Early Childhood -Care Teacher

EC After-Care Teacher Position Statement

Reports To: Director of Institutional Impact

FLSA Status: Hourly

Schedule: 10 Months

Division: Early Childhood

Schedule: 2 pm-6 pm EC when students are present; varying schedule during conference weeks

Provide support to the School, teachers, and families by creating a nurturing and safe environment for students and lead additional staff who support the program.

Essential Functions The essential duties and responsibilities of this position include, but are not limited to:

Professional Work Habits & Mission Alignment

Professional Standards & Conduct: Consistently upholds professional standards of personal presentation, punctuality, attendance, and engagement at meetings, duty coverage, safety protocols, decision-making, and maintains required credentials.

Commitment to Dawson Culture: Demonstrates a comprehensive understanding and support of Dawson's mission, vision, core values, and diversity statement; actively participates in school-wide events.

Confidentiality & Ethical Practice: Honors confidentiality of school, student, and family information and demonstrates ethical decision-making in all professional contexts. Talks to people and not about people.

Working Agreements: Upholds Dawson working agreements, such as assuming positive intentions in all interactions, holding self and others accountable for the impact of words and actions, mindfully sharing the air, and proactively looking for solutions before problems escalate.

Knowledge & Expertise

Work closely with the Dean of Early Childhood and the BASE Coordinator to ensure we offer a BASE program in alignment with the School’s Core Values. Be knowledgeable of the interests of the students and families

Ensure the emotional and physical safety of all students. Be knowledgeable of student health and safety policies, including but not limited to Epi Pens, allergy lists, and first aid supplies

Ensure daily attendance for BASE, before-care, and after-care is sent to the BASE Coordinator daily

Support the daily dismissal of students to their division

Monitor supplies for the program, i.e., books, crafts, and games

Facilitate whole-group instruction utilizing multiple strategies, such as a balance of individual, small-group, and whole-class activities

Assist with classroom preparation and organization

Follow and execute lesson plans created by the BASE Coordinator

Embrace a continuous improvement mindset and critically reflect upon teaching and learning

Embrace cultural competency and commit to ongoing growth in the areas of diversity, equity, and inclusion

Support and value social-emotional learning

Create a student-centered and intentional before-school environment

Redirect students by maintaining mutual respect and dignity

Demonstrate an awareness and responsiveness to student needs and behavior; employ a relational discipline approach

Maintain a positive and caring relationship with students and families, communicate as needed about student activities and behaviors, and remain responsive to concerns

Professional Growth & Self-Awareness

Self-Reflection & Growth Mindset: Demonstrates deep self-awareness, consistently seeks feedback, identifies areas for improvement, and implements meaningful changes to practice.

Professional Learning & Adaptation: Creates personal development plans, actively seeks learning opportunities, and demonstrates flexibility in adapting to Dawson's culture and practices.

Effective Communication & Listening: Demonstrates excellent listening skills, remains alert to diverse perspectives, and communicates effectively with various stakeholders throughout change processes.

Care for Others & Community Investment

Family Communication & Partnership: Establishes reliable, clear communication systems with families, regularly shares student progress, and responds appropriately to concerns with supervisor consultation.

Team Collaboration & Engagement: Actively participates in team meetings and collaborative efforts, contributes positively to grade-level or department teams, and seeks appropriate guidance from colleagues.

Learns From Others: Consistently consults with mentors, supervisors, and colleagues for guidance on student interventions, parent communication, and classroom challenges.

Identity Awareness: Demonstrates a commitment to ongoing cultural competency and exhibits a deep understanding of how identity and lived experiences influence relationships and interactions.

Qualifications, Education & Experience

Three to five years in a school setting, supervising children ages 2.5-5

NABS and TB Test results are required to fill this position. The School will cover these costs.

High school degree or other certifications related to education preferred;
Bachelor's degree preferred

High level of computer technical skills required, utilizing Google Suite products; program management systems; MAC experience, and database or website maintenance a plus

The work environment characteristics described here are representative of those an employee…