Interactions with Parents
- Possesses a strong, working philosophy of child development and developmentally appropriate practice.
- Is able to use philosophy to back up policies and explain to parent and staff why things are done a certain way.
- Ability to apply different approaches to "reach" parents when assisting them to understand a situation and what we are trying to do with the children.
- Ability to plan and execute (if necessary) a parent meeting, seminar, or workshop.
- Be able to lend support to parents by:
- Answering their questions.
- Referring parents to other sources (Resource Area, counseling, etc.).
- Providing articles &/or books.
- Respect for parents and parent/family stressors.
- Sincere interest in the "whole" family.
- Ability to communicate easily in a non-threatening manner.
- Ability to determine if a conference is needed.
- Ability to plan for and execute a parent conference.
- Ability to handle informal, mini-conferences at end or beginning of day.
- Not intimidated by others expressing a differing opinion or request.
- Ability to relate child development principles and back them up.
- PORTFOLIOS: Able to tactfully relay the developmental progress of a child.
- NOTES HOME: What to say and how to say it. (For example, illness report, accident report, difficult note, preconference and conference write-up).
Interaction with Children
- Difficult child/family: Ability to create a plan for meeting the needs of a difficult child. Ability to balance needs of entire class with needs of child. (Needs attention ... very time consuming).
- Available as a resource for the teacher with suggestions and possible options. Provides support for other teachers, coordinators and staff who are involved with a difficult child/family.
- Classroom Management:
- Possesses skills to be aware of situations in all age-level rooms and to manage accordingly.
- Available for resource & suggestion of possible options.
- Support for lead teacher.
- Devise a plan to assist an individual child. Coordinates school plan with parents and all teachers involved.
- Observations and Interpretations: Able to detect problems as they arise and decide on best plan of action for example, make changes in schedule, room arrangement, activities planned/toys available, staff relations & interaction with children, transitions, and group times.
- Remains flexible and diverse according to the needs of the children.
- Accurate with work.
- Personal system of organization.
Interactions with Staff
- Clean up responsibilities: set up a plan and implement.
- Leadership skills.
- Delegation skills.
- Follow through skills.
- Able to supervise staff who work during opposite shift.
- Sets appropriate goals for staff.
- Provides feedback to staff in a timely and consistent manner according to the guidelines established.
- Follows through on goals with staff holding them accountable.
- Mentoring: setting expectations and feedback for classroom staff, floaters and substitutes.
- Staff Conflict: explain to staff reasons why something is done a certain way using philosophy to support and encourages team spirit.
- Ability to do staffing for absenteeism's and vacation time-off requests.
- Confront issues and be directive for others.
- Recognize another employee's strengths, weaknesses and sensitivity.
- Perception of problem that needs to be confronted vs. ignored.
- Communication skills (verbal and written).
- Solely responsible for staff knowledge of children, activities and changes.
- MUST KNOW WHAT GOES ON IN THREE HOURS NOT PRESENT.
- Team effort.
- Maintains confidentiality.
- Self directed and motivated to take the time to research individual problems and to assist parents or staff.
- Delegate and maintain schedules of tasks for smooth organization of team.
- Documentation and logging of scenarios, conversations, and/or serious situations and then routed accordingly to administrators.
- An ability to keep feelings about a family objective and non- judgmental.
- Keeps feelings about staff and children objective.
- Freedom to approach each other for help, support and ideas.
- Morale building with each other.
- Strengthen self-esteem.
- Respect each other's individuality by recognizing and accepting differences.
- Willingness to accept the general responsibility for the total classroom environment.
- Strong developmental philosophy to be able to model appropriate behaviors and communicate the philosophy.
- Willing to continue to grow personally and professionally.
- Realistic viewpoint of E.C.E. field (Its potential and limitations).
- Clear understanding of where see self in 5 years.
Application Procedure for the Position of Coordinator
- Need to give school a commitment of a minimum of 2 years in program coordinator position.
- Interested candidates are required to write, AN ESSAY that includes:
- personal philosophy
- curriculum and program philosophy
- parent/teacher relationship philosophy
- head teacher/staff relationship philosophy
- peer relationship philosophy (teacher/coordinator)
- organizational approach to program/classroom
- plans and view of professional enrichment
- personal reasons and motivation for wanting to become a coordinator
- areas candidate views self as needing to grow personally and professionally
The person chosen for the position will need to posses the following:
- ble to ask for help and not see it as a failure or personal affront.
- Ability to consistently follow through with what needs to be done (without being asked).
- Open minded: not resistant to change.
- Ability to see the "entire" picture.
- Responsible for supervising multiple classrooms, staff, families and children.
- Ability to follow through with program plans.
- Experience with the next age group: this gives greater understanding of current age.
- FLEXIBLE: able to give up power.
- One year employment at GBNCCLC as a Classroom Lead Teacher is the minimum before being "promotable". (Exception: verified experience as head teacher elsewhere for two years or longer, with skills as per our criteria.)
- Age Level Coordinators must be confident and assertive with the ability to follow through with what has been asserted as desired behavior is required.