Collaborate with the Lead Teacher in implementing the Preschool for All or Preschool for All Expansion Program, which includes providing educational and social opportunities for children in a classroom setting. Support lead teacher in maintaining all necessary records and documentation in accordance with program requirements. Serve as a model early childhood professional through interactions with children, families, program staff, public school personnel, and collaborative partners. Exhibit developmentally appropriate teaching practices in planning, implementing, and evaluating curriculum. Maintain a high standard in all interactions and administrative functions. Demonstrate respect for all team members at all times. Become involved in professional activities as an advocate for children and families.
Due to the newly established $100,000 fee for H-1B petitions requesting consular processing outside of the U.S., Southern Illinois University is unable to provide H-1B sponsorship at this time for any prospective applicant who is outside of the U.S. and requires consular processing.
Salary is competitive and commensurate with qualifications and experience, while also considering internal equity.
This is a grant-funded position represented by SIU Carbondale Non-Tenure Track Faculty Association/IEA-NEA. For more information regarding salary and other details please visit:https://laborrelations.siu.edu/labor-contracts/. Plan and implement the Preschool for All Program.
Provide and maintain daily care, safety, and well-being of all children in the classroom.
Collaborate with team teacher to create and maintain a classroom environment for the active needs of young children that include constant supervision, physical and emotional support, care of the children, and daily interactions with families and caregivers.
Perform daily tasks of book reading, singing, dancing, feeding, carrying, calming, and comforting children, cleaning classroom materials and spaces, and providing a safe, supportive, and educational environment.
Work with team teacher to make referrals to Special Education and other community services.
Involve parents in planning and programming and share information about their child’s overall development.
Collaborate with team teacher and Instructional Leader/Family Support Specialist to plan and document appropriate family involvement activities, which include personal visits, parent workshops, field trips, and other programming based on the needs of families.
In collaboration with team teacher, create and maintain developmental portfolios that document and assess the needs, interests, and development of each child.
In collaboration with the team teacher, prepare and disseminate a monthly newsletter/calendar to families, Instructional Leader/Family Support Specialist, Regional Coordinator, and School Administrators.
In collaboration with the team teacher, provide parents, upon program entry, with program and other information regarding guidance, program requirements, and program policies.
In collaboration with the team teacher, record all family involvement.
Participate in the recruitment and screening of participants.
Collaborate with local agencies and community programs to identify and recruit families.
Share the responsibility of conducting screenings and evaluating results to determine program eligibility utilizing the Brigance Screens III or the Ages and Stages Questionnaires, Family Interview, and Home Language Survey.
Work with the team teacher and Instructional Leader/Family Support Specialist to enroll the most at-risk children, as determined by the eligibility point system for the Preschool for All/Expansion (3-5) program.
In collaboration with the team teacher, provide families with enrollment paperwork and complete other forms of documentation.
Participate in Child Find Screenings and provide ongoing screenings of children and document observations, working with the lead teacher to submit the Monthly Screening Eligibility Form to the Regional Coordinator/Center Director.
Administrative responsibilities.
Meet the needs of the families involved in the program.
Participate in ongoing team development with the other Prekindergarten Teachers, and Instructional Leader/Family Support Specialist staff and attend all staff meetings, regional meetings, reflective supervision, and Professional Learning Community meetings.
Maintain ongoing communication with Regional Coordinator, Instructional Leader/Family Support Specialist, Program Director, and central office.
Share in the responsibility of completing and submitting program paperwork such as absence requests, physical forms, annual inventory forms, meal records, transportation, substitute teacher paperwork, etc., in a timely manner.
Professional responsibilities.
Serve as a model of professionalism through ongoing communication and interactions with children, families, program staff, and collaborative partners, and all written documentation.
Follow all PFA/PFA-E and ECERS rules and regulations, including but not limited to maintaining accurate and complete records and children’s files and ensuring compliance with classroom material requirements.
Participate in annual performance evaluation process, including the annual program evaluation, professional development plan, self-reflection, and professional portfolio.
Participate in appropriate professional development opportunities such as workshops, conferences, and university classes.
Perform all duties as requested by the Regional Coordinator, Instructional Leader/Family Support Specialist and/or Program Director.
Minimum Qualifications:
Bachelor’s degree
Paraprofessional License registered in a Regional Office of Education by date of hire
At least one year of experience working in a prekindergarten setting or with prekindergarten-aged children.
Preferred Qualifications:
Bachelor’s degree in Education, Child and Family Services, Child Development, Social Work, Psychology, or other related field of study
Experience working in a prekindergarten classroom setting
Ability to read and/or speak Spanish
Experience implementing Creative Curriculum and Developmental Assessments (Early Learning Scale, TS Gold, Developmental Portfolios, ASQ/ASQ-SE, Brigance Screens III, etc.)
Experience with DCFS licensing standards in a childcare setting
Experience working with diverse populations of families with young children
