Reports to: Pre-Primary Facilitator

Employee Group: Non-Union


This is a term position from January 28, 2019 to July 5, 2019. The Support Early Childhood Educator does not work in the summer months, December holiday period and March Break.



Scope of Responsibilities:

The Support Early Childhood Educator (SECE) will support the Lead Early Childhood Educator (LECE) within the Pre-Primary Program Team, to ensure a supportive and secure environment for young children attending the Pre-Primary Program.

The SECE will receive daily direction from the LECE and support him/her to create and maintain an engaging learning environment, one in which children are encouraged to explore and create new knowledge through their experiences and social interactions with others. The SECE will support the use of evidenced-based practices and professional judgement to ensure the environment is focused on the holistic development and overall well-being of the child/ren. Working cooperatively with the LECE, the SECE will be responsible to support the implementation of the Pre-Primary Program using the Nova Scotia Early Learning Curriculum Framework.

The SECE will be an active member of the school team reporting to the Pre-Primary Facilitator and will work cooperatively with the LECE to support the consistent delivery and assessment of a high quality early learning experience for children attending the Pre-Primary Program. In addition, the SECE will act in the place of the LECE as necessary.


Qualifications:

  • ECE Level 2 (2-year Early Childhood Education Diploma from a recognized post-secondary institution) or 3 ( Bachelor’s degree in early childhood education from a recognize post-secondary institution) is preferred;
  • SECE can be Level 1 or school-age approval but must agree to commence work towards an ECE Level 2 or 3 credential;
  • Valid standard First Aid training;
  • Satisfactory Criminal Record and Child Abuse Registry Checks


Experience:
  • A minimum of 3 years of recent experience with pre-school aged children;
  • Experience with developmentally appropriate observation, documentation and authentic assessment strategies;
  • Experience working with children and families with diverse cultural backgrounds, experiences, and developmental needs;


Abilities:
  • Possess an in-depth understanding of child growth and development and demonstrated knowledge and experience using a play-based pedagogy and child-centered; developmentally appropriate practices;
  • Ability to translate theory and best practices into action in early childhood settings;
  • Ability to create inclusive and responsive early learning environments that support the diverse and special needs of all children;
  • Strong interpersonal and communication skills;
  • Proficient computer skills suitable for report writing and internet research/applications.


Task Dimensions:

In cooperation with the Lead ECE, the responsibilities of the SECE include but are not limited to:

  • Creating an active and dynamic learning environment that supports and includes all children;
  • Working with the Lead ECE to clarify roles and responsibilities, establish classroom routines and procedures that will set the stage for a positive learning environment;
  • Delivering developmentally appropriate and engaging programming that is responsive to the interests and cultural needs of the children and community;
  • Observing, assessing and documenting children’s developmental progress;
  • Facilitating family, caregiver and community involvement in program;
  • Welcoming and have open communication with families and caregivers regarding their children experiences and the program offered;
  • Reflecting children’s lives in ongoing displays and celebrations throughout the year;
  • Providing timely identification of and responses to children and families in need of additional supports and services are partners with community-based providers to ensure that children’s individual developmental needs are addressed within the context of the Pre-Primary Program;
  • Supporting the LECE in writing transition plans for children requiring additional supports in preparation for entry into primary;
  • Supporting children’s development with materials and resources that focus on emergent literacy and numeracy skills, in particular; play based skills, social emotional skills and gross and fine motor development;
  • Demonstrating an understanding of young children’s characteristics and needs, and of the multiple interacting influences on children’s development and learning, when they are in the presence of a welcoming, inclusive early learning program;
  • Understanding appropriate behavior guidance strategies for young children and is able to implement them in consideration of School Board and EECD policies and procedures;
  • Collaborating with the LECE to ensure the pre-primary students are welcomed and a part of the school community;
  • Providing nutritious snacks using knowledge of the food and nutrition guidelines;
  • Supporting the LECE in the day to day management of the classroom including assisting in the organizing of all daily programming, supports for students, organizing special events and extra- curricular activities;
  • Participating in a comprehensive, ongoing evaluation of the Pre-Primary Program via the Continuous Quality Improvement process;
  • Complying with OHS regulations;
  • Other duties as assigned.


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