Job Requisition Number: 26792. 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 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, responsible for supporting a play-based, emergent curriculum including 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. Teachers develop and lead 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). Teachers are responsible for 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. Teachers are also responsible for regular parent communication and interaction regarding their 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.
Teaching Responsibilities •Provides primary care giving in a safe and developmentally appropriate manner aligned with CCL and CDE requirements and ECEP’s curriculum and philosophy practices. •Maintains daily intake forms and ensures daily professional communication with parents. •Escalates parent communication for injuries and/or behavior/developmental concerns. •Performs and records focused child observations which includes CDE required DRDP assessments for all children. •Prepares materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs. Plans and provides 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 intake for new students and parent/teacher conferences (fall and spring) or more frequently if needed. •Collaborates with classroom team members to develop programs and summary of findings that respond to parent survey summaries, Desired Results Developmental Profile (DRDP) findings, and related ITERS/ECERS ratings which evaluates the classroom environment. Also, working knowledge of the Classroom Assessment Scoring System (CLASS), where appropriate to evaluate teacher/child interactions and engaging environments. Attends ECEP sponsored trainings and supports any other classroom and quality/teaching effectiveness tools that may also be used as the program adopts new approaches based on research and CDE and other funding requirements. •Includes all children regardless of developmental level and or presenting temperament. •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 and updates needs and services plans quarterly.
Classroom Responsibilities •Maintains a positive, safe and nurturing environment for young children and families. •Develops trusting and professional relationships with children, parents, and colleagues. •Performs daily health and safety checks on children throughout the day and alerts parent(s), classroom families, and Center Director as appropriate. •Conducts classroom equipment and playground safety inspections daily and notifies Center Director for areas requiring maintenance or replacement. •Maintains well organized classroom by continually restoring and enhancing the environment so it’s suitable for young children. •Establishes and updates needs and services plan, DRDP portfolio, and assessment of each child in primary care group. •Models ECEP philosophy and standards of professionalism. •Coaches substitute teachers, student assistants and volunteers and communicates performance or training issues to Center Director in a timely manner. •Completes classroom environmental ratings (ITERS/ECERS) annually. •Maintains child family confidentiality of information and records. •Ensure parents sign-in/sign out during assigned shift; be aware of attendance throughout the shift to ensure appropriate ratios and child safety, and record meal counts at point of service •Practices emergency drills as required by state regulations. •Supports classroom team by taking time to share relevant information with co-workers as soon as possible without jeopardizing supervision of children. •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 •Provides additional on-the job training and on-going coaching to assigned student assistants (SA) in collaboration with Site Coordinator or Center Director as outlined in ECEP Teacher Resource Guide and provides input into their evaluation. Provides input to Center Director on training and resources to improve SA hiring and training process. •Participates in classroom parent meetings, parent conferences and special center events. •Plans and leads center intake meetings and orientation of new families. •Contributes to center newsletter and communications. •Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community at large. 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. •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. •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. •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. •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 and DRDP Tech. •Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development •Demonstrated time management skills to develop appropriate lesson plans and meet all reporting requirements for tracking student development and adjust to unexpected team shift absences •Ability to proofread own work (DRDPs, documentation boards, email or other communication, etc.) for accuracy. •Ability to work with diverse clientele professionally using patience, tact, sensitivity and diplomacy. •State of California Child Development Teacher Permit (or higher level). •3 or more ECE Infant or Toddler units required if hired for an infant/ toddler room. •Demonstrated ability and experience to teach and work independently in a center-based child care program •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 a Teacher. •Effective written and verbal communication skills.
Education/Training: •Maintains current CA Teacher’s Commission Child Development Teacher Permit or higher. •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.