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Teacher 2 (4105C) - 56002

About Berkeley

At the University of California, Berkeley, we are committed to creating a community that fosters equity of experience and opportunity, and ensures that students, faculty, and staff of all backgrounds feel safe, welcome and included. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff.

The University of California, Berkeley, is one of the world's leading institutions of higher education, distinguished by its combination of internationally recognized academic and research excellence; the transformative opportunity it provides to a large and diverse student body; its public mission and commitment to equity and social justice; and its roots in the California experience, animated by such values as innovation, questioning the status quo, and respect for the environment and nature. Since its founding in 1868, Berkeley has fueled a perpetual renaissance, generating unparalleled intellectual, economic and social value in California, the United States and the world.

We are looking for equity-minded applicants who represent the full diversity of California and who demonstrate a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds present in our community. When you join the team at Berkeley, you can expect to be part of an inclusive, innovative and equity-focused community that approaches higher education as a matter of social justice that requires broad collaboration among faculty, staff, students and community partners. In deciding whether to apply for a position at Berkeley, you are strongly encouraged to consider whether your values align with our Guiding Values and Principles, our Principles of Community, and our Strategic Plan.

At UC Berkeley, we believe that learning is a fundamental part of working, and our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. To find out more about how you can grow your career at UC Berkeley, visit grow.berkeley.edu.

Departmental Overview

Residential and Student Services Programs is part of the Division of Student Affairs under the direction of the Associate Vice Chancellor of Residential and Student Service Programs (RSSP). RSSP provides and manages residential student housing, residential life programs, residential dining, as well as early care & education services for students, faculty, and staff. RSSP also conducts a summer conference and year-round catering business, operates seven campus restaurants, and manages twenty-six faculty apartments. RSSP's annual operating budget is $150,000,000 and the cluster employs over 2500 career, limited, contract and student employees creating a "culture of care" for our students and all other customers and stakeholders.

The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff and students) and community families. The program consists of over 60 career FTE, 10 - 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education.

This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult to child ratios.

Application Review Date

The First Review Date for this job is: 08/02/2023.

Responsibilities

Teaching Responsibilities

• Provides primary care giving in a safe and developmentally appropriate manner aligned with CCL, CDE, CDSS requirements and ECEP's curriculum and philosophy practices.
• Maintains daily intake forms and ensures daily professional communication with parents.
• Escalates parent communication for injuries and/or behavior/developmental concerns.
• Performs and records focused child observations which includes CDE/CDSS required DRDP assessments for all children and including use of digital application portfolios approved by CDE/CDSS.
• Prepares materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs.
• Plans and provides activities that stimulate children's curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills.
• Participates in intake for new students and parent/teacher conferences (fall and spring) or more frequently if needed.
• Collaborates with classroom team members to develop programs and summary of findings that respond to parent survey summaries, Desired Results Developmental Profile (DRDP) findings, and related ITERS/ECERS ratings which evaluates the classroom environment.
• Also, working knowledge of the Classroom Assessment Scoring System (CLASS), where appropriate to evaluate teacher/child interactions and engaging environments. Attends ECEP sponsored trainings and supports any other classroom and quality/teaching effectiveness tools that may also be used as the program adopts new approaches based on research and CDE/CDSS and other funding requirements.
• Includes all children regardless of developmental level and or presenting temperament.
• Develop an action plan for children with exceptional needs as needed and reports to Center Director/Site Supervisor.
• Supports NAEYC "best practices".
• Supports PITC philosophy, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child's developmental needs and updates needs and services plans quarterly.
• PITC is a tool that can be used to support the development of high-quality learning practices in our early childhood setting.
• PITC philosophy supports the development of relationships between children, teaching staff and parents.
• Models intentional learning and supportive emerging literacy practices in all interactions with children.

Classroom Responsibilities

• Leads one or more classrooms with responsibility for quality and quantity of work in early childhood education including direct teaching of children.
• Assists Center Director/Site Supervisor in ensuring data collection is conducted in accordance with local, state, federal and UC Berkeley requirements.
• Assists with maintaining compliance in recordkeeping
• According to various programs, such as Title V (i.e. CDE/CDSS), Title 22, Child Care Food Program, National Association for the Education of Young Children (NAEYC).
• Maintains a positive, safe and nurturing environment for young children and families.
• Develops trusting and professional relationships with children, parents, and colleagues.
• Performs daily health and safety checks on children throughout the day and alerts parent(s), classroom families, and Center Director/Site Supervisor as appropriate.
• Conducts classroom equipment and playground safety inspections daily and notifies Center Director/Site Supervisor for areas requiring maintenance or replacement.
• Maintains a well-organized classroom by continually restoring and enhancing the environment so it's suitable for young children.
• Establishes and updates Needs and Services Plan where applicable Infant Sleep Plan (0-24 months), Toilet Training Plan, DRDP digital portfolio, and assessment of each child in primary care group.
• Models ECEP philosophy and standards of professionalism.
• Trains and coaches teachers, teaching assistants (TA), substitute teachers, student assistants (SA), classroom assistants (CA) and volunteers and communicates performance or training issues to Center Director/Site Supervisor in a timely manner.
• Supports the completion of classroom environmental ratings (ITERS/ECERS) annually and supports the development of the ERS Summary of Findings which presents the goals for the classroom.
• Maintains child family confidentiality of information and records.
• Ensure parents sign-in/sign out during assigned shift; be aware of attendance throughout the shift to ensure appropriate ratios and child safety, and record meal counts at point of service
• Supports the consistent practice of conducting emergency drills as required by state regulations.
• Supports classroom team by taking time to share relevant information with co- workers as soon as possible without jeopardizing supervision of children.
• Uses respectful language and positive guidance when addressing children's behavior in the classroom.
• Participates in classroom management to maintain a positive learning atmosphere.
• Includes all children regardless of developmental level, cultural background and primary language spoken, and/or expressed behavior or personality.

Professional Responsibilities

• Provides additional on-the job training and on-going coaching to teachers, teacher assistants, substitutes, classroom assistant and student assistants in collaboration with Center Director/Site Supervisor as outlined in ECEP Teacher Resource Guide and ECEP Staff Handbook.
• Supports and provides input into the center staff evaluations. Provides input to Center Director/Site Supervisor on training and resources to improve staff hiring and training process.
• Participates in classroom parent meetings, parent conferences and special center events.
• Plans and leads center intake meetings and orientation of new families.
• Contributes to center newsletter and communications.
• Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community at large.
• Does not share internal conflict or philosophical/curriculum disagreements with parents, inter-department staff, other department staff and others.
• When unsure, consults with the Center Director/Site Supervisor, Center Manager or Executive Director on communication.
• Develops collaborative and respectful relationships with peers, supervisors and managers.
• Supports with planning and attends all required meetings which includes staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by Center Director/Site Supervisor.
• Addresses conflicts in a timely manner and involves Center Director/Site Supervisor, Human Resources (HR), Employee Labor Relations (ELR) and or other management members when appropriate.
• Immediately informs the Center Director/Site Supervisor of emerging parent conflicts.
• Adheres to policies in the ECEP Teacher Resource Guide and ECEP Staff Handbook including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein.
• Always models appropriate professional behavior including calm tone when in presence or hearing distance of children.
• This expectation of professional behavior includes ECEP staff and other university employees.
• Performs other duties as assigned by supervisor that are appropriate to classification and within Contract Bargaining Agreement (CBA).

UPP Statement

• Works in a safe and responsible manner while not putting self or others at risk.
• This includes complying with applicable policies and regulations; using personal safety gear; observing warning signs; learning about potential hazards; and reporting unsafe conditions.

Required Qualifications

• Strong working knowledge of early childhood education processes, as well as related policy and regulatory compliance requirements, and prior supervisory experience in an early childhood education setting.
• Strong interpersonal skills, service orientation, active listening, critical thinking, ability to multi-task effectively in a challenging environment, and organizational skills.
• Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, use of email software and internet search.
• Proficiency with basic level MS Office Suite, Google Suite and DRDP Online, DRDP Digital Portfolio applications.
• Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development.
• Demonstrated time management skills to develop appropriate lesson plans on a consistent basis based on age appropriate practices.
• Meet all reporting requirements for tracking student development.
• Adjust to unexpected team shift absences.
• Ability to proofread own work (DRDPs, documentation boards, email or other communication, etc.) for accuracy.
• Ability to work with diverse clientele professionally using patience, tact, sensitivity and diplomacy.
• Three or more ECE Infant or Toddler units required if hired for an infant/ toddler room.
• Demonstrated ability and experience, minimum of two years of classroom experience, to teach and work independently in a center-based child development program.
• Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years
• Familiarity with child development theory and practice.
• Effective written and verbal communication skills.
• Pediatric First Aid and CPR prior to start date (or must be able to obtain within three months of hire).
• Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division.
• Background clearance must be maintained while employed as a Teacher or Teacher II.
• Hold a valid California Child Development Permit Master Teacher level working towards being eligible to apply for State of California Child Development Site Supervisor.
  • This requirement can be met within 6 months of hire and is at the discretion of the Executive Director.
• State of California Mandated Reporter Training (completion upon hire).
• Must complete the blood borne pathogen training annually and upon hire.

Preferred Qualifications

• Bachelor's degree in related area and/or equivalent experience/training.

Salary & Benefits

This is a 100% full-time (40 hrs a week) non-exempt career position, which is paid hourly and eligible for full UC Benefits.

For information on the comprehensive benefits package offered by the University, please visit the University of California's Compensation & Benefits website.

Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience.

The budgeted salary or hourly range that the University reasonably expects to pay for this position is Step 4 ($28.03) - Step 8 ($30.55).

How to Apply

• To apply, please submit your resume and cover letter.

Other Information

This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html

• This is not a visa opportunity.
• This recruitment has 4 openings.

Conviction History Background

This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check.

Physical Exam

• Proof of current TB clearance, up-to-date measles vaccination and health screening.

Mandated Reporter

This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter.

Equal Employment Opportunity

The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. For more information about your rights as an applicant, please see the U.S. Equal Employment Opportunity Commission poster.


For the complete University of California nondiscrimination and affirmative action policy, please see the University of California Discrimination, Harassment, and Affirmative Action in the Workplace policy.


To apply, visit https://careerspub.universityofcalifornia.edu/psp/ucb/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_APP_SCHJOB.GBL?Page=HRS_APP_JBPST&Action=U&FOCUS=Applicant&SiteId=21&JobOpeningId=56002&PostingSeq=1













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