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Job: House Substitute

Active since 15-05-2018 Job category Education / Coaching / Trainers
Location Provo Area, Utah (variou... Level Entry level/Graduate
Educational level GCSE / A-Level / Highscho... Employment type -
Hours 28 Salary Part-Time $11.29/hr
Date Posted: 5-15-18
End Date: When Filled
Status: Part-time (Non-benefited)

Position is part-time with working hours per week dependent upon agency and center needs or a maximum of 28 hours per week. For weeks with less than five working days, daily hours only apply. Requires use of own vehicle to conduct business. Position is a part-year on-call assignment, August-May.

QUALIFICATIONS:

 Must have a High School Diploma or GED or be willing to enroll in a GED preparation program leading to a GED.
 Must obtain Food Handler Certificate upon hire if not currently certified.

KNOWLEDGE/SKILLS/ABILITIES:

 Experience cooking in a food service establishment and prior experience working with preschool children is preferred.
 Prior experience with the CACFP is desirable.
 Must have transportation to be able to perform required shopping duties.
 Ability to manage multiple tasks and to develop solutions to problems with limited supervision.
 Ability to write and speak the English language in a proficient and professional manner to meet requirements of the job or be willing to enroll on an ESL class leading to English proficiency.
 Ability to establish and maintain effective working relationships with staff, subordinates, parents, community groups, and other related agencies and people.



PRINCIPAL DUTIES AND RESPONSIBILITIES(Not all Inclusive):

