WELCOME

Hello and thank you for your interest in The Early Childhood Learning Center at

Stephens College! The Early Childhood Learning Center at Stephens College serves as a

campus-based, inclusive, early education program. The ECLC at SC welcomes children of all

abilities, with the commitment to provide quality care and education to each child. We believe

every child is a unique individual with varying needs, and we welcome the diversity that brings

to our centers. All children and families deserve to be full members of their communities, to have

the opportunity for development and learning, and to experience a sense of belonging. Our

program provides both a laboratory setting to Stephens College students enrolled in child

development courses and as a preschool program, with extended care hours, for those children

ages 3-5 of students, staff, and the community. Providing demonstration/hands-on classrooms to

the college community, our program offers a model of best practice in the field of early

education while providing students learning opportunities through observation and interactions

with young children and their families. We strive to be the community’s first choice for an

inclusive early education program.

OUR BELIEFS

The Early Childhood Learning Center at Stephens College administration and staff, as

well as the Stephens College Child Development Department, believe that all children learn and

develop most effectively through active exploration, involvement, and manipulation of their

environment. Through this dynamic process, children construct knowledge of the world that

makes sense in ways they can understand. The child’s development of knowledge of the social
world and strategies for interacting with peers and adults is also an important part of learning

during the early childhood years. We also believe children learn best in a warm, supportive,

nurturing, safe atmosphere- one in which individual and cultural differences are valued.

POSITIONS AVAILABLE

For most of the scheduled day, the adult/child ratio is 1:4 or 1:6- depending on the needs

of our students. The program capacity for the ECLC is currently 80 students; there are 20

students in each of our four classrooms. Our hours are from 7am to 6 pm so that we can continue

to provide quality care for students as their families work or continue their education. Due to our

extended hours and our low ratio, we have a large staff to assemble! This is a new center, and we

are looking for the best team possible. We are currently taking applications for: Our Program

Director, 8 full-time teachers, 12 full-time assistants, 6 part-time assistants, and one Site

Supervisor that will serve as our intervention & modification specialist.

QUALIFICATIONS
DO YOU HAVE?

Program Director: A love for children and a strong desire to make a difference every day •

Ability to build relationships with families and coworkers and create a dynamic, emergent

environment where play and learning happens • Under the general administrative direction of

Stephens College, administer the delivery of high quality early childhood education as part of

The Early Childhood Learning Center at Stephens College •

Duties: Plan, implement, evaluate and supervise a developmentally appropriate and inclusive

educational curriculum for young children, in accordance with Department of Education

Performance Standards, policies and procedures and NAEYC standards of conduct • Plan and

organize program elements relating to the delivery of services for both Inclusion & Lab

programs • Provide oversight for supply and equipment purchasing within the budgetary

constraints • Responsible for facilities and equipment maintenance • Coordinate and supervise

bi-monthly classroom team meetings • Provide input to evaluate teaching assistants, volunteers

and college lab students • Read, implement and provide training to designated staff regarding

applicable service areas • Actively participate in staff meetings, parent meetings, in-service

training, program meetings and team meetings • Participate in planning staff and parent training

activities, parent meetings and workshops •

Qualifications • Knowledge of policies and procedures of the California Department of

Education, Child Development Division, and the Department of Social Services, Community

Care Licensing program regulations, funding terms and conditions (Title 5 and Title 22.) •

Bachelor’s degree or higher in early education or similar field with a specialization in children

with special needs • Possession of Program Director permit and 24 units ECCE/CD including

core courses (Child Growth & Development, Child/Family /Community, Infant/Toddler and

Programs/curriculum) • Experience teaching in a preschool or infant/toddler classroom setting as

well as in a SAI setting, at least 2-3 years within a 4 year period • One year experience as a

Program Director or Site Supervisor with recommendations • Ability to communicate

effectively, through oral and written skills, and work cooperatively with a variety of individuals

and groups • Must relate well to children and their families • Exercise sound judgment, establish
and meet timelines, plan, coordinate, and implement developmentally appropriate programs •

Possession of pediatric (infant/toddler) CPR and first aid certificate •

Site Supervisor/ Intervention & Modification Specialist: A love for children and a

strong desire to make a difference every day • Ability to build relationships with families and

coworkers and create a dynamic, emergent environment where play and learning happens •

Under the general administrative direction of Stephens College, administer the delivery of high

quality early childhood education as part of The Early Childhood Learning Center at Stephens

College •

Duties: Plan, implement, evaluate and supervise a developmentally appropriate and inclusive

educational curriculum for young children, in accordance with Department of Education

