Job Requisition Number: 25606. Residential and Student Services Programs is part of the Division of Student Affairs under the direction of the Associate Vice Chancellor of Residential and Student Service Programs (RSSP). RSSP provides and manages residential student housing, residential life programs, residential dining, as well as early care & education services for students, faculty, and staff. RSSP also conducts a summer conference and year-round catering business, operates seven campus restaurants, and manages twenty-six faculty apartments. RSSP’s annual operating budget is $150,000,000 and the cluster employs over 2500 career, limited, contract and student employees creating a “culture of care” for our students and all other customers and stakeholders.
The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff and students) and community families. The program consists of over 60 career FTE, 10 – 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure high quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education.
This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult to child ratios.
Under general supervision, the Assistant Teacher is responsible for supporting a play-based, emergent curriculum including assisting in preparing and implementing lesson plans which best meet the individual needs of children within the context of a group setting. The curriculum is “emergent” because it is derived from the children’s interest and is teacher-facilitated rather than teacher-directed. The AT supports Teachers in developing and leading small and large group activities appropriate to the age and developmental level of children assigned. The program also commonly follows the National Association for the Education of Young Children (NAEYC) best practices and a care giving philosophy recommended by the Program for Infant and Toddler Care (PITC). The Assistant Teacher is also responsible assisting with preparing lesson plans which meet the individual needs of children. Assistant Teachers support in leading small and large group activities for the age and developmental level of children assigned.
Assistant Teachers support and provide feedback to the Teachers regarding child screening and ongoing assessment based on established child development milestones to better support the individual needs of each child and to determine whether any referrals are necessary for more formal screening and assessment. Assistant Teachers are also responsible for supporting the parent communication process and interaction regarding child’s progress and adherence to local, state and federal standards as well as all licensing regulations pertaining to children in group care settings. Excellent communication and a commitment to teamwork is core to the success of this position.
The position is part of a team of early childhood educators who provides quality early childhood services to children of university faculty, staff and students at centers in Berkeley and Albany. Reports to Assigned Site Coordinator or Center Director. Responsible for directing children and guiding student assistants, substitute teachers, parents and volunteers. All members of the team are equally responsible for child safety and adhering to Community Care Licensing (CCL) and California Department of Education (CDE) regulations and are required to take appropriate immediate action such as alerting the primary care giver of the danger and ensuring he/she acts, removing the child from danger, or seeking assistance from the Center Director, etc. when a child’s safety is at stake.
This position provides assistance to the instructional staff in all areas of responsibility assigned.
Classroom Responsibilities: •Provides caregiving functions as needed and when appropriate, i.e. diapering, napping, feeding, nurturing, etc. Assists in building and maintaining a positive, safe, and nurturing environment for young children and families. •Helps to ensure appropriate ratios and child safety throughout the shift. •Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children. •Helps prepare materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs. Helps plan and provide activities that stimulate children’s curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills. •Participates in meetings with teachers to discuss concerns and to plan curriculum. •Supports NAEYC “best practices”. •Supports PITC philosophy in infant/toddler rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child’s developmental needs. •Observes and interacts with children as individuals and shares observations with staff. Provides both written and verbal feedback to teachers that support individual needs of children. •Provides input to teachers in support of parent/teacher conferences. •Uses respectful language and positive guidance when addressing children’s behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background and primary language spoken, and/or expressed behavior or personality.
Professional Responsibilities: •Attends all required meetings which includes staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor. •Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director, Associate Director, or Executive Director on communication. •Develops collaborative and respectful relationships with peers, supervisors and managers. •Addresses conflicts in a timely manner and involves Center Director, HR, and or other management members when appropriate. Immediately informs Center Director of emerging parent conflict. •Adheres to policies in the ECEP Teacher Resource Guide including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein. •Performs other duties as assigned by supervisor that are appropriate to classification and within CBA.•Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, use of email software and internet search. •Proficiency with basic level MS Word. •Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development •Ability to proofread own work (email or other communication, etc.) for accuracy. •Ability to work with diverse clientele using patience, tact, sensitivity and diplomacy. •Demonstrated ability and experience to teach and work independently in a center-based child care program •Minimum of 12 or more ECE units, including 3 Infant or Toddler units required if hired for an infant/toddler room. •Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years •Familiarity with child development theory and practice. •Physical ability to care for and engage young children in activities which includes: lifting up to 50 pounds, standing and walking up to 4 hours per day, and bending and squatting to work at child's eye level. •Pediatric First Aid and CPR (or must obtain within three months of hire) •Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as an Assistant Teacher. •Effective written and verbal communication skills.
Education/Training: •High School diploma or GED minimum educational requirement •Minimum of 12 or more ECE units, including 3 Infant or Toddler units required if hired for an infant/toddler room. Must have 3 or more infant/toddler development units, if hired for an infant/ toddler room.
Licenses or certifications required, if any: •Maintains current Pediatric CPR/First Aid certification. •Provides proof of current TB clearance, up-to-date measles vaccination and up-to-date health screening clearance and any new State or UC Berkeley health requirements for positions working with young children. •Must complete blood borne pathogen training annually - upon hire. •Must complete on-line State of CA Mandated Reporter training - upon hire.
The University of California was chartered in 1868 and its flagship campus - envisioned as a "City of Learning" - was established at Berkeley, on San Francisco Bay. Today the world's premier public university and a wellspring of innovation, UC Berkeley occupies a 1,232 acre campus with a sylvan 178-acre central core. From this home its academic community makes key contributions to the economic and social well-being of the Bay Area, California, and the nation.