Site Supervisor/Curriculum Coordinator

Loyola Marymount University - Los Angeles, CA

Job Summary

Under the direction of the Children’s Center’s Director the Site Supervisor/Curriculum Coordinator plays an integral part of the Center’s administrative team and assist the Director in the development of curriculum practice and policy and long term planning. Work collaboratively with other staff to achieve high quality curriculum standards under the curricular guidelines of the National Association for the Education of Young Children (NAEYC). This position will have part-time duties in the classroom, in addition to the office. Plan and implement a well-balanced curriculum program of age appropriate experiences and activities designed to meet the physical, emotional, social and cognitive needs of the children. 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. Under the direction of the Children’s Center Director, this person will train, observe, and guide the teachers to ensure that the teaching staff provide responsive care, rigorous curriculum, and a safe, developmentally appropriate environment.

 

 Job Description

Position Specific Accountabilities: Site Supervisor/Curriculum Coordinator 
Work closely with Director and staff in establishing responsive care and curriculum guidelines in line with the LMUCC philosophy.

Provide overall leadership, guidance and supervision of teaching staff to ensure that the teaching staff provides responsive care and a safe, developmentally appropriate environment. To ensure curriculum provides children with challenging opportunities in all domains of development and to make appropriate curriculum adaptations for children with special needs.

Support the teams’ professional growth by providing direction, and coaching, for staff. Work closely with the teachers in the classroom collaborating in the curriculum process through modeling and training in the classroom and in individual or team meetings to support the curriculum cycle.

Train teachers in documentation that effectively demonstrates children's learning through curriculum. To support and train new staff in the emergent curriculum process including but not limited to the: observation, implementation and documentation cycle. Including conducting their own documentation on school-wide curriculum work including making panels. 

Conduct weekly team meetings to provide for ongoing discussions concerning children's progress and behaviors. Effectively promote and maintain sense of teamwork with staff; effective facilitation of group problem solving. 

Work closely with teachers and the Director in planning and maintaining developmentally appropriate environments (indoors and outdoors).  Maintaining areas designated for dissemination of staff and children’s work (i.e., hallways, bulletin boards, walls etc.). To work closely with the Center Director in purchasing, caring for and keeping inventory of classroom materials, including books, art materials, toys, furniture, etc.

Document and connect the curriculum in the program to the extended LMU community on campus. Consult with and relate to other campus departments and community organizations in an outreach capacity.

Serve as a resource and site supervising teacher for LMU student interns in their site fieldwork component.

Cooperate with other staff through attendance and active participation in staff meetings and addressing school wide concerns as deemed necessary by the Direc­tor.

Develop meaningful partnerships with parents through facilitation of open, supportive communication on an ongoing basis. Develop and assist in facilitating parent programs and events.

Provide necessary information to parents concerning their child's development by conducting parent conferences, including overseeing DRDP assessments, with each family at least twice a year, and additionally as needed. Provide information about community resources to parents and staff.

 

Perform other duties as assigned or requested by the Director.

 

Loyola Marymount University Expectations
Exhibit behavior that supports the mission, vision, and values of the university. Communicate and employ interpersonal actions that model high standards of professional, responsible, accountable, and ethical conduct. Demonstrate a commitment to outstanding customer service.

 

Requisite Qualifications
• Typically a Bachelor’s Degree in Early Childhood Education or related field.  Incumbent will be expected to continue upgrading knowledge, skills, and abilities needed to keep abreast of regulation/policy changes.
• Minimum 3 years of classroom teaching experience in developing and implementing early care and education programs for children 2 months to 5 years of age. 
• Demonstrated knowledge in the areas of: Reggio Emilia; Resources for Infant Educarers (RIE); and the Program for Infant toddler Caregivers. Certification in the latter two preferred. 
• Experience in NAEYC accreditation process and with developmental, play-based approaches preferred.
• Exemplary communication skills (both written and oral) and a demonstrated ability to understand and balance the needs of all of the center's primary clients: children, parents, teachers and the LMU community.
• Ability to respect cultural differences in early childhood education and parenting practices and works to mediate these differences in ways that are acceptable to parents and staff.
• Highly developed organizational and leadership skills. Experience managing, motivating, supporting and a team.
• Demonstrated computer competency and preferably knowledgeable of idesign/photoshop/zoombrowser systems.

The above statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Constantly required to sit, feel, use finger movement, speak clearly, hear conversation, and see near and far. Frequently required to stand and walk. Occasionally required to lift, carry and push up to 25 lbs., stoop, kneel, reach high and low, use depth perception.

 

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The work environment is normal.

 

MENTAL DEMANDS: Mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Frequent calculating, interrupted work, variety of interrelated tasks, sustained concentration, and use of reasoning, judgment, resourcefulness, analytical ability, and ingenuity.