Performance Standards, policies and procedures and NAEYC standards of conduct • Plan and

organize program elements relating to the delivery of services for both Inclusion & Lab

programs • Serve as service coordinator for assigned children in the classroom throughout the

child’s enrollment in the program • Support primary care-giving associates in meeting the

personal care of children • Ensure that classroom DAP/DRDP and individual child goals are

implemented • Maintain weekly lesson plans, progress and anecdotal notes, and current

paperwork • Read, implement and provide training to designated staff regarding applicable

service areas • Actively participate in staff meetings, parent meetings, in-service training,

program meetings and team meetings • Participate in planning staff and parent training

activities, parent meetings and workshops • Coordinate staff absences/substitutes •

Qualifications • Knowledge of policies and procedures of the California Department of

Education, Child Development Division, and the Department of Social Services, Community

Care Licensing program regulations, funding terms and conditions (Title 5 and Title 22.) • AA

degree or higher in early education or similar field with a specialization in children with special

needs • Possession of Site Supervisor permit and 24 units ECCE/CD including core courses

(Child Growth & Development, Child/Family /Community, Infant/Toddler and

Programs/curriculum) • Experience teaching in a preschool or infant/toddler classroom setting as

well as in a SAI setting, at least 2-3 years within a 4 year period • ABA or BCBA

training/certification (preferred) any Floortime, Social Thinking, PECS, etc experience a plus •

Ability to communicate effectively, through oral and written skills, and work cooperatively with

a variety of individuals and groups • Must relate well to children and their families • Exercise

sound judgment, establish and meet timelines, plan, coordinate, and implement developmentally

appropriate programs • Possession of pediatric (infant/toddler) CPR and first aid certificate •

Lead Teacher: Qualities & Qualifications

• A love for children and a strong desire to make a difference every day. • Ability to build

relationships with families and coworkers and create a dynamic, emergent environment where

play and learning happens • Possess a well rounded grasp of DAP and thematic curriculum

building-including modifications • Outstanding understanding of child development, strong

organizational skills, and the ability to multi-task and manage multiple situations effectively •
Must possess active Child Development Associate (CDA) Credential or meet NAEYC candidacy

requirements • 2-3 years Early Childhood Education Experience/ some experience working in

SAI environments (preferred) • Hold a Teacher Permit in the state of California&/or an AA

degree in Early Childhood Education (both preferred) • Must be willing to attend extended

educational experiences & trainings in The Exceptional Child (center funded) • CPR and

First Aid Certification or willingness to obtain • Must meet state specific guidelines for the role •

Must be physically able to use a computer with basic proficiency, lift a minimum of 40 pounds,

and work indoors or outdoors • Must be able to assume postures in low levels to allow physical

and visual contact with children; see and hear well enough to keep children safe, and engage in

physical activity with children.

Assistant Teacher (full & part-time): Qualities & Qualifications

• A love for children and a strong desire to make a difference every day. • Ability to build

relationships with families and coworkers and create a dynamic, emergent environment where

play and learning happens • Possess a well rounded grasp of DAP and thematic curriculum

building-including modifications • Outstanding understanding of child development, strong

organizational skills, and the ability to multi-task and follow instructions effectively • Must be

working toward obtaining a Child Development Associate (CDA) Credential or to meet the

NAEYC candidacy requirements • 1-2 years Early Childhood Education Experience (preferred) •

Hold an Assistant Permit in the state of California &/or have 6+ hours of ECE/CD • Must be

willing to attend extended educational experiences & trainings in The Exceptional Child (center

funded) • CPR and First Aid Certification or willingness to obtain • Must meet state specific
guidelines for the role • Must be physically able to use a computer with basic proficiency, lift a

minimum of 40 pounds, and work indoors or outdoors • Must be able to assume postures in low

levels to allow physical and visual contact with children; see and hear well enough to keep

children safe, and engage in physical activity with children.

Pay, Breaks, Lunches, Attendance/Sick or

Vacation Leave, Evaluation and Development

Pay:

Time Sheets -All employees are responsible for signing in upon arrival and signing out when

leaving the Center. Hours for the time sheets are then transferred to payroll vouchers which you

must review and sign prior to each pay period. Time sheets must be used by all non-exempt

employees, and according to California law, preschool teachers are non-exempt. All teachers

must sign in & out each day. You must sign out on your time sheet for any break over 15

minutes, including lunch breaks. Any time you leave the Center you must sign out and sign in

when you return (unless leaving on Center business by express permission of the Director).

