<p>Ref. 1315</p> <p>TEACHER: INFANT TODDLER</p> <p>General Description Under the supervision of, and in cooperation with the Site Administrator, the Teacher: Infant Toddler, in a collective teaching environment, shall plan, develop and execute a program for children, aged birth to three years old, in harmony with the development level of the children based on the continuing assessment of the child's individual needs.</p> <p>Required AND Preferred Minimum Certification and Education</p> <p>? REQUIRED: 24 Early Childhood Education Units, including Infant/Toddler units (3 of the 24 units)</p> <p>? STRONGLY PREFERRED: California Department of Education Child Development Permit-Site Supervisor or above (e.g AA or BA and above in Early Childhood Education)</p> <p>? 16 hours of EMSA approved Health, Safety + Pediatric Aid OR Child Development</p> <p>? Health, Safety and Nutrition course (3 units)</p> <p>? Basic computer literacy including Google Suite, email, and internet</p> <p>? Possession of current Pediatric CPR and first aid certification</p> <p>Qualifications</p> <p>The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position.</p> <p>Knowledge, Abilities and Experience</p> <p>Knowledge of child development, early childhood education, and best practice teaching methods and techniques; ability and willingness to keep abreast of the developments in child development/ early childhood education field; change classroom practice in response to individual professional development and coaching; ability to work with an interdisciplinary team as a cooperative and supportive team member; lead and support other classroom staff and collaboratively problem solve; organize and direct classroom and outside activities; communicate effectively, verbally and in writing, in a manner that fosters supportive relationships with staff, families and children from diverse backgrounds.</p> <p>Exhibit exemplary organizational skills with the ability to lead classroom staff, manage time and priorities; maintain child and family confidentiality and perform duties in an ethical and professional manner; and familiarity with and willingness to use technology in all aspects of the program.</p> <p>Must be able to administer, implement, and analyze the following: Classroom Assessment Scoring System (CLASS), Infant/Toddler Environment Rating Scale (ITERS), Desired Results DraftDevelopmental Profile (DRDP), Ages and Stages Questionnaire (ASQ) screenings and other required instruments.</p> <p>Duties and Responsibilities</p> <p>Curriculum and Instruction</p> <p>? Leads, plans and implements developmentally appropriate classroom activities that intentionally support the developmental and educational goals for each child in their care</p> <p>? Analyzes and interprets assessment results and uses data to plan individual and classroom activities;</p> <p>? Shares children's educational and developmental progress with parents;</p> <p>? Provides developmentally appropriate whole child learning experiences integrating social, physical and cognitive development</p> <p>Child Development</p> <p>? Assesses student needs and develops learning goals in accordance with their developmental needs</p> <p>? Observes, assesses and documents each child's skills, behavior, growth and development;</p> <p>? Brings to attention those children demonstrating needs outside of developmental norms and works closely with other staff in coordinating referrals and providing services to best meet the needs of all children and their families</p> <p>? Encourages children to develop acceptable standards of behavior, including positive social relationships;</p> <p>? Provides opportunities for children to develop positive self-images of themselves and experience success;</p> <p>? Fosters positive relationships with all children in the classroom.</p> <p>? Assist with breakfast, snack, and lunch time as assigned; clean up eating areas and wash children's hands and faces after play times and meals as needed; assist children with toileting as needed.</p> <p>Instructional Leadership</p> <p>? Provides leadership for the classroom team including leading team planning sessions, monitoring the development of individual education plans and assessments, advocating for and support of implementation of best practices in the classroom;</p> <p>? Serves as mentor/ model for instructional assistant(s) and/or paraprofessional(s);</p> <p>? Supports the professional development of associate teacher and teacher assistant through delegation of appropriate responsibilities;</p> <p>? Participates in ongoing professional development, coaching and reflective supervision activities and support; the implementation of changes in classroom practice to promote high quality instruction;</p> <p>Family Engagement</p> <p>? Leads interactions with parents through regular classroom contact and contributes to and participates in interdisciplinary child and family reviews, parent conferences and Drafthome visits to share child educational and developmental progress and respond to their identified interests and/ or needs;</p> <p>? Collaborates with family support staff to clarify and meet child and family needs;</p> <p>? Actively encourages parent engagement in program activities and implementing education activities for their children at home and in the community;</p> <p>Classroom Management</p> <p>? Creates an effective environment for learning that supports children' s development of school readiness skills, independence, and social and emotional development;</p> <p>? Ensures that children are under appropriate supervision at all times;</p> <p>? Maintains a clean, healthy and safe classroom environment;</p> <p>? Participates in the selection of instructional supplies and maintains inventory and inventory records;</p> <p>? Conducts authorized emergency and safety procedures; Maintains necessary classroom records( e. g., attendance, USDA meal counts/feedings, diapering log, sleep log);</p> <p>? Ensures the timely completion of necessary paperwork including developmental assessments, lesson plans, parent information, incident/ accident reports;</p> <p>Other</p> <p>Performs other related duties as assigned</p> <p>Working Conditions</p> <p>Working conditions 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 qualified individuals with disabilities to perform the essential functions. Variations in conditions may occur under certain circumstances.</p> <p>Physical Demands</p> <p>Ability to stand and sit for long periods of time; walk short distances on a regular basis; use hands and fingers to operate a computer keyboard or other office equipment; reach with hands and arms; stoop, kneel, or crouch; speak clearly and distinctly to answer telephones and to provide information; see to read fine print and operate computer; hear and understand voice over telephone and in person; and move and transport materials weighing up to 30 pounds.</p> <p>Environment</p> <p>Job duties are spent both indoors and outdoors. The noise level in the work environment is usually moderate.</p> <p>OUSD INFANT TODDLER JOB CONDITIONS - DRAFT</p> <p>Hours of work:</p> <p>? 7.5 hours/day (includes 30 minute unpaid lunch and 30 minutes prep)</p> <p>? 186 days of work</p> <p>? All other conditions mirror CDC teachers as does pay scale</p> <p>NON-DISCRIMINATION POLICY:</p> <p>The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.</p> <p>Alondra Rios, Title IX Coordinator & Investigator, Office of the Ombudsperson/Title IX, Marcus A Foster Leadership Center., 1011 Union Street, Site 906, Oakland, CA 94607, Office (510) 879-4281, Direct (510) 879-1051 , FAX (510) 879-3678 via email at alondra.rios@ousd.org.</p> <p>Gabriel Valenzuela, Ombudsperson/Title IX Coordinator/CCR Title 5 Coordinator/Equity Officer, and Title II - Americans with Disabilities Act (ADA) Coordinator, Office of the Ombudsperson/Title IX, Marcus A Foster Leadership Center, 1011 Union Street, Site 906, Oakland, CA 94607, Office (510) 879-4281, Direct (510) 879-3667, FAX (510) 879-3678 via email at gabriel.valenzuela@ousd.org.</p> <p>Justin Anderson, Director, Health Services & Section 504 Coordinator, Special Education</p> <p>Department (Santa Fe Campus, 915 54th Street, Oakland, CA 94608). Office (510) 879-5003, FAX: (510) 627-9468 or via email at justin.anderson@ousd.org or at 504@ousd.org.</p>