ORGANIZATIONAL OVERVIEW
Educare DC serves over 350 children from birth to five years – and their families – through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start and accredited by NAEYC, Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved due to systemic racism, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare DC draws on a blend of private and public dollars, including federal childcare funding, Early Head Start, Pre-K, and other state and federal funding streams.

POSITION OVERVIEW
Under the reflective supervision of the School Director, the Traveling Teacher Aide will be assigned a primary and a secondary location to report to weekly based on the operational needs of the program. Moreover, the Traveling Teacher Aide will fully participate in the Educare DC Professional Development Institute (PDI) at the start of their role. The Educare DC Professional Development Institute (PDI) aims to build upon Educare DC's culture of continuous quality improvement and empower pedagogical early childhood education for new Educators. Our institute implements a system of equal and differentiated coaching that supports varying in intensity and frequency and creates synchronous and asynchronous learning, development, and peer learning opportunities.

After completion of the Professional Development Institute (PDI), the Traveling Teacher Aide works cooperatively with various Lead Teachers and Teacher Assistants to implement the daily education program for children. Their day-to-day responsibilities within the classroom are to help maintain a classroom environment that is developmentally appropriate and meets the individual needs of children as mandated by federal, state, and local standards, and that reflect Educare DC's philosophy and curriculum.

Responsibilities
Program Core Features of the Educare Model
• Participate in 30-day training program (EDC PD Institute) to build an understanding of the Educare Model and expectations at Educare DC.
• Participate in Reflective Practice and Supervision throughout the program.
• Provide high-quality early learning practices that incorporate evidence-based curriculum and instructional activities.
• In support of ongoing, intensive professional development, the Traveling Teacher Aide will participate in all scheduled trainings, engage in coaching, and develop individual plans for their own professional development.
• Ensure the health and safety of every child in their care.
• Participate in an enhanced early childhood education curriculum focused on:
o social emotional development
o early language and literacy
o physical development
o integration of the arts

Curriculum
• With the Lead and Assistant Teachers, guide and facilitate activities of children, providing responsive care giving, with a focus on children’s social and emotional well-being.
• Engage positively with children and use appropriate positive behavior supports as outlined in the school's child guidance policy.
• Cooperate with staff and classroom groups to maintain the smooth functioning of the school, which at times may require changes to schedules, work locations or other changes to meet the needs of children or operations.
• Aide, as requested, in transition activities.
• Eat with children and help them in their development of social and self-help skills, and sound nutritional practices.
• Guide children's acquisition of social skills.
• Aid in the provision and maintenance of safe and healthy developmentally appropriate environment.
• Use strategic positioning in all environments to actively engage children, provide optimal supervision, and facilitate play.
• Use the playground as an extension of the classroom; ensure that the playground is safe.
• Aid in implementing an Individual Family Service Plan (IFS) while seeking clarification for any aspects that are not well understood.

Other
• Attend staff training and meetings, and classroom/parent meetings as requested.
• Complete timely and accurate time sheets.
• Aide the Infant-Toddler Teacher and the Teacher Assistant in the completion of required reports.
• In conjunction with the teaching team, maintain confidential educational information for each child and ensure all confidential information is protected.
• Assist in daily routines, including bottle feedings, meal preparations, diapering, toileting, hand washing, monitoring sleep times, cleanup, and supervision of children at all times, including outdoor play.
• Develop working knowledge of Head Start Program Performance Standards.
• Develop working knowledge of City and State licensing requirements.
• Perform other relevant duties, as may be required.
EXPERIENCE AND ABILITIES
• 1 year of relevant experience
• A non-expired CDA Certification
• At least one year of experience working in an early childhood or child care program
• Have some knowledge of best practices of birth to five years of age development and care
• Must be willing to pursue coursework specific to early childhood, adhering to program guidelines, as necessary
• Ability to work as a cooperative and supportive team member
• Ability to present a positive image of the organization to members of the community
• Ability to work with the various Lead Teachers and Teacher Assistants as a support to the day-to-day operations of the classroom
• Ability to learn and implement child development and early childhood principles and practices
• Ability and willingness to work in a program located in a high-risk, underserved community
• Ability to communicate and cooperate with parents
• Ability to exercise discretion in handling confidential information and materials
• Basic knowledge of computer applications and the ability to learn and master other computer technology /software programs as needed
• Ability to communicate and respond in a manner that demonstrates respect and concern
• Works cooperatively with the Lead and Assistant Teachers to plan and implement the daily education program for the children.
• Under the reflective supervision of the Mentor Teacher or School Director, execute classroom activities and help maintain a classroom environment that is developmentally appropriate and meets the individual needs of children as mandated by federal, state and local standards, and that reflect Educare's philosophy and curriculum.
• Assist with the implementation of all program requirements in adherence to performance and outcome standards, along with compliance standards, as prescribed by the multiple funding and model requirements.
• Ability to travel to multiple sites as needed

EDUCATION REQUIREMENTS
• High School Diploma or G.E.D
• Child Development Associate (CDA) Preferred

ADDITIONAL JOB REQUIREMENTS
• Clearance of background checks as required by local, state and federal regulations.
• Physical examination and diagnostic tests as required by local, state and federal regulations.
• A bi-annual physical exam, drug screen, Covid- 19 vaccinations, and TB test are required as a condition of continual employment.
 
ESSENTIAL JOB FUNCTIONS
• Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder
• Must have advanced command of the English language and grammar, both verbal and written
• Must be able to enter and exit a vehicle without assistance, and withstand exposure to adverse weather conditions
• Must be able to physically interact with children, including talking, hearing, sitting, standing, walking, using hands to finger, handling or feeling objects, tools, or controls; reaching with hands and arms; and stooping, kneeling, crouching, or crawling and lifting and moving items of up to 40 pounds
• Must be able to clearly hear and understand telephone conversations
• Must be able to participate in both home visits and parent conferences to discuss the child's individual development and progress