Salary Schedule -All staff are assigned a step on the San Bernardino County Superintendent of

Schools pay scale. This assignment is based on educational experience and classroom experience

working with children. Full time employees are assigned a step on the pay scale based on

position, experiences, and trainings. All employees are evaluated annually with the possibility of

merit pay raises at that time.

Breaks:

Lunch And Break Periods: Your direct supervisor is instructed to provide one 15 minute rest

period for each four hours worked, scheduled, to the extent feasible, in the middle of the work

period. Since the needs of the children are paramount, the supervisor is authorized to adjust rest

periods as required by program needs. A half hour unpaid lunch period will be provided for all

work periods lasting longer than 6 hours, except that an employee who works for not more than

six hours can agree to waive the meal period.

Lunch and Break Period schedule:

 4 hour shift -- One 15 minute paid break.

 6 hour shift -- One 15 minute paid break and one mandatory 30 minute meal period, unpaid
(unless waived).

 8 hour shift -- Two 15 minute paid breaks and one mandatory 30 minute meal period, unpaid.

Attendance:

Punctuality and dependability are of great importance to the efficient running of the ECLC at

Stephens College. When employees are late or absent, the running’s of the entire program cannot

continue with the same degree of efficiency that is possible if every employee is on time and at

work. If it becomes necessary for you to be late to work or to be absent from work, we ask that

you please follow the procedures listed below:

1. Obtain advance permission from your Site Supervisor whenever possible.

2. In the case of illness, call the Site Supervisor or Program Director at home no later than 7a.m.
3. When an absence will be longer than two days, notify your Site Supervisor daily or as often as

needed to keep him/her informed as to the date of your probable return to work.

4. A doctor's verification of illness may be required if an employee takes more than two

consecutive days of sick leave or if, in the opinion of the employee's supervisor (or the director),

the absenteeism has been excessive.

Vacation Leave:

The Early Childhood Learning Center is on a concurrent schedule with the Stephens College, so

the center is closed for the month of July, for a week during the spring, and for two weeks in the

winter. Employees can volunteer to withhold a stipend from each pay period to cover these

lapses in wage. In the case of an emergency, birth, death, or medical necessity, please contact the

Dept of Labor regarding the Family & Medical Leave Act at-

https://www.dol.gov/general/topic/benefits-leave/fmla.

Performance Evaluations:

Each staff member will be asked to complete a self evaluation annually along with the annual

performance evaluation completed by your Program Director, Site Supervisor or Teacher. These

evaluation will be based on your performance of duties and responsibilities as outlined in the job

description along with all goals and objectives established by you and your direct supervisor.

The joint performance evaluation process allows you and your supervisor to discuss your overall

performance and summarize the formal and informal performance discussions held with you
throughout the review period. This process will review your strengths and also point out ways to

improve your performance.

Staff Development:

Staff meetings are conducted to facilitate communication concerning the ECLC’s program goals,

early childhood theory and practice, child development, individualized needs/best ways to

address them, and teacher growth and development. Staff meetings are held bi-weekly and

training/development meetings are held monthly. Staff trainings are conducted to help renew the

staff’s energy and thinking about children, build new avenues from which we can help children

access the curriculum, and keep staff current on new policies and laws pertaining to ECD. Staff

meeting attendance and participation are an integral part of your job at the ECLC at Stephens

College. Open communication, on-going evaluation, sharing of ideas and active listening have a

greater impact on the quality of our program than any other single component. Unless excused

due to a scheduling conflict that has already been cleared, attendance at staff meetings is

mandatory. All staff members are paid to attend these mandatory staff meetings because they are

not conducted during normal work hours. Workshop and conference attendance is provided for

staff as budget permits.

Hiring, Discipline, and Termination Policies

Employment Information/Hiring:

The ECLC maintains a policy of nondiscrimination with employees and applicants for

employment. The Center promotes the hiring of qualified individuals without regard to race,

color, religious creed, national origin, ancestry, sex, sexual orientation, marital status, age,
handicap, disability, medical condition or status as a veteran provided they meet the

requirements established by the Center for the position. Employment, retention and advancement

of employees shall be based on merit and be responsive to the needs of the ECLC for quality and

excellence. Once hired, you are an employee of either Stephens College or The San Bernardino

County Superintendent of Schools, depending on your position with the Center. Detailed

personnel information will be provided you by the appropriate organization’s Personnel Manual.

