Employment at Kid Logic

Employment Opportunities at Kid Logic Learning

Kid Logic Learning in South Burlington is seeking Early Childhood Educators!

Positions Available:

  • Lead Infant Educator
  • Lead Young Toddler Educator
  • Dual Educator – Art and Float Support
  • PreK Lead Educator
  • Co Preschool Educator

Lead Educator Job Description:

2022-2023

OBJECTIVE:  To teach the assigned age group using developmentally appropriate practice that is intentional and based on the interests and needs of the children, and performing the daily routines as necessitated by the age group to comply with all regulatory agencies, in order to provide a positive learning environment that honors children and aligns with the center’s mission and philosophy. 

Minimum Education and Experience Requirements 

  1. At least an Associates or BA degree in Early Childhood or a related field (as defined by VT State Licensing requirements), OR completion of Apprenticeship Program, OR Child Care Certificate from CCV, OR successful completion of 21 college credits in ECE or school age focus.
  2. At least 12 months experience working with groups of children from grade 3 or younger.
  3. To be enrolled in any on-site Training and Coaching programs being offered.
  4. To meet the required training hours per year as designated by the administration (minimum of 15; any trainings that are required will be paid). 

Overall Requirements: (Must be able to implement all listed below) 

  1. Certification in Child CPR and First Aid or completion of certification of both within the first three months of employment. 
  2. Complete Basic Specialized Care training (6 hours) within one year of employment.
  3. Complete Vermont Online Orientation Training (9 hour module) AND Online Mandated Reporter Training (2 hour module) within one month of employment.
  4. Ability to maintain visual and auditory supervision of the group of children at all times in the classroom, outside, or in any other setting. 
  5. Comply with all current licensing regulations, NAEYC requirements, and center policies.
  6. Ability to lift, carry and hold children up to 50 pounds. 
  7. Physical ability to participate actively in all aspects and activities of the program, including hiking, climbing, kneeling, bending, stooping, crawling, and sitting on the floor. 
  8. Ability to write newsletters, documentation, and other professional correspondence effectively and using correct standard written English. 
  9. Must be able to communicate effectively (in writing and verbally) with colleagues, families, children, and community partners. 
  10. Ability and willingness to have positive and effective interpersonal skills with colleagues, administration, community partners, families, and children. 
  11. Ability to care for children in their daily routines, including diapering, toileting, feeding, and so forth. 
  12. Willingness and persistence in cleaning the classroom following procedures for properly sanitizing, disinfecting, and cleaning surfaces according to regulations. 
  13. Cognitive ability to make informed decisions and approach child development as a critical thinker, reflective practitioner, and intentional teacher. 
  14. Mandated reported of suspected abuse or neglect and report any suspicion of child abuse or neglect to Vermont’s Child Protection Line at 1-800-649-5285 within 24 hours.
  15. Confidentiality must be maintained in relation to child and family personal information, teacher information, center procedures regarding specific children, and confidential information. 

 

General Responsibilities 

 

Under the leadership of the center management and alongside the Co-Educator (if applicable), you will be responsible for the overall implementation of developmentally appropriate experiences for the children and families of the program. 

 

