Qualifications:

• Shall hold a bachelor’s degree or higher and the required Interdisciplinary Early Childhood
• Education (IECE) certification. (Must have or be able to obtain IECE certification.)
• Shall demonstrate the ability to communicate and work effectively with students, peer,
• parents and faculty.
• Must be chosen with reference to personal, educational, physical, moral and emotional
• fitness.

 

Job Goal:

 

To identify what children need in order to be successful in the world of the future. Design and implement instruction and assess learning that develops children’s abilities to:

• Use basic communication and mathematics skills in finding, organizing, expressing, and responding to information and ideas.
• Apply core concepts and principles from science, arts and humanities, mathematics, practical living studies, social studies, and vocational studies.
• Become a self-sufficient individual who demonstrates high self-esteem, a healthy lifestyle, flexibility, creativity, self-control, and independent learning.
• Become a responsible group member who demonstrates consistent, responsive, and caring behavior; interpersonal skills; respect for the rights and responsibilities of others; worldviews; and an open mind to other perspectives.
• Think and solve problems, including the ability to think critically and creatively, develop ideas and concepts, and make rational decisions.
• Connect and integrate experiences and new knowledge throughout the curriculum, question and interpret ideas from diverse perspectives, and apply concepts to real-life situations.

 

General Duties and Performance Responsibilities:

• Determine appropriate action within clearly defined guidelines.
• Present a positive image of the school to parents, and convey to them the school’s genuine concern with the education, growth and development of each student.
• Seek to establish friendly and cooperative partnerships between home and school.
• Work to develop a positive public relationship between the school district and the community.
• Carry out assignments in a timely manner without undue checking.
• React positively to directives.
• Have a willingness to cooperate with the superintendent, district administrators, principals, and staff.
• Maintain the confidentiality, both verbally and in written form, of each student’s educational record.
• Strive to maintain and improve professional competence.
• Take necessary precautions to protect students, equipment, materials and facilities.
• Adhere to School Board of Education Policies and Procedures.
• Adhere to policies set forth by the Educational Professional Standards Board.

 

Specific Duties and Performance Responsibilities:

