Early Learning Behavioral Support Staff

Description

• The Support Staff - Behavioral assists the classroom teacher with challenging behaviors, social emotional learning curriculum, documentation, and maintaining a safe and healthy environment for all children and staff. Under the direction of the classroom teacher, delivers comprehensive educational services to all children, helping them develop socially, intellectually, physically, and emotionally.

Requirements

ESSENTIAL FUNCTIONS:

• Collaborate with classroom teachers and site director to support toddler through pre-k teachers in managing disruptive behaviors in the classroom. Disruptive behaviors include but are not limited to verbal/physical aggression, defiance, overly energetic demeanor, social communication difficulties, and other general social-emotional concerns as needed.
• Provides special help and support to individual children as needed or assigned.
• Assist in collecting necessary data to support Social Emotional Learning as assigned.
• Support Social-Emotional Specialist in implementing evidence-based curriculum as well as other social-emotional tools and behavioral strategies provided to teachers.
• Must feel comfortable intervening in fast-moving, difficult situations between multiple children.
• Commitment to fostering positive development in youth 1 years to 5 years.
• May assist in classroom duties as requested by the teacher including but not limited to:
• Sanitizes tables and cleans chairs.
• Sweeps floors, especially under tables and chairs.
• Cleans general areas of the classroom and playground as assigned.
• Helps supervise children in other interest areas of the classroom as directed by the teacher.
• Support the program goals of the YMCA as a whole and the Early Learning Academies in particular
• Adhere to YMCA policy and procedures; respond to emergency situations within the scope of training.
• Any other duties as assigned by supervisor.

ADDITIONAL RESPONSIBILITIES:

• Maintaining and striving for an openness to understand and work with the goals and objectives of Early Learning and child development.
• Attendance and participation in scheduled staff meetings, as well as workdays throughout the academic year as scheduled. Ability to attend all trainings, events, and meetings as required even if scheduled outside normal working or regular scheduled hours.
• Responsible for upholding all staff safety requirements including cleaning protocols throughout the day, as required by my department.

QUALIFICATIONS:

• High school diploma or GED required, some college or experience in Early Education or Child Development preferred.
• Strong organizational skills and ability to prioritize workload.
• A deep love for children, respect for parents, enjoyment of working in collaboration with faculty and staff colleagues, joy and enthusiasm in their work, and a commitment to self-development.
• Experience in implementing or supporting any preschool social-emotional curriculum or willingness to learn (e.g. Conscious Discipline, Pyramid Model).
• Familiarity with CLASS (Classroom Assessment Scoring System) or willingness to learn.
• Familiarity or knowledge of developmental disabilities that may cause atypical behaviors in children or willingness to learn.
• Ability to communicate effectively with center staff regarding the behavior of a child.
• Must be able to work together with teachers, Director, and Social-Emotional Specialist to target the needs of a child that requires repeat attention.
• Strong written and verbal communication skills
• Successfully complete DCF background screening requirements as well as meet the association policies on background screening.

EXPERIENCE, CERTIFICATIONS AND TRAINING REQUIREMENTS:

• Infant/child CPR & First Aid
• Annual completion of YMCA Blood Borne Pathogens training
• Annual completion of YMCA Child Sexual Abuse Prevention class
• Staff Safety Requirements/Cleaning Protocols
• Successfully complete DCF background screening requirements as well as meet the association policies on background screening.
• Additional training classes as recommended.

WORK ENVIRONMENT & PHYSICAL DEMANDS:

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Present a clean, well-groomed appearance
• Ability to run, walk, stand, and sit (including on the floor) for long periods of time.
• Exposure to commu