  1. Conduct observations and use the observation to be intentional with planning and in practicing Emergent Curriculum Theory;  Observations will include data regarding the individual child, the group of children, and the overall functions of the classroom, such as routines, transitions, and play experiences; Invite the perspective of a co-teacher and work collectively in the planning process.
  2. Maintain the physical space by incorporating intentional thinking of a well-organized and aesthetically pleasing physical environment as well as the safety of children at all times. 
  3. Participate in the collection, organization, and exploration of materials that are open-ended, align with children’s play themes, and allow for process learning – minimizing the expectation of finished products. 
  4. Complete assessments/Documentation by intentionally collecting observations of children throughout the assessment period; Meet timeline of Child Portfolio & Teaching Strategies Gold system;  Perform developmental assessments as well as individual child planning and goal development for all learners. 
  5. Plan and implement classroom curriculum  activities, provocations and experiences, including field trips, classroom materials, and experiences for the classroom and for each individual child in accordance with our mission statement, philosophy, and policies/procedures. Policies and procedures are aligned with Vermont State Licensing, Honoring Children, STARS, Vermont Early Learning Standards (VELS), and National Accreditation. 
  6. Learn to incorporate specialized plans and recommendations as approved by the director from community partners and specialized services into your classroom interactions, as needed, to support the individual needs of children. 
  7. Commit to receiving on-going guidance and support that promotes the development of educators, children, and families. 
  8. Use management strategies that ensure effective and efficient use of classroom resources, including time, materials, and partnership with your co-teacher. 
  9. Commit to sharing information with colleagues and administrators, as needs regarding classroom management and the safety and well-being of children, teachers, and families arise. 
  10. Complete all the required documentation of the center as it pertains to effectively managing the resources of the classroom: including, health and safety, parent communication, curriculum, child referral, and community resource coordination. 
  11. Use the communication systems of the center ( tadpoles, educator email, in person, and  phone ) when interacting with colleagues, families, and administration to resolve conflict, plan for the future, have difficult conversations, and hold others (and yourself) accountable for following our policies and mission. (Using Clear Constructive Feedback and Non-Violent Communication, etc.) 
  12. Serve as a leader, mentor, and coach for teaching assistants in the classroom, practicing the above communication techniques and using the center-approved forms to document and mentor others to hold them accountable for meeting the standards and objectives of the center. 
  13. Maintain a professional disposition and demeanor that includes conduct outside the center, dress code, interpersonal communications with colleagues and families, and all other aspects to uphold the level of respect deserving of this profession. 
  14. Write and review individual child goals with accompanying objectives on a quarterly basis in accordance with TSG checkpoint schedule;  Use objective writing and communication to share those goals with families.
  15. Write and regularly review individual child profiles, nurturtraint style, love languages, temperament, first hour needs, emotional intelligence, needs, interest, and goals;  Use objective writing and communication to share this information with families.

 

Character Traits

The following describes specific characteristics that are necessary for implementing the job description of a quality early childhood teacher and when working as a team and co-teacher. You are required to work in ways that model the following character traits. 

Committed: Inner conviction and understanding manifested in ethical actions associated with job responsibilities. Showing up, being on time, telling the truth, helping my co-workers, giving children and families my best work, etc. 

Empathetic: Innate and intimate comprehension of feelings, thoughts, and motives of others. The ability to put myself in the shoes of others and strive to understand others without enabling or rescuing them. 

Adaptable: Ability to perceive the uniqueness of each situation and effectively modify actions in innovative ways. I am able to be flexible in my thinking and teaching so that I can handle issues and challenges as they arise, as well as make spur of the moment changes that are best for the children and the classroom. 

Accountable: Willingness to take ownership of all actions associated with the sum total of job responsibilities. Looking for solutions vs. complaining about problems. Admitting when you make a mistake and modeling actions of accountability by taking personal responsibility. I take full responsibility for my own actions and seek to make things right myself rather than trying to pin the blame on others. 

Ethical: Behavior associated with the NAEYC Code of Ethical Conduct and the Center’s guiding principles. Read, understand, and live the values that “Our National Standards” of excellence tell us. My interactions and practice are guided by the standards of good practice that is kind, respectful, fair, and embraces everyone’s individual differences, celebrating them as unique, and I hold myself to the same standard to which I hold others. 

Self-disciplined: Inner strength to do what needs doing because it’s the right thing to do. I come to work positive and put my personal “stuff” aside in order to be present and engaged for the children. 

Lifelong learner: Continuous seeking of knowledge and application opportunities. You take the initiative to learn about your field and yourself. You do not have to be told. I don’t need to wait for administrators to give me information but rather seek it out as a self-motivated learner. 

Reflective: Continuous self-assessment, change, and growth using self-reflective practices. I take the time to think about my teaching and observing, and I change my practice based on what I realize about myself. 

Decisive: Ability to make good, timely decisions and to act on them. My decisions are for the best of the center and the children, and when I decide something I follow through. 

Respectful: Is open and inquisitive of other people, animals and things. Honors each person’s uniqueness. Exhibits a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements; admire (something or someone) deeply, as a result of their abilities, qualities, or achievements. I treat people the way I would want to be treated by others. 

As an Early Childhood Educator working with young children, you would have the amazing opportunity to care for children’s unique set of needs by identifying their temperaments and creating a loving environment that honors each child and their development. Working collaboratively with other colleagues, together you will provide enriching and nurturing learning experiences for these young children as you build strong and positive relationships with them and their families. Using Emergent Curriculum strategies and inspirations of Reggio Emilia practices, your observations of children’s play will guide you as you create and implement an ever-evolving curriculum that is guided by the interests and discoveries of children to expand their learning. Training and support will be provided.

