ASSISTANT SITE SUPERVISOR

POSITION PURPOSE: Under supervision of the Site Supervisor, the Assistant Site Supervisor will assist in the day-to-day operations of a center-based program; adheres to the core values of the Agency and NAEYC Code of Ethical Conduct for Early Childhood Practitioners and Professional Practice, Performance Standards, required Head Start competencies, National Association of Social Workers Code of Ethics or other professional codes.   DUTIES AND RESPONSIBILITIES: The duties listed below are intended only as illustrations of various types of work that may be performed.  The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position. Assists in all aspects of day-to-day operations of a center-based program; Assists with supervising and leading a team of master teachers, teachers; associate teachers and teacher assistants trainees; Assists in developing, implementing and evaluating plans, work processes, systems and procedures to achieve annual goals, objectives and work standards; Assists in planning and evaluating the performance of staff; establishes performance requirements and personal development targets; Ensures that the classroom curriculum is developmentally appropriate and focuses on the needs of the individual child; Assists in monitoring classroom instruction and assists teachers in the acquisition of knowledge and skills for effectively delivering a developmentally appropriate curriculum; Assists in reviewing educational assessment plans for individual children and classroom lesson plans; Assists in establishing and communicating program goals, objectives and strategies; Assists in implementing systems to insure children’s attendance is accurately recorded and forwarded to the CEU for PROMIS input; Assists in mainstreaming children with special needs; Monitors classroom instruction and assists teachers in the acquisition of knowledge and skills for effectively delivering a developmentally appropriate curriculum; Assists in coordinating home visits, parent meetings and trainings; Assists in Initiating and maintaining community partnerships and collaborations; Assist in ensuring classroom child/adult ratio in compliance with state, local, and federal standards; Recruits families for the Head Start Program as required by Performance Standards; Performs other related duties as assigned by supervisor.   DESIRED MINIMUM QUALIFICATIONS: Knowledge of: Principles and practice of supervision; Principles and practices of program administration, including budgeting; fiscal management; Knowledge of local, state, and federal regulations respective to areas of responsibility including but not limited to ERSEA procedures for support service staff and Performance Standards.            Ability to: Exercise sound, independent judgment within general policy guidelines; Operate a computer, spreadsheet and database software applications, and operate other standard office equipment; Communicate clearly and concisely both orally and in writing with people of various educational, socio-economic, and cultural backgrounds.   Training & Experience: The following are typical ways of obtaining the knowledge skills and abilities outlined above. AA Degree (site supervisor permit) in child development/early childhood education; plus six (6) units of administration, two (2) units of adult supervision, and must have two years classroom teaching experience with six (6) adult supervisory experience; or a BA degree w/12 units of ECE, three (3) units of supervised field experience in early childhood education setting, or teaching or administrative credential with 12 units of ECE, plus three (3) units supervised field experience (site supervisor or program director permit) and one year of classroom teaching experience coupled with adult supervisory experience.   Language Skills: Ability to effectively present information and respond to questions primarily in English from groups of managers, clients, customers, and the general public; demonstrated skills in written and oral communication.   Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.  Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.   Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.   LICENSES, CERTIFICATES,& SPECIAL REQUIREMENTS: A valid California driver’s license and use of an automobile; certification in pediatric first aid, CPR must be met within 90 days of employment. Must meet and maintain state law and county licensing requirements regarding employment in a childcare center (fingerprints, TB, physical, immunizations).   PHYSICAL & MENTAL DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Physical Demands: While performing the duties of this class, an employee is regularly required to use hands to finger, handle, feel or operate computer, objects, tools or controls and reach with hands and arms, taste or smell.  The employee occasionally is required to climb, stoop, kneel, or crouch.   The employee frequently is required to talk or hear.  The employee may be required to lift up to fifty (50) pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus to view documents. Mental Demands: While performing the duties of this class, employees are regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve problems; use math and mathematical reasoning; learn and apply new skills and information; perform highly detailed work on multiple, concurrent tasks; and establish and maintain effective working relationships with Association staff and others encountered in the course of work.   WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.   Employee works under typical office conditions.  The noise level varies from quite (private office) to moderate business office with computers and printers, light traffic.