Center Resource Partner

It is the responsibility of the Center Resource Partner to assist the teacher to plan, organize and direct the operation of programs for a specific group of children providing a high-quality environment in which each child achieves the highest level of social, emotional, physical, and intellectual competence. Ensure classroom environment is age appropriate and meets all HS and licensing (Early Childhood Environmental Rating Scale (ECERS) standards.

Maintain a clean classroom environment, and is responsible for sweeping- throughout the day, wiping up spills as needed and removing trash and vacuuming classroom rugs as needed.

A Center Resource Partner should demonstrate competency to perform the following functions:

• Planning and implementing learning experiences (if assuming the role during short term/ long term support) that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy, phonemic, and print awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, their understanding of early math and early science, their problem-solving abilities, and their approaches to learning.
• Establishing and maintaining a safe, clean, healthy learning environment.
• Support all surrounding centers in their geographical assigned area
• Supporting the social and emotional development of children.
• Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families.

• Assist in organizing and using space, materials, and routines to construct an interesting, secure, and enjoyable environment that encourages play, exploration, and learning.
• Assist in developing and implementing an integrated program of activities, experiences and opportunities which contribute to the growth and development of each child and are appropriate to the developmental levels of the children being served.
• Use available community resources and age-appropriate activities to enrich the children's experience in the classroom.
• Ensure that the classroom respects and reflects the diverse backgrounds and learning styles of each child.
• Assist in creating and maintaining an environment appropriate for children in adherence to HSPS, CLASS, NCPK, NAEYC and Early Childhood Environmental Rating Scale (ECERS)
• Perform any other job‑related tasks as assigned.
• Bus monitoring duties as assigned. The bus monitor is responsible for providing support to the students during the transport, loading, and unloading of the school bus to ensure the safety of all passengers.
• Participate in after‑hours family engagement and enrichment activities.

• Maintain effective communication with children that fosters physical, social, emotional, and intellectual development.
• Use questioning, probing and problem solving as interactions which promote learning.
• Interact with children at their eye level using a voice which is pleasant and encouraging.
• Assist in providing opportunities for children to understand, acquire and use verbal and non‑verbal means of communicating thoughts and feelings.
• Assist in providing opportunities for children in small and large groups and individually.
• Use conflict resolution techniques which are appropriate for the developmental level of the child.
• Provide for smooth transition from one activity to another activity without requiring the children to wait.
• Actively engage in procedures to ensure all children are properly supervised. Ensure that Face to Name Transition Forms is completed with accuracy.
• Ensure that Zoning is happening both indoor and outdoor learning environments.
• Ensure that the 6 Active Supervision Strategies are adhered to:
  Set up the Environment, Position Staff, Scan and Count, Listen, Anticipate Children’s Behavior, and Engage and Redirect
• Support classroom environment by providing individualized care for children, including positive behavioral supports, and engage wholly in classroom activities and transitions to…