Employee Requirements:

Upon offer of employment at the Early Childhood Learning Center at Stephens College, all

employees are required to provide the following information: (forms are found in the appendix)

1. All appropriate forms (signed and completed)

2. Health screening - A routine physical signed by a physician.

3. Verification of clear TB test, completed within one year of date of employment.

4. Live Scan clearance

5. Emergency and Medical Release form (appendix)

6. Notice of Employee Rights 9 (appendix)

7. College transcripts (unofficial acceptable - to be updated every year)

8. Verification of training and certification in preventive health practices and pediatric CPR, or a

scheduled date to take the training (for full-time positions)*

*CPR requirement: Effective January 1, 1995, the State Legislature amended the SDSS Health

& Safety Code to require all day care centers to have at least one staff member who has current
certificates in pediatric CPR and pediatric first aid to be available at all times when children are

present at the facility.

All full time Assistant Teachers, Lead Teachers, the Site Supervisor & and the Program Director

are mandated to meet this training requirement. Training must be provided by the American Red

Cross, the American Heart Association or a training program approved by EMSA. Course

completion certificates should be kept on file at the Center, and training must be renewed by the

employee as shown on the course completion certificate.

Staff Orientation:

Prior to assuming job duties all employees will be provided with a paid orientation meeting

which lasts approximately three hours and may be held in two sessions.

Orientation includes:  Program philosophy  Discipline policies  Health and safety practices 

Personnel policies  General classroom procedures  Staff handbook

On the job orientation is provided by the classroom lead teacher and includes:  Specific

guidance in classroom procedures  Curriculum planning and implementation  Location of

supplies  Infection control and sanitation procedures  Developmentally appropriate practices.

Disciplinary Action & Termination:

The ECLC uses a constructive approach to disciplinary matters to insure that the professional

standards of the Center are being met at all times. Any serious violation of Center’s policies or

procedures, or continued unsatisfactory performance, will result in termination in accordance

with the Center’s at will employment policy. The constructive approach to discipline for

corrective action does not require specific steps but may consist of counseling, oral and written

warnings, letter of reprimand, demotion, suspension, or dismissal.

Although there is no way to identify every possible violation of standards of conduct the

following is a partial list of infractions which will result in corrective action & may require

immediate discharge Most rules involve common sense and accepted standards of good conduct.

Violation of the following rules is considered serious and may result in discharge without prior

warning:

1. Striking or abusing a child, humiliating a child, endangering the life of a child, withholding

food from a child as punishment.

2. Abusive or inconsiderate treatment of parents, staff or visitors.

3. All program policies regarding child guidance and supervision must be followed. Any

reported case of suspected child maltreatment, abuse or neglect perpetrated by a staff member

will result in the immediate suspension of any contact with children. Suspension may be with or

without pay.

4. Unauthorized removal of property.

5. Unauthorized removal of center confidential information.

6. Refusal to perform assigned work or follow instructions.

7. Gross carelessness or negligence.

8. Willful destruction of property.

9. Sleeping during the supervision of children.

10. Coercing or inciting others to limit work performance or engage in any practice in violation

of center rules.

11. Unauthorized absence. Employees must notify supervisory personnel immediately upon

necessity of absence. In order for the center to operate effectively, we ask that you keep us

informed of your status when you are off work because of illness or injury. If you fail to notify

us after three consecutive absences, we will presume you have resigned, and you will be

removed from the payroll. Likewise, you must call you supervisor daily while off due to short-

term illness or accident, or we will presume you have resigned, and you will be removed from

the payroll. If you must leave work for any reason before the end of the day you must inform

your supervisor.

Resignation:

An employee who resigns should give at least 30 working days notice if he/she wishes to

terminate his/her employment without prejudice. This time is required so that an orderly

transition can be made.

Our Policies Regarding -Professionalism,

Confidentiality, and Adherence to the

NAEYC Code of Ethical Conduct

Standards of Conduct & Professionalism:

Groups of people who are working together for any purpose require certain guidelines pertaining

to their conduct and relationships. Accordingly, we ask that all of our employees be aware of

their responsibilities to the ECLC and to their co-workers and engage in direct communication

and constructive communications. All staff must assume responsibility for following guidelines

for the safety and well-being of everyone at the center.

Work time: Work time is for working! Any conduct which interferes with the work time of a

staff person will not be tolerated. Also, staff is not permitted to leave work areas during work

time without permission of their supervisor. Work time does not include recognized breaks.

Work performance: Employees are expected to put in a fair day's work. Unsatisfactory work,

poor performance, producing work below standard, excessive time away from the job, permitting

avoidable waste, and lack of cooperation jeopardizes our children and other staff.