If working in food services:
1. Uses cycle menus for breakfast, lunches and snacks. Ensures that menus served are in compliance with CACFP and Head Start guidelines, insuring specific nutritional needs of children are met and that costs are kept within budgetary limitations.
list.
2. Assist the teacher in implementing a daily nutrition program to meet Head Start goals.:
 Posts menus and advises staff of proposed changes.
 Prepares, delivers and picks up food carts from kitchen to Head Start classroom, as
needed.
 Ensures meals are prepared and placed in appropriate serving containers to facilitate
serving meals family-style.
 Assists in classroom snack and lunch procedures according to the predetermined class
schedule and as needed.
 Supplies food related to cooking experiences in the classroom; participates upon
request of teaching staff, in learning experiences for children related to nutrition
 Occasionally eat meals with the children, assuring eating times are a positive learning
and social experience for the children and food is never used as a punishment or a
reward.
 Prepares and packs meals for curriculum extender trips as necessary.
 Encourage parent input in recipes and menus when they visit the classroom.
3. Paper work requirements:
 Submits food order to the Nutrition Services Coordinator for approval every Friday.
 Maintains daily records of number of meals served to children and adults, the CACFP
menu production worksheets both planned and actual, and cycle menus.
 Maintains copies of special meals plans and documentation of food substitutions
made.
 Keep all records pertinent to the Child and Adult Care Food Program, signs bills and
submits paperwork to the Nutrition Services Coordinator on the last day of the month.
4. Maintains entire kitchen to meet sanitation requirements.
If working as a classroom aide/bus aide:
5. Assists the teacher in planning a curriculum which is relevant to the needs of the children addressing key elements of school readiness, aligning with the revised Head Start Child
Development and Early Learning Framework, and Utah state pre-school guidelines.
6. Under the direction of the teacher, plans and provides learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy, phonemic, and print awareness, their
understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, their understanding of early math and
early science, their problem-solving abilities, and their approaches to learning.
 Eats meals with the children, offering meals family style, where child-size portions are served. Assures eating times are learning and social experience for the children and that food is never used as a punishment or a reward.
 Provides adequate indoor and outdoor materials, equipment instruction and time for children to use large and small muscles.
 Provides materials time and instruction to assure children opportunities to experience science, dramatic play, art, music, numerical concepts, language and literacy in hands-on, personally relevant ways.
7. Under the direction of the teacher, adjusts curriculum and daily program to meet the
needs of individual children including those with IEP’s, behavioral support or health
plans, and English language learners with concerns for their interests, abilities, culture,
special talents and individual style and pace of learning.
 Provides special help and support to individual children as needed or assigned.
 Participates in administering developmental assessments to children three times a year.
 Individualizes instruction and activities for each child based on the results of the developmental assessment and with direction of the supervisor.
 Monitors the motor development of selected children through classroom observations and daily interactions, preparing individualized materials for use by the child. Provides group motor activities at least twice a week.
8. Implements MHS’s guidelines for interacting with children:
 Demonstrates a genuine interest in children and treats each child with respect.
 Enforces limits which the teachers and children have established as behavioral guidelines.
 Uses positive guidance techniques while interacting with children.
9. Understands how teacher-child interactions in the classroom affect student learning and
classroom quality.
10. Helps maintain child-adult ratios in the classroom while teacher and assistant teacher stagger their lunch breaks. Supervises lunch of both morning and afternoon classes.
 Directs the children who have been selected as lunch helpers in sanitizing, drying and
setting tables. Remind children of sanitary procedures.
 Assists children in washing hands and/or preparing for lunch, as requested by teacher.
 Sits at table, models, encouraging appropriate eating habits and table manners.
 Models good eating habits by trying some of the food.
 Encourages social interaction between adults and children.
 Reinforces good nutritional habits and discusses color, shapes, and textures of foods.
 Encourages children to try some of the food without forcing.
 Allows children to serve themselves as food is served family style.
 Records meal counts at point of service.
11. After lunch, assists in the following classroom duties as requested by the teacher:
 Sanitizes tables and cleans chairs.
 Sweeps floors, especially under tables and chairs.
 Assists children with tooth-brushing, modeling brushing of own teeth, as often as
possible.
 Helps supervise children in other interest areas of the classroom as directed by the
teacher.
12. Assists teachers in encouraging parent participation:
 Promotes positive communication with parents.
13. Demonstrates understanding of the child abuse/neglect and domestic violence laws. Reports suspected child abuse to the Family, Health and Nutrition Services Director or
DCFS by state laws when required. Attends child abuse training.
14. Provides general classroom support to meet the needs of the classroom.
15. Ensures the safe transport of the children.
16. Assists children in boarding and de-boarding the bus safely:
 Stands at the bottom of the bus boarding stairs as the child gets onto and off the bus.
 Escorts children between the bus and classroom to ensure their safety.
 When the child must cross a street, holds the hand of the child as he/she walks across the street. Recognizes that verbal instructions to the child are not sufficient.
 Releases the child only to a parent or approved guardian (12 years of age or older) upon de-boarding the bus. If an authorized adult is not waiting for the child, the child may be taken back to the center.
17. Makes the bus an extension of the classroom:
 Organizes and distribute work, notes, and materials children need to take home.
 Assures all written communications to the children's parents are delivered with each child on a daily basis.
 Encourages social interaction with other children and with adults, and an awareness of their surroundings, i.e. guessing games, stories, songs, fingerplays, etc.
 Provides an entertaining and educational atmosphere and environment, i.e. provide group and individual activities to involve the children including manipulatives, books, art materials, quiet books, lacing cards, etc.
 Assumes direct responsibility for teaching materials, audio equipment, books, and any other MHS materials used by children on the bus.
18. Helps maintain a clean appearance of the bus, reminding the children to pick up after themselves and to care for their work and personal property.
19. Assists in the supervision of children.
20. Demonstrates understanding of child abuse/neglect laws. Reports suspected child abuse to the Family & Community Services Director.
21. Collaborates with other service areas to ensure seamless services to children and families and ensures we are staying true to our mission and vision.
22. Other job-related duties as assigned may be necessary to carry out the responsibilities of
this position.


More information
This listing is a part-time job

Job category Education / Coaching / Trainers
Industry / Industries Education / Training
Region United States
Keywords Substitute, Part-time

Contact information

Name Matthew Jensen

Location

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