Assistant Float

A dynamic forum focused on the experience of childhoodand the process of learning

The ECE I or ECE II will advance Rise Early’s mission to holistically and equitably support the developmental needs of young children from families of varying incomes, races, ethnicities, religions, and cultures to promote long-term social, emotional, and academic developmental success. They will accomplish this goal by providing continued support in one of the center’s 4 classrooms in partnership with two lead teachers to make a teaching team.

• Daily support of individualized learning plans that meet the individual needs of young children and adhere to an anti-bias, nature-inspired, play-based, informed philosophy
• Model social/emotional skills development / Adhere to positive behavior guidance practices
• Collaborate with classroom teachers in planning, development, and implementation
• Support teachers in maintaining the assessment records for each child
• Cultivate and maintain an inclusive culture in the classroom for all children and families
• Manage health and food needs for children in the classroom per Child and Adult Care Food Program (CACFP), Department of Human Services (DHS), and Minnesota Department of Health (MDH) guidelines
• Model and practice confidentiality to all family members, children, and staff
• Actively participate in individual curriculum coaching and professional development opportunities, aligning with personal SMART goals
• Support environment design while maintaining clean, organized, and & aesthetically beautiful classroom and center spaces
• Connect experiences within the school, other centers, and community. ECE II and ECE IIIs are responsible for maintaining a relationship with one community organization within St. Louis Park to act as a liaison between Rise Early staff & families and the community.
• Maintaining health and safety in compliance with MN Licensing Rule 3 and early childhood best practices
• The philosophies, goals, and general policies of Rise Early Learning Center
• Ability to implement directions / take ideas into consideration from the Administration and colleagues
• NAEYC Advancing Equity in Early Childhood Education position statement & NAEYC Code of Ethical Conduct
• Attend all required meetings

Support the implementation of meeting standards of MN DHS licensing regulations, MN Visiting Nurse Policies and Procedures, and Hennepin County Health Codes.

• Support the implementation and development of Rise Early’s curriculum and learning experiences within the classroom environment
• Rise Early philosophies of practice include (but are not limited to):
• The Reggio Emilia Approach
• Positive Behavior Support
• NAEYC
• Nature Explore
• Parent Aware
• MN Early Childhood Indicators of Progress
• Trauma informed best practices
• Developmentally Appropriate Practices
• Support teachers with family conferences and intentional two-way communication.

• Greet children and families, colleagues, and stakeholders in a welcoming manner
• Share essential information with teaching teams and/or families (i.e., classroom counts, parent messages, children’s needs, daily notes, environmental needs, etc.)
• Support teacher to update daily notes, documentation, and conference planning regularly and as appropriate

• Holistically and equitably support the developmental needs of diverse young children to promote long-term social, emotional, and academic developmental success
• Seek independent growth and development to understand race, culture, and identity. Including but not limited to reflective practice, professional learning communities, and professional development to strive to cultivate more equity, inclusion, and belonging

The ECE I must be building proficiency in:

• Early childhood stages of growth and development
• Social/emotional and physical health of children
• Building family relationships and connection
• Prompt, strong communication, interpersonal relationship-building skills with colleagues, community, and children
• Classroom management
• Organizational skills

The ECE II must be proficient in:

• Early childhood stages of growth and development
• Social/emotional and…