EC After-Care Teacher Position Statement
Reports To: Director of Institutional Impact
FLSA Status: Hourly
Schedule: 10 Months
Division: Early Childhood
Schedule: 2 pm-6 pm EC when students are present; varying schedule during conference weeks
Learn More About The Alexander Dawson School
Shared Values & Competencies of Dawson Employees
Position Summary
Provide support to the School, teachers, and families by creating a nurturing and safe environment for students and lead additional staff who support the program.
Essential Functions
The essential duties and responsibilities of this position include, but are not limited to:
Professional Work Habits & Mission Alignment
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Professional Standards & Conduct: Consistently upholds professional standards of personal presentation, punctuality, attendance, and engagement at meetings, duty coverage, safety protocols, decision-making, and maintains required credentials.
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Commitment to Dawson Culture: Demonstrates a comprehensive understanding and support of Dawson's mission, vision, core values, and diversity statement; actively participates in school-wide events.
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Confidentiality & Ethical Practice: Honors confidentiality of school, student, and family information and demonstrates ethical decision-making in all professional contexts. Talks to people and not about people.
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Working Agreements: Upholds Dawson working agreements, such as assuming positive intentions in all interactions, holding self and others accountable for the impact of words and actions, mindfully sharing the air, and proactively looking for solutions before problems escalate.
Knowledge & Expertise
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Work closely with the Dean of Early Childhood and the BASE Coordinator to ensure we offer a BASE program in alignment with the School’s Core Values. Be knowledgeable of the interests of the students and families
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Ensure the emotional and physical safety of all students. Be knowledgeable of student health and safety policies, including but not limited to EpiPens, allergy lists, and first aid supplies
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Ensure daily attendance for BASE, before-care, and after-care is sent to the BASE Coordinator daily
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Support the daily dismissal of students to their division
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Monitor supplies for the program, i.e., books, crafts, and games
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Facilitate whole-group instruction utilizing multiple strategies, such as a balance of individual, small-group, and whole-class activities
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Assist with classroom preparation and organization
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Follow and execute lesson plans created by the BASE Coordinator
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Embrace a continuous improvement mindset and critically reflect upon teaching and learning
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Embrace cultural competency and commit to ongoing growth in the areas of diversity, equity, and inclusion
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Support and value social-emotional learning
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Create a student-centered and intentional before-school environment
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Redirect students by maintaining mutual respect and dignity
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Demonstrate an awareness and responsiveness to student needs and behavior; employ a relational discipline approach
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Maintain a positive and caring relationship with students and families, communicate as needed about student activities and behaviors, and remain responsive to concerns
Professional Growth & Self-Awareness
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Self-Reflection & Growth Mindset: Demonstrates deep self-awareness, consistently seeks feedback, identifies areas for improvement, and implements meaningful changes to practice.
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Professional Learning & Adaptation: Creates personal development plans, actively seeks learning opportunities, and demonstrates flexibility in adapting to Dawson's culture and practices.
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Effective Communication & Listening: Demonstrates excellent listening skills, remains alert to diverse perspectives, and communicates effectively with various stakeholders throughout change processes.
Care for Others & Community Investment
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Family Communication & Partnership: Establishes reliable, clear communication systems with families, regularly shares student progress, and responds appropriately to concerns with supervisor consultation.
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Team Collaboration & Engagement: Actively participates in team meetings and collaborative efforts, contributes positively to grade-level or department teams, and seeks appropriate guidance from colleagues.
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Learns From Others: Consistently consults with mentors, supervisors, and colleagues for guidance on student interventions, parent communication, and classroom challenges.
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Identity Awareness: Demonstrates a commitment to ongoing cultural competency and exhibits a deep understanding of how identity and lived experiences influence relationships and interactions.
Qualifications, Education & Experience
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Three to five years in a school setting, supervising children ages 2.5-5
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NABS and TB Test results are required to fill this position. The School will cover these costs.
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High school degree or other certifications related to education preferred; Bachelor's degree preferred
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High level of computer technical skills required, utilizing Google Suite products; program management systems; MAC experience, and database or website maintenance a plus
Work Environment
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The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
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The noise level in the work environment is usually moderate.
Physical Demands
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The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
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While performing the duties of this job, the employee is regularly required to stand and walk; use hands to handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds.