Early Intervention Classroom Float

Purpose:

Provide essential support to teachers and children ages 12 months – three yearsin various classroom settings within the Early Intervention Blended Program. Moving between different classrooms to provide assistance where needed, ensuring that teachers and children have the resources and assistance required. Promote social-emotional growth and encourage self-confidence in children.

Key Responsibilities:

• Move between classrooms as needed, assisting different teachers and adjusting tovarious teaching styles and classroom environments.
• Provide short-term relief for teachers and classroom assistants when necessary.
• Assist with daily classroom activities, in various classrooms as needed, such asartwork, music, free play, story time, snack time, and other duties as directed, toinclude, but, not limited to cleaning and diaper changing.
• Help manage the classroom environment to ensure it is conducive to learning.
• Provide one-on-one support or work in small groups to assist children.
• Supervise and assist children to ensure their safety and comfort during all daily activities.
• Help monitor children’s behavior and encourage positive interaction.
• Promote a positive learning atmosphere by offering encouragement and positive reinforcement to children.
• Work collaboratively with all EI staff, parents/caregivers, and members of the multidisciplinary team.
• Help with administrative duties as advised.
• Perform other duties as directed by Early Intervention Manager.

Qualifications:

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Education:

High school diploma or equivalent.
•

Experience:

1-2 years of direct experience in an Early Intervention, Preschool or child care setting.

Demonstrated experience working with families from diverse backgrounds.
• Knowledge:

Familiarity with infant / toddler development.
•

Certifications:

Eligible for appropriate certifications.

Complete required yearly trainings for SUTQ regulations and First Aid / CPR.
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Skills:

May be required to lift, carry, or pull up to 50 pounds.

Frequently requires sitting, standing, walking, bending, squatting, kneeling, and reaching, often for extended periods of time.
• Behavior Management

Skills:

Preferably trained in behavior management techniques.

Core

Skills:

Exceptional interpersonal and communication skills, both oral and written.

Strong time management and organizational skills.

Experience working with diverse communities and adapting approaches to individual family needs.

Access to Protected Health Information:

E-mail, Protected Health Information (PHI) paper and electronic (PHI)