Early Learning Facilitators (Temporary positions)

Transcription

1 Edmonton Catholic Schools is now accepting applications for the position of Facilitators (Temporary positions) Edmonton Catholic Schools is a large urban school district whose mission is to provide a Catholic education that inspires students to learn and that prepares them to live fully and to serve God in one another. The District is comprised of over 42,000 students and 5,000 employees in 96 schools and other sites. Edmonton Catholic Schools requires Facilitators to work at various sites throughout the District. These positions are responsible for developing and delivering a variety of family programs in that are specifically designed for children up to five years of age and their parents. The incumbents may deliver family programs as well as plan and assist in educational program delivery together with teachers in non-traditional and classroom settings. The incumbents require specialized knowledge in the area of Early Childhood Development to handle key facets of the job. The job works independently in planning communication with parents and requires the incumbents to be autonomous and responsible. The job supervises Educational Assistants (EA) providing support in delivery of family programming. These positions are within the Unifor Collective Agreement and are Level 9, temporary positions ranging from FTE with a salary of $ per month based on 1.0FTE. These positions are funded through program unit funding. Positions to commence as soon as possible. For further information on this job opportunity, please contact Nancy Bergeron at nancy.bergeron@ecsd.net. To apply, please a letter of interest and resume by 4:00p.m., Thursday March 29 th, 2018 to: Nancy Bergeron, Manager, resumesearlylearning@ecsd.net Prior to employment, successful candidates will be required to submit clear Police Information Check and Intervention Record Check documents. We thank all candidates for their interest. Only applicants considered for the position will be contacted. Primary Responsibilities: Develop and deliver family programming, including transition programs prior to children entering into programs; Develop programming in collaboration with a teacher for non-traditional classroom programming. Non-traditional classroom programs include a variety of settings such as recreational center, mobile bus, daycares, etc.; Consult and collaborate with the team to support inclusive programming, i.e. the development of safe, appropriate verbal and emotional environments in early childhood settings, understanding of receptive and expressive language and strategies, fine motor strategies, etc.; Coordinate all facets of family programming, including registrations, organizational details, logistics and delivery. Qualifications: Degree or diploma in an area related to, plus three years of directly related experience; Early learning specialization (courses to include child development, communication, emergent curriculum and environments); Knowledge of the challenges and strengths of English Language Learners (ELL) and settlement services in the community; General knowledge of school systems and structures, community services for children and families; Knowledge of emerging multi-media technology and equipment, Microsoft programs including Excel, Outlook and databases; Strong consultation, facilitation, needs assessment, research and analytical skills; Must be able to work independently as well as collaborate with multi-disciplinary teams; Must be a Canadian Citizen or Permanent Resident. A complete job description is shown below.

