Assistant Teacher Early Childhood Ages 6 weeks-3 yrs

We need to output HTML fragment with sections: About the role? The posting includes "About This Role" then "Job Description". We need to use

for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must include only sections that have real specific content. The posting content. We need to parse the content. The posting includes: - About This Role: "Ask about earning a $600 sign on bonus*" (maybe a bullet). Also "Position: Assistant Teacher *Ages 18+ *because of working with infants*". Also "Supervised By-Reports To: Lead Teacher & Director- not allowed to be alone in a classroom until 455 hours & all pdis classes are completed- Salary range: $17/$18/hr". So we have salary info: $17/$18 per hour. That's Pay section. - Job Description: includes many responsibilities/duties. So we can have Responsibilities section with list items. - Qualifications: "High school diploma or equivalent, at least 18 years of age. Ability to complete 22 hours of training via Colorado Shines online, free training before working." - Experience: "Some previous hands-on experience working with children". Could be part of Qualifications or separate Experience. We can include under Qualifications or maybe a separate Requirements? The instruction: Use headings for About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we can map: - About the role: includes sign-on bonus, position title, ages, supervised by, maybe salary? But salary is Pay. - Responsibilities: list of duties (the long paragraph). We'll need to break into list items. - Requirements: maybe includes age, training, etc. But we already have Qualifications. Could combine. Better: Use About the role for general description, Responsibilities for duties, Qualifications for education/training/experience, Pay for salary, Benefits maybe none (sign-on bonus could be considered benefit? It's a bonus, maybe under Benefits). The posting mentions "$600 sign on bonus*". That's a benefit. So Benefits section. Schedule: Not mentioned explicitly. No schedule info. So we should not create Schedule. Skills: Not explicitly listed; maybe we could infer but we should not create unless content. So skip. Requirements: Could be separate from Qualifications but we have Qualifications covering education, training, experience. Could also include "Ability to complete 22 hours of training". That's qualification. So we can put Requirements maybe empty; better to omit. Thus sections: About the role, Responsibilities, Qualifications, Pay, Benefits. We need to preserve all substantive information, not invent or summarize away detail. Must not include boilerplate like EEO etc. The posting includes a lot of prose; we need to extract into list items for responsibilities. Must not lose details. We need to format as HTML fragment: use

