part of the Leadership Team of the agency, and will work collaboratively with all staff to support all of the families in our community. IVYP receives both CSPP and CCTR funding. The Program Director is responsible for managing the details of the CDE contract.

Our Del Mar Highlands KinderCare is growing and looking for experienced and passionate teachers to join our team. 

If you have the passion, KinderCare has the opportunity!

Our Teachers bring warmth, patience, and understanding to the classroom every day, encouraging children to learn and grow. They inspire children to be lifelong learners using our nationally recognized curriculum that promotes social, physical, verbal, and cognitive development. Our Teachers are committed to making their center successful and know that creating meaningful relationships with children, families, and their team play a crucial role in that success.

When you join our team as a Teacher you will:

• Implement KCE’s curriculum in a way that is consistent with the unique needs of each child
• Create a safe, nurturing environment where children can play and learn.
• Partner and communicate with parents, with a shared desire to provide the best care and education for their children.  
• Support your center’s success; partner with center staff and leadership to achieve goals around enrollment, accreditation, and engagement.
• Cultivate positive relationships with families, teachers, state licensing authorities, community contacts and corporate partners.

Pre-K Teacher

Position: St. Matthew’s, an independent Episcopal day school for students in Preschool through grade 8, is seeking a Pre-K team teacher for 25 hours a week. Each of the two sections is team-taught by a pair of dedicated and experienced early childhood teachers. The homeroom consists of 14-15 students, aged 4 and 5. Given the team teaching model, strong communication and collaboration skills are essential, not only within the teaching partnership but within the broader team of 4 Pre-K teachers.

St. Matthew’s has a longstanding record of supporting teachers through a robust professional development program. Compensation is highly competitive and commensurate with experience. The benefits package includes, but is not limited to medical, life, and dental insurance, as well as a pension plan. 

Essential Responsibilities, Duties and Skills include the following.  Other duties may be assigned:

• Plan and conduct an effective, developmentally appropriate program to meet the social, emotional, cognitive and physical needs of each child – in the classroom, outside and in both small-group and large-group activities.
• Communicate thoughtfully and professionally with parents and colleagues regarding curriculum, students, and development issues, verbally and in written form.
• Create a pleasant, inviting classroom atmosphere in which children feel comfortable and secure, along with an atmosphere of support and safety to encourage children to experience and acquire new skills.
• Provide experiences that promote individual self-expression in conversation, imaginative play and creativity.
• Maintain accurate and up-to-date observations of students.
• Provide positive guidance to help children develop self-control.
• Create informative weekly newsletters and maintain a classroom web page.
• Confer with Principal, School Counselor and teaching partner to resolve student issues.
• Demonstrate professionalism through reliability, participation in school obligations, and a respectful attitude in professional relationships.
• Demonstrate integrity, patience, openness, sensitivity, enthusiasm and friendliness.

Education and Experience

• A BA or higher degree in the area of child development, education or related field (Master’s Degree preferred)
• Clear or Multiple Subject Teaching Credential or Early Childhood Master Teacher Permit (Must cover preschool age children)
• Minimum of three years of training and experience in Early Childhood/Preschool/Pre-K classrooms

Inquiries should be directed to Dana Berlin, Principal, PS-4^th Grade:  dberlin@smps.net