Classroom Assistant
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. But we should only include sections when posting has real specific content. We need to map content to these headings appropriately. We have: About the role could be the PRIMARY PURPOSE and general description. Responsibilities could be ESSENTIAL JOB FUNCTIONS (list). Requirements could be Experience And Education Requirements (list). Qualifications could be Additional Competencies/preferences? Might be overlapping. Skills maybe not explicit. Benefits: none given. Pay: we have Pay Level: Starting at $15.20 hourly, DOE. That's specific, so we can include Pay section. Schedule: Position Type: Part-Time, Seasonal. That's schedule info. So we can include Schedule section. We must not include headings with filler like "commensurate with experience". Pay is specific: Starting at $15.20 hourly, DOE. That's okay. We need to remove boilerplate: EEO, accommodation, etc. Also remove application instructions. We need to preserve all substantive information. So we need to include details from PRIMARY PURPOSE, ESSENTIAL JOB FUNCTIONS (list), BUS MONITOR (if applicable) (list), Team Expectations (list), Individual Expectations (list), Experience And Education Requirements (list), Work Environment (list), Other (list). Also maybe include Location, Program, Reports to, HR Contact? Those are metadata; we could fold into a short
or drop. The instruction: "do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." So we can include a short paragraph with location, program, reports to, HR contact maybe. But we should not repeat job title. We can include a
with location and program etc. We need to use
- for any list of duties/requirements/benefits. So for each list we need to wrap in
- . For prose we use
. We need to decide sections: About the role (maybe combine PRIMARY PURPOSE and general description). Responsibilities (essential job functions + bus monitor + team expectations + individual expectations? Might be too much. But we can separate: Responsibilities (essential job functions), Requirements (experience and education), Qualifications (additional competencies/preferences), Skills (maybe not present), Benefits (none), Pay, Schedule. We must not create sections without real content. Benefits: none given, so omit Benefits section. Skills: not explicit, maybe omit. We need to include Pay and Schedule sections because they have specific content. Thus sections: About the role, Responsibilities, Requirements, Qualifications, Pay, Schedule. Now we need to extract content. About the role: PRIMARY PURPOSE paragraph: "Delivery of high-quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Maintain quality birth to five environments with attention to safety and health prevention measures. Assist the Teaching Team in providing the best possible classroom experience for all children." We could also include location etc but that's metadata. Responsibilities: ESSENTIAL JOB FUNCTIONS list items (many). Also BUS MONITOR (if applicable) list items. Also Team Expectations list items. Also Individual Expectations list items. All are responsibilities/expectations. We'll combine them into one Responsibilities section? Might be long but okay. We need to preserve all substantive information. So we need to list each bullet. Let's extract each bullet from ESSENTIAL JOB FUNCTIONS: - Promote children’s growth and development by providing responsive care, effective teaching practices, and an organized learning environment. - Clean, sanitize and disinfect classrooms, equipment, and materials according to policies and procedures. - Complete additional tasks and job duties as assigned by supervisor. - Utilize The Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals. - Use positive guidance strategies to support social-emotional and behavioral health. - Perform teacher job duties in the temporary absence of the Teacher Assistant. - Ensure all Health & Safety policies and procedures are being followed and implemented, including handwashing, toileting and diapering, daily health checks, properly store and administer medication, and help facilitate oral hygiene in the classroom. - Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth. - Identify emergent or recurring developmental, medical, oral or mental health concerns. - Ensure children are supervised at all times and never left alone with volunteers. - Ensure children are signed in and out of class and bus and released only to authorized adults. - Perform classroom and playground safety check, if assigned. - Maintain appropriate ratios and group size at all times. - Ensure culturally and linguistically appropriate materials are available in classrooms. - Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model. - Provide family-style meal service with sufficient time for children to eat; sit with children to provide supervision, socialization and choking prevention during meals; encourage parent participation and invite parents to join mealtimes. - Ensure children have access to safe drinking water throughout the program day. - Support parents as primary educators of their child. - Welcome parents into facilities during program hours and provide opportunities for parents to volunteer. - Engage parents in site parent committees for each center and support Policy Council representatives. - Document services provided into appropriate data base systems. - Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well-organized records. - Participate in on-going communication, promote problem solving and conflict resolution within assigned team(s). - Facilitate communication with others by using available technologies (e.g., phone, fax, e-mail, file sharing) - Establish consistent weekly schedule including time for team communication. - Collaborate with team members to identify approaches to solving issues, develop follow-up plans, and prepare for home visits and other family contacts. - Ensure family confidentiality by limiting conversations about families and access to their records to those directly involved in providing services to them. BUS MONITOR (if applicable) list: - Complete required bus monitor training. - Receive direction from the Bus Driver to ensure a safe transportation system. - Ride bus to and from class and on field trips: greet children and parents, share information, perform health check, and monitor children’s behavior for safety at all times. - Monitor emergency information changes and notify team of those changes. Team Expectations list: - Teamwork - We join our individual strengths together creating teams and circles of cooperation to promote innovative thinking and bring opportunity to our community. - Partnerships - We create collaborative community partnerships to best leverage all resources available for the benefit of the community. - Diversity - We welcome and accept differences and honor our co-workers and clients by treating each person with equality, dignity, and respect. - Confidentiality & Ethics - We maintain a high standard of ethics and integrity to respect the confidentiality of clients and staff. - Physical Safety - We respond promptly to address health and safety needs or concerns for clients and staff. - Communications - We encourage timely, open-minded, respectful, and direct communication to alleviate controversies and foster a safe, productive workplace. - Health & Sustainability - Recognizing the importance of physical, emotional, and environmental health, we seek to inspire and model healthy, sustainable living. - Public Relations - We recognize that each of us represents the entire agency in our public interactions and strive to act in a consistently professional and unbiased manner. - Professional Growth - We provide an environment supportive to personal and professional growth, cross training, and advancement. Individual Expectations list: - Attend staff meetings, center meetings, and/or other workshops/meetings as notified - Maintain a positive attitude regarding ORCCA and all its programs along with the Head Start program and philosophy - Model behaviors that demonstrate an understanding, acceptance and welcoming of diversity - Maintain respect and positive communication regarding all children, families and staff. - Maintain confidentiality of client and staff information. - Maintain open, two-way communication with staff - Accept suggestions and guidance from supervisor and other management staff - Seek feedback on job performance and evaluate suggestions and guidance to incorporate in performance - Commit to further training. Develop an individual training plan using program tools, as appropriate. - Adhere to agency procedures as a mandated child abuse reporter - Regular attendance is a requirement of the position. - Ability to perform the job with or without reasonable accommodations Experience And Education Requirements: This is a bit messy with multiple bullet-like paragraphs. Let's extract: Experience And Education Requirements: - Infant/Toddler, including Baby Promise (in order of preference) - Infant/Toddler Childhood Development Associate (CDA) credential - Oregon Registry Step 7 or higher - Enrolled in Infant/Toddler Childhood Development Associate (CDA) credential - Minimum Requirements: High school diploma or equivalent - Additional Competencies/preferences: Paid experience working with infants/toddlers preferred - Preschool - Preschool Childhood Development Associate (CDA) credential - Oregon Registry Step 7 or higher - Minimum Requirements: High school diploma or equivalent (Upon hire, must be enrolled in CDA program to be completed within 2 years) or - High school diploma or equivalent (Upon hire, must be enrolled in AA program with professional development plan to achieve Oregon Registry Step 7 or higher within 2 years) - Additional Competencies/preferences: Paid experience working with preschoolers preferred We need to preserve all substantive information. We'll turn into list items. Work Environment list: - Geographic Area: Coos, Curry, and Coastal Douglas Counties. - Primary Worksite: May lift items up to 51 pounds with or without reasonable accommodations. - Access to indoor office, in a climate-controlled environment; may not have access to sunlight. - Regular activities outside in a non-climate controlled environment. - Regular kneeling, bending, stooping and sitting on the floor. - Regular walking and standing for prolonged periods of time. - Occasional events outside of the office at irregular hours will be required. - Attendance at off-site staff training events will be required. - Some travel-Required ODL and proof of insurance (ORCCA Policy). - Other: Must be enrolled in the Oregon Department of Education-Child Care Division Central Background Registry at time of hire and update it as required. - Pediatric First Aid/CPR Certification within 30 days of hire and update it as required. - Oregon Food Handler’s card or ServSafe® Food Safety Certification (prior to meal service) within 30 days of hire and update it as required. - Health Appraisal within 30 days of hire and update it as required. - A current Oregon Driver’s License is required. - Proof of automobile liability insurance [at] $100,000/300,000 liability limits and maintain such limits. - Reliable transportation for getting to work. - Must be free from illegal drugs, may be subject to suspicion testing. We need to keep all. Now we need to decide where to put Work Environment. Could be part of Requirements or Qualifications? The instruction says use headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Work Environment could be part of Requirements or Qualifications. Since it's about work conditions, maybe put under Requirements? But Requirements already used for experience/education. Could split: Requirements (experience/education) and Qualifications (work environment, additional competencies). However the instruction says "Prefer a few substantive sections over many thin ones." So we
- . For prose we use