Age-Level Coordinator

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:

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).

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.

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.

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.

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:

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.