• Design developmentally appropriate, comprehensive curriculum and instruction aligned with Kentucky
• Learner Goals.
• Select developmentally and individually appropriate strategies and resources to provide activity-based
• learning experiences.
• Adapt and individualize curriculum and instruction plans for all children, including those with special
• needs and disabilities.
• Plan for the effective involvement of team members including assistants, staff, and volunteers across
• learning environments.
• Incorporate knowledge of multiple disciplines and strategies from team members.
• Incorporate family strengths and resources, priorities, and concerns to plan experiences and instruction
• (e.g., lesson plans, IFSPs, IEPs, and transition plans).
• Create the physical, social, and temporal environment to engage children and maximize learning aligned with Kentucky Learner Goals.
• Create and maintain developmentally and individually appropriate activity-based learning environments.
• Maintain a healthy and safe environment.
• Provide developmentally and individually appropriate indoor and outdoor environments.
• Create environments that recognize and value diversity as a strength in children and families.
• Adapt environments to support children with special needs and disabilities.
• Create, evaluate, and select technology, materials, and media to enhance the learning environment.
• Facilitate positive interaction between children and adults.
• Use positive guidance techniques to foster children’s self-regulation.
• Use responsive techniques to nurture appropriate social interaction and social competence.
• Function within legal, ethical, and professional guidelines.
• Apply adult learning principles in supervising and training adults.
• Facilitate children’s acquisition and integration of behavior, skills, and concepts to support learning aligned with Kentucky Learner Goals.
• Implement developmentally appropriate individual and group activities in indoor and outdoor environments.
• Encourage children’s active involvement in a variety of structured and unstructured learning activities.
• Use instructional strategies that meet the unique needs of each child.
• Implement family-centered activities that reflect the family’s resources, priorities, and concerns.
• Provide learning experiences that support and expand the cultural knowledge and  behavior of each child.
• Provide guidance, learning cues, and positive feedback to children.
• Manage antecedent and consequent conditions to foster self-management behaviors.
• Use developmentally appropriate and authentic assessments to determine child needs, to plan individualized learning experiences, and to develop and implement IEPs.
• Select, create, adapt, and use multiple modes and methods of assessments which are sensitive to the unique cultural and learning needs of the child.
• Actively involve families and other team members in the assessment process.
• Systematically collect, organize, and record ongoing assessment data to monitor child progress.
• Monitor, summarize, and evaluate the acquisition of child outcomes as outlined in the IEP.
• Effectively communicate assessment results and ongoing child progress with families and other team members in everyday language, including native language and communicative mode.
• Engage in ongoing self-reflection to improve professional practices.
• Communicate strengths and areas for growth in professional practices as a result of self-reflection.
• Apply professional ethics, practices and legal mandates in early childhood settings.
• Reflect upon, evaluate, and modify involvement of team members including assistants,  staff, and volunteers across learning environments.
• Participate in program evaluation efforts to improve child learning and development.
• Identify the professional development needs of assistants, staff and volunteers and provides support to improve each person's performance.
• Participate as an effective team member and demonstrates appropriate interpersonal skills to support collaboration in early childhood settings.
• Seek and encourage the participation of families as partners in promoting the child's development, sharing information, making decisions, and implementing and evaluating program plans for the child.
• Consult and collaborate with team members to promote the child's development, share information, make decisions, implement, and evaluate program plans for the child.
• Seek advice and collaborate with community members and agencies to provide resources, promote child development, and increase learning in early childhood settings.
• Articulate the individual outcomes and unique needs for each child to assistants, staff, and volunteers.
• Provide ongoing constructive feedback to team members about professional practices.
• Collaborate with families and other team members to support successful transition to next setting.
• Engage in ongoing critical analysis and reflective thinking to assess one's own performance and identify areas for growth.
• Develop a professional growth plan.
• Document professional growth and performance.
• Demonstrate professional growth through identification with and active participation in  professional organizations.
• Critically review and apply research and recommended practices.
• Seek support and expertise of others to improve professional practice.
• Acquire and integrate information from a variety of resources to expand personal knowledge of child development, interdisciplinary practices, diversity, and family-centered services.
• Assist families in articulating resources, priorities, and concerns.
• Demonstrate sensitivity to characteristics of each child's family and community and shows respect for cultural preferences and socioeconomic influences.
• Implement a continuum of family-centered services which support child development.
• Inform families of program objectives, procedures, and legal rights.
• Apply adult learning principles to parent education activities.
• Promote family participation in adult education opportunities and school and community activities. Demonstrate knowledge of family structure, style, and stages of family and adult development.
• Communicate with families and other team members in everyday language including  their native language and communicative mode, using interpreters if appropriate.
• Operate a multimedia computer and peripherals to install and use a variety of software.
• Use terminology related to computers and technology appropriately in written and verbal communication.
• Demonstrate knowledge of the use of technology in business, industry, and society.
• Demonstrate basic knowledge of computer/peripheral parts and attends to simple connections and installations.
• Create multimedia presentations using scanners, digital cameras, and video cameras.
• Use the computer to do word processing, create databases and spreadsheets, access electronic mail and the Internet, make presentations, and use other emerging technologies to enhance professional productivity and support instruction.Use computers and other technologies such as interactive instruction, audio/video conferencing, and other distance-learning applications to enhance professional productivity and support instruction.
• Request and use appropriate assistive and adaptive devices for children with special needs.
• Design lesson that use technology to address diverse needs and learning styles of children.
• Practice equitable and legal use of computers and technology in professional activities.
• Facilitate the lifelong learning of self and others through the use of technology.
• Explore, use, and evaluate technology resources: software, applications, and related documentation.
• Apply research-based instructional practices that use computers and other technology.
• Use computers and other technology for individual, small group, and large group learning activities.
• Use technology to support multiple assessments of children’s learning.
• Instruct and supervise children in the ethical and legal use of technology.
• All classified employees assigned to classroom instructors shall be under the direction and supervision by the certified employee in charge in that classroom.
• Perform other duties related to the position as assigned by the Principal.

 

The statements outlined above in the description 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 that may be assigned by the immediate supervisor.

 

Terms of Service:

Salary and workdays to be established by the Board.

 

Evaluation:

Performance of this job will be evaluated in accordance with provision of the Board's policy on Evaluation of Certified (or Classified) Personnel.