for each section heading, then content: either

for prose or

• for lists. We need to avoid repeating job title as heading. The page already shows it, so we don't add heading for Assistant Teacher. We need to not put Job ID/requisition numbers as headings; none present. We need to remove cookie/navigation/legal/EEO etc. The posting doesn't have those. We need to preserve all substantive information: The long description includes many responsibilities; we need to capture them as list items. Must not lose any detail. That's a lot; we need to parse the responsibilities paragraph and break into sensible list items. We can create list items each covering a distinct duty. Must be careful not to omit. Let's extract responsibilities from the text after "Summary of Position:" and onward until maybe "Working with Co-workers". Actually the whole thing after Summary of Position is responsibilities. We'll need to split. I'll attempt to create list items covering each bullet-like sentence. Given the length, we need to be comprehensive but not overly verbose. However we must preserve ALL substantive information; we cannot summarize away detail. That means we need to keep essentially all the info, maybe by using long list items that contain sentences. We can create a
  with many
  • each containing a sentence or clause. Let's go through the text and pull out distinct responsibilities. I'll copy the responsibilities section (starting after "Summary of Position:"). Text: "The Teacher Assistant means a staff member who works under the supervision of the Lead Teacher, Program Director & is responsible to assist with a group of children, with doing routine tasks so the Lead teacher has more time to ‘teach’ and assists in the implementation of social/emotional training/modeling for the children 1st/foremost. Teaching children how to be a good human, manners, teaching sign language & language skills is essential. General work habits: Arrives on time to work or 5 minutes early.Is reliable in attendance.Gives ample notice for absence. *2 weeks preferred*Remains calm in a tense situation.Performs duties, cleaning needs, laundry, preparation & clean up before/after activitiesParticipate as an equal team member of all center staffAsk lead teacher &/or director what you can help with or what needs to be done & do it in a thorough & organized, yet quick fashion *any extra 5 minutes can be used to helpTeachers do not sit very often, when we do, we are directly talking to or teaching children how/when/who/why, Aids need to ensure teachers have the supplies they need & take care of laundry, dishes, stocking without disturbing themMaintains a gossip free and positive work environment.Follows the policies and procedures of the program. Health & Safety routines: Takes the lead to ensure all children wash their hands when The 1st time we enter the classroom for the day (lead them & assist in washing-our children are all too young to effectively wash their own hands) Teach kids to sing ABCs while lathering soap outside of the stream of water before rinsing coming in from outside play before eating after diaper changes & potty-training trips to the bathroomMaintain a safe, clean environment, but allow children to have ‘messy play’ oftenHave pleasant conversations with children during routine times (diapering, eating, transitions to encourage learning and social development). Give ample time to children verbally & visually when transitions will/are occurring. *Tablets have timer countdowns on them, we also have a large visual timer clock downstairs. Have frequent conversations with children or telling them what they’ll be doing next & when is essential.Communicating with fellow staff in the classroom working with you is also essential. Refraining about personal information, life issues need to be kept to a bare minimumContinually teach children self-helps skills use of utensils clean up (visuals are VERY helpful in teaching clean up skills) teach them how to open shoes to put them on or take them off, same with socks put coat on-when age appropriate and/or take them offProvide a quiet, calm and pleasant environment for rest time and naps.Children who have a hard time napping, might need their routine adjusted- how can you ease them into it better? After 30 minutes laying down give them something quiet on their cot to do or set up a quiet table activityUse proper procedures & appropriate times/situations for teacher hand washing. Always think about what you last did/touched with your hands before moving on to something elsePractices universal precautions to avoid/control blood borne pathogens & the passing of everyday germs Always think about the sanitation with anything you do before you do itCleans children- when children have a dirty face &/or dirty hands, we clean them, every time. We should never send a child home with a dirty face, dirty hands or a dirty diaper Change diapers a few minutes before you expect a child to be picked upTeaches and explain reasons for safety to children in a short, simple mannerLeave bathroom door ajar when inside helping a child with the potty, always wash hands even if no one went Interactions with children: Shows friendly, warmth and affection through appropriate contact (touching lightly on the shoulder, patting on the back, returning child’s hug).Eye to eye interaction at child’s level. Get down on their level, when they’re upset so you can help them calm down & work through the problemSit down on floor as often as possible near children, use your senses to hear/see what is going on & encourage cooperation, sharing & nice play.Uses the child’s name when speaking to them.Uses moderate and appropriate voice.Shows respect for children.Is aware of developmental levels & eager to learn more.Recognizes developmental differences between solitary play (playing alone), parallel play (playing along-side) and cooperative play (playing together).*no kisses on skin*Encourages independence and self-help as often as possible. Example; sitting down next to them instead of picking them up- having them try to put on/take off shoes or socks before you help themIntentionally spends time with children each day to support positive interaction and relationships.Avoids stereotyping and labeling.Reinforces positive behavior.Uses positive guidance techniques (redirection, use of own words, calm down time/take a break).Gives positive attention (smiling, watching, and chatting) to children when they are behaving well.Sitting down- teachers are expected to sit on the floor with the children in proximity. Sitting in one place across the room from the children, ‘watching’ them is what a babysitter can do, we are more aware & more educated about children & don’t/cannot do that. You are expected to interact with them, show them how toys & other items work, encourage them to extend their learning, give them examples, ask lots of questions for them to think & expand their knowledge.Teachers should sit at the table with kids when doing table activities & when eating & constantly interacting with them. Children learn from us every day in all of the things we say & do with them. Classroom Management: Creates an inviting learning environment.Keeps environment clean enough to be safe during the day. Play & teaching trump cleaning.Maintains a safe and organized environment, where children are supervised at all times.Follows the lead of the Lead teacher to include a balance of routines- alternate times of active activities & calming activitiesProvides age-appropriate activities, following the direction given from the Lead teacherSelects books and other language materials that are appropriate for children in classroom & teaches children how to properly & gently care for our books, toys & other materials. Example; we don’t step on books or toys, we walk around or we move it out of our way. *Pretend you’re buying the books/toys*Enriches children’s vocabulary by introducing and explaining the meaning of new words, teach them new words weekly.Helps children to learn about printed letters, words, colors, shapes and numbers in their everyday lives (crayons, markers, play-doh, scissors and puzzles). Giving names to things, verbally saying the words, visually showing the childrenProvides activities & experiences from all domains of developmentAssist Lead teacher in providing opportunities for children to explore and experiment with a variety of art materials without having to follow a set example or model (open ended).Assist in teaching how to build, put things together, take things apart, filling up buckets, emptying themProvides a variety of musical experiences such as singing, dancing, and finger play. Large motor/active moments are a necessity several times per dayParticipates & on occasion, leads a variety of musical experiences, stories, fingerplays. Sing along with songs/fingerplays, dance to the music with the kids, use expressive voices, creating excitement & participation from the kidsAbility to be silly, change your tone of voice, ‘act like a kid’, read a book with different voicesCreates opportunities for dramatic play by encouraging children to assume different roles (firefighter, doctor, chef) and creatively use their imaginations.Facilitates growth in all areas of development.Serves as an appropriate role model for not only the children but other staff members.Anticipates problems and redirects behavior.Is flexible and responsive to children’s needs.Assists Lead Teacher in preparation of activities, crafts & projects as lead teacher requestsAsk Lead Teacher ‘what