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1. Plan, establish and maintain a healthy, high quality learning environment
- Design appropriate room arrangement
- Assure that classroom has essential supplies
- Organize snacks and lunch for children and promote healthy eating practices
- Plan thoughtfully and maintain an orderly indoor and outdoor environment to provide rich, nurturing and diverse learning setting that offers choices in (but not limited to) art, science, sensory, motor, cooking, social studies, literacy/language, dramatic play, problem-solving, anti-bias/diversity.
- Implement a balanced daily schedule that includes opportunities for indoor and outdoor activities, quiet and active times, individual, small and large group play, and meeting children’s personal needs for activity, sensory stimulation, fresh air, rest, eating, toileting.
- Plan and implement developmentally appropriate activities.
- Implement IFSP and IEP goals and activities and make adaptations to create an inclusive program that benefits all children

2. In collaboration with the classroom teaching team, plan and implement a play-based, emergent curriculum that supports children’s physical and intellectual competence
- Provide an integrated, emergent curriculum that meets the needs and interests of individual children, including those with unique developmental needs
- Develop program content that is informed by the disciplines and learning domains of the Vermont Early Learning Standards (e.g., science, mathematics, music/movement, approaches to learning, etc.)
- Plan and implement a curriculum that uses a variety of appropriate learning experiences, equipment and materials to promote children’s physical, language/literacy, cognitive, and social/emotional development.

3. In collaboration with the classroom teaching team, lead planning and implementation of curriculum that supports children’s social and emotional development and provides positive guidance
- Plan and implement learning experiences that develop children’s sense of competence, self-control, and enjoyment of learning
- Plan and implement learning experiences that develop social skills and positive, respectful relationships with others
- Plan and implement curriculum that respects and supports cultural diversity
- Use and promote positive, effective guidance
- Establish routines with smooth transition periods
- Communicate with children at their developmental level
- Support children’s adaptive skills and encourage their independence

4. Ensure a well-run, purposeful program responsive to children’s and families’ needs
- Orient, train and supervise substitutes and volunteers working in the classroom
- Assess children’s needs, interests, learning and developmental progress on an ongoing basis
- Observe and document children’s learning on an ongoing basis
- Uses results of assessment, observations and documentation to plan curriculum and activities
- Provide written developmental screening for each child, using tool chosen by staff within 3 months of start of the school year (based on NAEYC accreditation criteria). Copies of screenings and assessments are submitted to director.
- Maintain children’s classroom files, which should include, but are not limited to, intake information forms, parent conferences, accident reports, medicine permission slips, assessments, observations, photos, portfolios, written plans and records

5. Develop positive relationships with families and encourages meaningful parent involvement
- Establish and maintain frequent, open communication with families to inform them of their children’s school activities and facilitate children’s transitions between home and school
- Encourages parent involvement in the program, including attending meetings, parent work days and social events, supporting parent volunteers in the classroom and other parent involvement activities.
- Orient new parents to the school, which may include home visits before first day of classes if parents wish
- Prepare and disseminate written communication with families, including monthly newsletter article and parent information board that includes but is not limited to the daily schedule and weekly plans.
- Hold at least two parent conferences a year. Provide additional conferences at parents’ request. Document conferences and submit documentation to director for child’s main file within one week of conference.

6. Maintain a commitment to professionalism and educational development
- Follow and promote The Little School’s philosophy, mission and goals
- Establish and maintain effective collegial relationships and communication with classroom team, with other school staff, and within the broader professional community
- Represent The Little School at early childhood events, parent information and public events, including Little School-sponsored events
- Attend regularly scheduled staff meetings, in-service trainings, and other meetings as requested (e.g., parent events, open house, etc.)
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