NATURE OF WORK
Under general supervision, performs a variety of professional work to assist in the coordination of activities for the Pre-K Program.
To provide technical assistance with learning environments and curriculum implementation which promote personal and academic growth for disadvantaged children.
To provide guidance with building strong ties linking home and school. To help make parents aware of community and school services accessible to them. To create a “parenting partnership” between home and the educational community that will foster positive self-esteem within families.
To provide support and guidance to Pre-K staff and administrators undergoing the Star Rating child care licensure process as required by the Division of Child Development.
Serve as a leader between the school system and other agencies on projects related to preschool and literacy.
Keep informed of new research and trends related to pre-kindergarten and parenting by reading professional materials and attending conferences and/or seminars.
Assist with developing activities which promote parent involvement.
Assist with ordering and disseminating materials and publications for school based parenting centers which promote good parenting techniques, home learning projects, and available parent resources.
Assist with planning and scheduling professional development opportunities for Pre-K personnel.
Assist with updating and revising policies, handbooks, parent guides, and necessary forms for various audiences in appropriate languages.
Regularly visit all Pre-K classes and provide written feedback to the coordinator.
Provide leadership with transition of students to Pre-K and to kindergarten.
Monitor teachers’ reports pertaining to individual student growth and program accountability.
Devise and maintain records and reports necessary for the execution of the job.
Responsible for other duties as assigned by the Pre-K Coordinator.
BS in Birth to Kindergarten, Master’s preferred, successful teaching experience in a Pre-K Program (minimum of 3 Years), ECERS-R Evaluator Training (five day - willing to get), experience with the Division Of Child Development Regulations
Must be physically able to operate a variety of automated office machines including computers, calculators, printers, copiers, etc. Must be able to exert up to 10 pounds of force occasionally and/or a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Sedentary work involves sitting most of the time, but may involve walking or standing for periods of time.
Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics of data, people or things.
Requires the ability to speak and/or signal people to convey or exchange information. Requires the ability to read correspondence, invoices, purchase orders, accounting journals, travel reports, checks, etc. Requires the ability to prepare correspondence, reports, vendor payment packets, etc. using proper format.
Ability to apply common sense understanding to carry out instructions furnished in written or oral form to deal with problems involving several concrete variables in or from standardized situations.
Ability to present material to individuals and groups of people.
Ability to maintain accurate and complete records and files.
Ability to type accurately at a moderate rate.
Ability to use common spreadsheet, word processing and file maintenance programs.
Ability to follow both oral and written instructions.
Ability to work alone, focused to complete assigned duties on a daily basis and whenever other areas need immediate short-term assistance.
REPORTS TO: Director of Pre-K/Elementary
FSLA STATUS: Exempt
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.