Attitude: All children, parents and visitors should be treated with kindness, friendliness, patience

and respect. Staff should refrain from gossip, loud talking and other unnecessary noise and forms

of conduct which could disturb the program and detract from the professionalism of the center

Confidentiality:

It is contrary to the interest of the center and those we serve to give out information regarding

children and their parents. Such information should be held in the strictest of confidence, and

should not be discussed with anyone outside of the center. Inside the center, such information

should be discussed only when it will benefit the care we offer the children and their families; in
fact, such discussions should take place only during staff meetings or privately with your direct

supervisor. At no time will staff discuss individual children or personnel issues with parents at

the ECLC or outside the work environment! You are also expected not to discuss any problems

or concerns in the presence of any child. Maintaining professional conduct is expected of all

child care employees. Refer any inquiries on children, their performance, and/or parents to the

Site Supervisor or to the Program Director.

Code Of Ethics:

The ECLC at Stephens College adheres to the National Association for the Education of Young

Children (NAEYC) Code of Ethical Conduct. Employees are expected to follow this code when

making workplace decisions of an ethical or moral nature. Copies of the NAEYC Code of

Ethical Conduct are provided for you in the appendix & can also be found here:

https://www.naeyc.org/resources/position-statements/ethical-conduct.
 Sample Yearly Evaluation Forms

Early Childhood Learning Center at Stephens College

Teacher Assistant Yearly Evaluation

One copy of this form is to be completed by the Teacher Assistant as a self-evaluation and one

copy by the supervising Lead Teacher as performance appraisal. Be sure to include an

appropriate example or comment for each rating. Upon completion of the forms an appointment

will be set for communication and discussion of ratings between Lead Teachers and Teacher

Assistant. Please give a copy of each completed evaluation form to the Program Director.

Name: ________________________________________ Class: __________________

Teacher:_______________________________________ Date: ____/____/____

CLASSROOM RESPONSIBILITIES:

1. Does the Teacher Assistant engage with the children in the activities planned by the

classroom Lead Teachers? Is she/he available to children to expand their play, when conflicts

arise or materials are needed? Example/comments:

2. Are situations that require guidance handled appropriately and in keeping with our

philosophy? Example/comments:
3. Does the Teacher Assistant participate in general maintenance of the classroom environment:

activity clean up, washing of toys and dishes, sweeping patios etc.? Example/comments:

4. Is the Teacher Assistant able to take initiative and work independently? Does she/he respond

positively to Teacher comments and feedback? Example/comments:

DEPENDABILITY:

5. Does the Teacher Assistant adhere to classroom schedule and arrive on time?

Example/comments:

6. Does Teacher Assistant keep absenteeism to a minimum, arrange for a substitute when needed

and inform the classroom Lead Teacher and Site Supervisor of arrangements made?

Example/comments:

OVERALL IMPRESSIONS:

7. Does Teacher Assistant enjoy working at the ECLC? Does she/he maintain friendly

interactions with children, parents and other staff members? Does she/he act professionally?

Example / comments:
 Early Childhood Learning Center at Stephens College

Lead Teacher Yearly Evaluation

One copy of this form is to be completed by the Lead Teacher as a self-evaluation and one copy

by the Site Supervisor as performance appraisal (Assistant Teachers may also fill one out if

recommended). Be sure to include an appropriate example or comment for each rating. Upon

completion of the forms an appointment will be set for communication and discussion of ratings

between Lead Teachers and Program Director. Please give a copy of each completed evaluation

form to the Program Director for records.

Name: ________________________________________ Class: __________________

Teacher:_______________________________________ Date: ____/____/____

CLASSROOM RESPONSIBILITIES:

1. Does the Lead Teacher engage with the children in the activities planned in the classroom

curriculum? Is she/he available to children to expand their play, when conflicts arise or

materials are needed? Example/comments:

2. Are situations that require guidance handled appropriately and in keeping with our

philosophy? Example/comments:
3. Does the Lead Teacher participate in general maintenance of the classroom environment:

activity clean up, washing of toys and dishes, sweeping patios etc.? Example/comments:

4. Is the Lead Teacher able to think creatively, work quickly, and modify curriculum? Does

she/he respond positively to co-worker &/or Site Supervisor comments and feedback?

Example/comments:

DEPENDABILITY:

5. Does the Lead Teacher adhere to classroom schedule and arrive on time? Example/comments:

6. Does the Lead Teacher keep absenteeism to a minimum, arrange for a substitute when needed

and inform the Site Supervisor of arrangements made? Example/comments:

OVERALL IMPRESSIONS:

7. Does the Lead Teacher enjoy working at the ECLC? Does she/he maintain friendly

interactions with children, parents and other staff members? Does she/he act professionally?

Example / comments: