Extended Afternoon Care (EAC) Teacher

Overall role:

The Extended Afternoon Care (EAC) teacher at The Little School helps to facilitate a smooth and successful extended care program for our 2-4 year old children during the afternoons. S/he co-teaches with 2-3 other teachers on the floor, and leads the entirety of the planning and program preparation.

The EAC teachers arrive and prepare the room for lunch and the program. The EAC teachers collaborate as a team and spend most of the day with 20-25 children, first having a quiet time and/or naptime, and later utilizing other areas of the school for program and engagement. The Extended Afternoon Care teachers support other morning teams on the floor as necessary and have the support of the Floating Teacher for necessary on-the-floor support and break coverage.

Specific Responsibilities:

Relationship to Children

  • Being warm and sincere in her/his relations to children

  • Developing a relationship with each child

  • Helping children feel safe and secure

  • Facilitating the care of children’s basic needs

  • Accepting each child as an individual

  • Having growing awareness of each child’s social, emotional, language, cognitive, gross and fine motor development

  • Having individual goals for children that are implemented on a regular basis

  • Reading goal sheets and communicating with classroom teachers so that s/he has a sense of a child’s total school experience

Relationship with Parents

  • Making contact with each individual family on a fairly regular basis

  • Giving parents and caregivers specific information about their child’s day on a fairly regular basis, and occasionally expanding on or interpreting the specific information

  • Presenting a friendly and approachable demeanor

  • Acting professionally, and ensuring confidentiality

  • Giving necessary written information to parents

Social-Emotional Development

  • Creating an atmosphere that encourages socializing and allows for individual time/space

  • Facilitating social interactions, using a variety of techniques

  • Facilitating child-centered problem-solving, using a variety of techniques

  • Setting clear, firm, supportive limits, using a variety of techniques

Lunch

  • Planning for and handling successful transitions

  • Creating a relaxed, conversational atmosphere during lunch

  • Being aware of potential educational goals during the lunch program and actively seeking to implement these

  • Being aware of individual goals and seeking to implement them

  • Enacting Little School approach to problem solving

  • Making good on-the-spot assessment of group needs

  • Communicating with a.m. teachers to find out relevant information from morning

  • Communicating well with lunch co-teachers during lunch

  • Communicating well with lunch co-teachers in meetings or other non-lunch times if there is an issue to discuss

Transitions

  • Helping the children make an easy transition from lunch to EAC

  • Handling children’s caretaking tasks (toileting, washing up, etc.) in a relaxed way, looking toward health and safety issues, and encouraging self-help skills

  • Using techniques that make transitions smooth, understandable and enjoyable to the children

  • When possible and appropriate, moving at the children’s pace

Nap time

  • Creating a quality, relaxed nap time

  • Setting up conditions to encourage sleep or rest

Snack

  • Choosing appropriate times for snacking

  • Encouraging primarily nutritional, healthy food

  • Creating a relaxed snacking atmosphere

Outdoors

  • Supervising sufficiently

  • Providing planned or teacher-centered activities if necessary

  • Choosing appropriate times to go outdoors and staying outdoors for the appropriate amounts of time

  • Interacting and intervening in meaningful, educational ways

Activity Times

  • Planning a stimulating and balanced environment

  • Planning stimulating and varied activities

  • Taking cues from the children in planning

  • Planning with the needs of children in mind

End of the Day

  • Sensitively handling pick up time

General

  • Arriving on time and avoiding excessive absences

  • Gathering the necessary items before the children arrive

  • Maintaining the environment in a clean, organized and aesthetically appealing way

  • Using back-up teachers well, and asking for help when needed

Physical Requirements

  • Ability to lift from 25 lbs. (OFTEN) to 50 lbs. (OCCASIONALLY)

  • Ability to safely use appropriate utensils to prepare snack (especially a knife) (OFTEN)

  • Ability to transition from standing to kneeling to squatting to sitting, including on the floor, to set up napping equipment, activities for children, and to engage with children (OFTEN)

  • Ability to move through environments and change direction quickly (OFTEN)

  • Ability to move through and navigate indoor and outdoor environments, including uneven surfaces, resilient matting, stairs, and playground sand, with ease and agility to engage with and supervise children (OFTEN)

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