In my experience working in education field I am clear in that the good teachers are those, which support the families, and making a difference, and mark a footprint in the lives of any child. My objective as educators is help to students to reach the goal.
Also, the relationship between students and teachers could cause an impact about the differences their beliefs, and how students should relate to teachers, and the impact of student differences on classroom practice and culture.
Furthermore the schools require offering programs focused on values and life skills, and students learn and function best when they have a strong foundation of values and feel valued as important people.
For an educator the teaching model is important to life skills, it is the key for building academic successes. I believe that the constructivist model of learning is very important to students because actively construct new knowledge based on their own individual experiences and understandings.
1 2 3 Step by Step program, are convinced that the personality and the human’s behaviors could be acquired by simply watching a model. Therefore, we know that children not only imitate the model, but also they are able to take the positive values taught, they copy as own, and actually the result is a better performance inside and outside the classroom.
In my program, would like making changes in the learning and that teachers not see the learning of the students just as a tool to get a grade or pass a standardized test. When children are endowed through learning, they will read even
when they are not trained, they will work in groups, and write about things only they can imagine, and they will use math to manage their lives.
INFANT AND TODDLER TEACHER
Graduation from high school or GED;
One year of experience in an early childhood program serving infants and toddlers in a developmentally appropriate environment. Must have a Child Development Associate (CDA) credential for Infant and Toddler Caregivers or an equivalent credential that addresses comparable competencies; or must obtain the credential within one year.
Must have (or be willing to obtain) training and experience necessary to develop consistent, stable, and supportive relationships with very young children. Must be able to do the following: Communicate effectively with infants, toddlers, their parents, and other staff.
Provide quality, nurturing care to infants and toddlers enrolled in the program.
Demonstrate skills to properly address developmental needs of infants and toddlers.
Conduct and document developmental screenings and assessments of children.
Maintain effective, working relationships with children, parents, and staff.
Nature of Work Hours of work and schedule are determined on an annual basis, based upon program needs and availability of funds. Work involves providing comprehensive childcare services for infants and toddlers in an Early Head Start setting.
Job Duties and Responsibilities
Maintains an open, friendly, and cooperative relationship with each child and family.
Promotes parent-child bonding and nurturing parent-child relationships.
Promotes feelings of security and trust in infants and toddlers. Greets infants and their parents warmly and with enthusiasm each morning.
Assures that: each infant and toddler is warmly greeted upon arrival; each infant is held; and each child is gradually assisted to become a part of the small group of four.
Talks, sings, and reads to infants frequently.
Responds quickly in a soothing and tender manner to infants’ cries or calls of distress. Responds consistently to infants’ needs for food and comfort. Implements individualized feeding plans for children; respects individual preferences and eating styles; sits with toddlers and shares family-style meal; models manners and good nutrition.
Tends to children’s personal hygiene needs, remaining especially attentive to them during routines such as diaper changing, cleaning, feeding, and changing soiled or wet clothes.
Respects infants’ curiosity about each other; ensures that children treat each other gently. Organizes each day’s activities to provide children with a variety of experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of self and a feeling of belonging to the group.
Conducts developmental screenings and ongoing assessments of infants and toddlers to determine motor, language, social, cognitive perceptual and emotional skills.
Completes timely, neat, accurate documentation of screenings, assessments, individualized plans, attendance, daily health checklist, feedings, daily activity logs for parents inventories, and other documentation as may be deemed necessary for proving quality services.
Completes menu worksheet for assigned infants and toddlers.
Submits bi-weekly, written developmental plans to the center director for each child, according to growth and needs, with input from parents.
Maintains a safe, clean, care-giving environment, practices good personal hygiene and hand washing, and assures the well being and safety of all of the children in that environment.
Maintains a positive, calm attitude and a pleasant, soothing voice, and models this attitude and voice for parents and others working or volunteering in the program.
Maintains a cooperative attitude of working together with other 123 Step by Step staff Directors, Boss driver, cooks, janitors teachers, etc.
Programs director, parents and volunteers in planning and implementing activities for the Program/classroom, utilizes disciplinary measures appropriately according with 123 Step-by-Step Discipline Policies and Procedures.
Protects all children from physical punishment or verbal abuse by anyone in any program activity, and immediately reports any such incident to the center director or person in charge. Provides for the physical safety of each child from arrival time until departure time. Assists the family advocates in teaching and modeling developmentally appropriate practices for parents in caring for their young children.
Observe children to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs, and reports these signs immediately to the center director or person in charge.
Plans activities for children with special needs, with training and technical assistance from disabilities and Mental health specialists; implements individual education plans, behavior management plans, and/or Individualized services or activities as outlined for these children.
Attends all training opportunities and staff meetings as provided and scheduled.
Performs any other tasks deemed necessary by the center director.
Job Classification and Compensation
This position is assigned to the pay plan based on credential or degree of the incumbent. This is a non-exempt position, meaning that it is not exempt from the hourly wage and labor laws. It is understood that the incumbent will work the hours as described under the Nature of Work.
The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination and ensures equal opportunity for persons with disabilities in employment, State and local government services, public accommodations, commercial facilities, and transportation. It also mandates the establishment of TDD/telephone relay services. The current text of the ADA includes changes made by the ADA Amendments Act of 2008 (P.L. 110-325), which became effective on January 1, 2009. The ADA was originally enacted in public law format and later rearranged and published in the United States Code
- In my the employment discrimination prohibited
- All the employees will have Equal Employment Opportunity
- My program is accessibility for accessible to usable by individuals with disabilities.
- My program will ensure that interested persons, including persons with impaired vision or hearing, can obtain information as to the existence and location of accessible services, activities, and facilities.
Finally, my program contains “miscellaneous” provisions derived from title V of the Act that involve issues such as retaliation and coercion against those asserting ADA rights, illegal use of drugs, and restrictions on smoking.