Supportive Intervention Teacher

Main Responsibilities

• Provide trauma-informed services to youth ages 6 weeks to 12 years with developmental delays for survivors of domestic/sexual violence and homelessness.
• Utilize a hands-on, child-led engaging environment to enhance and promote developmental skills in both the classroom and outdoor environments.
• Develop, implement, and monitor long-term investigations to increase physical, cognitive, emotional, and social development delays for children exposed to trauma.
• Complete all required documentation daily to remain in compliance with our agency, NAEYC, DFPS Childcare Licensing, Bright Beginnings & Collaborative for Children.
• Transport children as needed to fieldtrips and other childcare related activities.
• Auxiliary children with daily activities and age-appropriate life skills.
• Ensure that the environment meets NAEYC’s sanitation and safety requirements, by utilizing daily opening/closing and classroom checklist, in addition to completing daily chores.
• Adhere to and maintain the center’s status as a Bright Beginnings Stellar Center by: (a) actively embracing and modeling the program philosophy of a pedagogical leader utilizing the Reggio Emilia approach, children, and parents; and (b) ensuring compliance and implementation of all program requirements for ongoing education/training for staff.
• Ensure optimal coverage is provided (ratio of staff to children) to maintain compliance with accreditation and licensing requirements.
• Keep abreast of developmentally appropriate practices and childcare standards and implement as appropriate.

Required Skills & Qualifications

• At least 18 years of age, in accordance with Childcare Licensing requirements.
• If applicable, bilingual Spanish/English required.
• Effective communication with diverse populations and people with mental disabilities.
• Ability to prepare written professional documentation using appropriate grammar.
• Demonstrated ability to handle crisis situations and implement a plan of action with no supervision.
• Demonstrated ability to comprehend the impact of circumstances/environment on the children and the ability to provide children with support and appropriate attention.
• Demonstrated skill in classroom control and discipline as indicated by ability to set rules/let children know what is expected, orient attention away from inappropriate behavior and show approval/reinforce appropriate behavior.
• Demonstrated program management proficiency, as indicated by ability to provide detailed team planning for consistency/coordination and provide feedback/instruction to teachers on a consistent basis.
• Possess self-management skills by setting limits and boundaries as indicated by ability to set professional limit on role separate from parents and provide full information so parents can make decisions in the best interest of the child(ren).
• Possess interpersonal competencies by demonstrating the ability to understand the perspectives and feelings of others; and the ability to interpret non-verbal messages.
• Demonstrated ability to facilitate support groups that are age-appropriate.
• Identify professional boundaries and adhere to Social Work Code of Ethics.

Preferred Skills & Qualifications

• High School Diploma or GED, preferred.
• Child Development Associate (CDA), highly desired.
• Knowledge of the dynamics of sexual/domestic violence and the impact on survivors; specifically, infants, toddlers, preschoolers, and school-agers; preferred, not required, but willingness to learn essential.
• Knowledge of community and legal resources to assist survivors of domestic/sexual violence, and homelessness, as well as legislation applicable to the education of children; preferred not required.