2 Facilitator 9 Support Staff Job Description JOB IDENTIFICATION Incumbent: Present Classification: Facilitator 9 Supervisor s Name: Location: Various Working Title: Facilitator Requested Classification: Supervisor s Working Title: Supervisor, Department/Program: Learning Services-Enhancement/ JOB PURPOSE: Give a brief summary of the job, covering the main responsibilities, the framework within which the job has to operate and the main contribution to the organization. The job is responsible for developing and delivering a variety of family programs in that are specifically designed for children up five years of age, their parents and family members. The incumbent may deliver family programs, as well as plan and assist in educational program delivery together with teachers in non-traditional classroom settings. The incumbent requires specialized knowledge in the area of Early Childhood Development to handle key facets of the job. The job works independently in planning communication with parents and requires the incumbent to be, autonomous and responsible. The job supervises lower-level Educational Assistants providing support in delivery of family programming. JOB RESPONSIBILITIES AND ACTIVITIES: Normally a job has four to eight core responsibilities, each of which shows what the job is accountable for, within what framework, and what the added value is to the organization. For each responsibility, approximately four activities should be described. List the core responsibilities in ascending order of importance. 1. Develop and deliver family programming including transition programs prior to children entering into programs. 2. Develop programming in collaboration with a teacher for non-traditional classroom programming. Non-traditional classroom programs include a variety of settings such as recreational centre, mobile bus, daycares, etc. 3. Supervise lower-level Educational Assistants on a day-to-day basis including training, coaching, delegating and evaluating work 4. Act as supervisor of Educational Assistants during absences of the itinerant teacher 5. Consult and collaborate with the team to support inclusive programming i.e. the development of safe, appropriate verbal and emotional environments in early childhood settings, understanding of receptive and expressive language and strategies, fine motor strategies, etc. 6. Coordinate all facets of family programming, including registrations, organizational details, logistics and delivery. 7. Gather resources, materials required for programming by: exploring the creative curriculum in programs for early learning and care; selecting, planning and implementing creative experiences to support the development of literacy, numeracy/mathematics, art, music and drama; creating developmentally appropriate curriculum and planning concepts, including planning for play. 8. Collaborate with stakeholders involved in other initiatives in the city to establish consistent policy development and program planning, 9. Make recommendations on future resource needs for day cares; consult, plan and collaborate with schools and community partners in the development and implementation of programs 10. Support capacity building with other personnel within the environment including participation in hiring of childcare workers 11. Maintain knowledge through professional development activities PROBLEM SOLVING: Describe difficult or challenging situations the job is typically expected to solve; the degree of originality of the solutions; assistance available; and any problems or decisions that must be referred to a supervisor for resolution or approval The job is required to develop family programming as well as deliver many of these programs. This involves a variety of skills in creating programming that is suitable to the developmental needs of the children, understanding cultural backgrounds, acquiring interpreters where needed, partnering with various facilities, building relationships with families and the District. The job is required to resolve a variety of challenges as they will often be coordinating new programs i.e. transitions into early learning. Revised April

3 Facilitator 9 In non-traditional educational program settings, the certified teacher would typically visit every 10 to 14 days, so the job would be required to take the initiative to continue programming, using a variety of resources and supports provided to them. The job would be required to design the daily plans according to children needs. The incumbent would also be an integral contact between the teacher and the students and would be the ongoing main contact with the parents and the partners of the various facilities that they would be working with. (I.e. recreational centres, bus, daycares, etc.) There would also be situations where due to children with severe behaviour, the incumbent would supervise lower-level Educational Assistants who would be providing more specific support to the individual program plans, as designed by the certified teacher and the multi-disciplinary team. The job would also assist with digital literacies (i.e. storytelling/documentation). COMPLEXITY AND DIVERSITY: Identify the areas upon which the job has either direct or indirect impact. Measures that may be included are: program area, age of students, challenges, delays, conditions and disorders of students, work done independently, number of staff working in classroom, or any other significant values. Include examples that indicate the size of the job. The job is responsible for developing and delivering a variety of family programs in that are specifically designed for children up five years of age and their parents. The job supports the district and impacts students, parents, and the general public. The job may at times coordinate a variety of staff as they will be the lead on a range of early learning projects. The job would continue program delivery in the absence of the respective teacher for periods up to two week intervals (although always under the supervision of a teacher). This would involve on-going supervision and delegation of work to EA staff. In a school setting, the job would supervise the work of EA staff in delivering the goals of family programming as well as Individual Program Plans (IPP) of students. In non-traditional educational program settings, and in the absence of the teacher, the job would support the goals of the of the student s IPP. ORGANIZATIONAL CHART: A chart that includes supervisor, peers and staff MUST be included School Based Principal Manager, District Based Manager, Supervisor, Supervisor, Teacher Facilitator Facilitator Educational Assistant Educational Assistant DIRECTION, PARAMETERS and GUIDELINES: Describe the direction the job receives to perform the work and the type of review completed by the supervisor both during and upon completion of the task. Include the policies, procedures, regulations, and protocols, practices that guide and govern the work. The job works under the direction of the Manager,. Jobs working in schools are under the general supervision of the principal, or Consultant. The job also works under the direction of the multi-disciplinary team to implement developmental, physical and behavioural strategies. The work is guided by, district and school policies, procedures and protocols. The work is also guided by the respective students Individual Program Plan. Work with students and associated records management is done within FOIP Legislation and in compliance with the oath of confidentiality. Revised April

4 Facilitator 9 CONSEQUENCE OF ERROR: Provide typical errors tht might reasonably be made in your job, even with due care. Indicate the worst consequences (i.e., waste, delays, time lost, money lost, injury, damage, effect on students) do not include extreme or rare occurrences. Error Consequences CONTACTS: List the primary contacts of this job, including frequency and purpose of the contact. Contact Nature and Purpose Frequency Children, siblings and extended families To support and facilitate child (and parent) learning On-going Teachers, principals and multi-disciplinary To partner with programming and program delivery, to receive Weekly teams directions and guidance Parents To communicate and develop relationships to benefit children in As needed early learning or transitioning into early learning programs ELL Liaison Worker To obtain interpreter services, cultural awareness and to resolve As needed problems Educational Assistants and Social Workers To collaborate and coordinate program delivery As needed Daycare operators/owners and staff To collaborate and coordinate program delivery On-going Edmonton Parks and Recreation, YMCA, Mennonite Centre for Newcomers and community agencies To collaborate and coordinate program delivery in a nontraditional setting To share ideas and best practices As needed JOB QUALIFICATIONS - KNOWLEDGE, EXPERIENCE AND COMPETENCIES: Provide a list of the most important knowledge factors, skills and abilities including knowledge about practical procedures, specialized techniques, etc.; analytical and conceptual skills and abilities; and skills needed for direct interaction with others, not only diplomas and degrees. Specific training if it is an occupational certification/registration required for the job. Knowledge and Experience Competencies Degree or diploma in an area related to early learning, plus three years of directly related experience Early learning specialization (courses to include child development, communication, emergent curriculum and environments) Knowledge of the challenges and strengths of English Language Learners (ELL) and settlement services in the community. Knowledge of community and program development best practices Knowledge of emerging multi-media technology and equipment, MircroSoft programs including Excel, Outlook and databases General knowledge of the district s operations and business General knowledge of school systems and structures, community services for children and families, Knowledge of program planning and project management techniques General knowledge of 21 st Century educational skills, the Advanced verbal and written communication skills Ability to communicate technical information to non-technical clients Strong consultation, facilitation, needs assessment, research and analytical skills Ability to work in a fast-paced environment Ability to work with a wide variety of clients and needs both within and outside of the district Exceptional organizational skills and the ability to manage competing priorities and work within tight timelines Strong problem solving skills and the ability to influence decisions Ability to work independently with minimal supervision Verbal and written communication skills including digital literacies. Must be able to work independently as well as collaborate with multi-disciplinary teams Revised April

5 Facilitator 9 JOB QUALIFICATIONS - KNOWLEDGE, EXPERIENCE AND COMPETENCIES: Provide a list of the most important knowledge factors, skills and abilities including knowledge about practical procedures, specialized techniques, etc.; analytical and conceptual skills and abilities; and skills needed for direct interaction with others, not only diplomas and degrees. Specific training if it is an occupational certification/registration required for the job. curririculum and an understanding of the district s operations and programs PHYSICAL, MENTAL AND VISUAL DEMANDS: Indicate demanding aspects of the job such as: lifting, pushing, standing, running, crouching, kneeling, restraining and concentrating. Provide a brief description of the activity including frequency. Instructing and working with small children requires constant lifting, squatting, kneeling and bending. Much of the work is done at the child s level. To effectively perform the range of responsibilities the incumbent must be flexible and agile. WORKING CONDITIONS: Describe any unpleasant aspects of the job such as: noise, work interruptions, outside work, exposure to illness and bodily fluids. RECENT CHANGES TO THE JOB: Indicate significant changes to the job occurring since the last review, or within the past year. This section must be completed if this is a request to reclassify the job. Provide information relating to the addition or reassignment of responsibilities Signatures The signatures below indicate that the incumbent, supervisor and principal/manager have read, discussed, and agreed that the information accurately reflects the work assigned. Incumbent Principal Manager This information is being collected under the authority of Board Governance Policy EL# 5 relating to Freedom of Information and Protection of Privacy (FOIP) Act and will be used to allocate positions within a classification plan and to manage the Edmonton Catholic School District s human resources program. If you have any questions about the collection of this information, contact the Assistant Superintendent, Human Resource Services at Revised April