Support Educator Job Description :

2022-2023

OBJECTIVE: To provide support to the program as a whole. When providing support in classrooms, to fulfill the role of the teacher and to teach the assigned age group using developmentally appropriate practice that is intentional and based on the interests and needs of the children, and performing the daily routines as necessitated by the age group to comply with all regulatory agencies, in order to provide a positive learning environment that honors children and aligns with the center’s mission and philosophy. To also complete tasks that ensure the maintenance and function of the program as a whole. 

Minimum Education and Experience Requirements 

  1. At least a high school graduate or successful completion of a GED.
  2. To be enrolled in any on-site Training and Coaching programs being offered.
  3. To meet the required training hours per year as designated by the administration (minimum of 15; any training that are required will be paid). 

Overall Requirements: (Must be able to implement all listed below) 

  1. Certification in Child CPR and First Aid or completion of certification of both within the first three months of employment. 
  2. Complete Vermont Online Orientation Training (9 hour module) AND Online Mandated Reporter Training (2 hour module) within one month of employment.
  3. Ability to maintain visual and auditory supervision of the group of children at all times in the classroom, outside, or in any other setting. 
  4. Comply with all current licensing regulations, NAEYC requirements, and center policies.
  5. Ability to lift, carry and hold children up to 50 pounds. 
  6. Physical ability to participate actively in all aspects and activities of the program, including hiking, climbing, kneeling, bending, stooping, crawling, and sitting on the floor. 
  7. Ability to write newsletters, documentation, and other professional correspondence effectively and using correct standard written English. 
  8. Must be able to communicate effectively (in writing and verbally) with colleagues, families, children, and community partners. 
  9. Ability and willingness to have positive and effective interpersonal skills with colleagues, administration, community partners, families, and children. 
  10. Ability to care for children in their daily routines, including diapering, toileting, feeding, and so forth. 
  11. Willingness and persistence in cleaning the classroom following procedures for properly sanitizing, disinfecting, and cleaning surfaces according to regulations. 
  12. Cognitive ability to make informed decisions and approach child development as a critical thinker, reflective practitioner, and intentional teacher. 
  13. Mandated reported of suspected abuse or neglect and report any suspicion of child abuse or neglect to Vermont’s Child Protection Line at 1-800-649-5285 within 24 hours.
  14. Confidentiality must be maintained in relation to child and family personal information, teacher information, center procedures regarding specific children, and confidential information. 

 

General Responsibilities 

 

Under the leadership of the center management, you will be responsible for the overall implementation of developmentally appropriate experiences for the children and families of the program. 

 

  1. Following classroom specific daily flow when covering as a sub, am or pm covering,  planning or lunch.
  2. Knowing child specific emergency needs i.e., allergies, medication or physical needs.
  3. Maintain the physical space by incorporating intentional thinking of a well-organized and aesthetically pleasing physical environment as well as the safety of children at all times. 
  4. Daily or Weekly tasks general clean up:  follow daily cleaning checklist  in addition to laundry, sanitize and wash buckets, kitchen, studio, refrigerators, entry ways, doors, trim and walls for dirty finger prints. 
  5. Maintain organization of loose materials, toys, inside and outdoors.
  6. Support and understand child specific needs Know about specialized plans and recommendations as approved by the director from community partners and specialized services that are in the classroom, as needed, to support the individual needs of children. 
  7. Commit to receiving on-going guidance and support that promotes self growth and aids in support of classrooms.
  8. Use management strategies that ensure effective and efficient use of program resources, including time, materials, and relationships with your co-workers. 
  9. Commit to sharing information with colleagues and administrators, as needs regarding classroom management and the safety and well-being of children, teachers, and families arise. 
  10. Use the communication systems of the center ( tadpoles, educator email, in person, or phone ) when interacting with colleagues, families, and administration to resolve conflict, plan for the future, have difficult conversations, and hold others (and yourself) accountable for following our policies and mission. (Using Clear Constructive Feedback and Non-Violent Communication, etc.) 
  11. Maintain a professional disposition and demeanor that includes conduct outside the center, dress code, interpersonal communications with colleagues and families, and all other aspects to uphold the level of respect deserving of this profession. 
  12. General school wide on call support have walkie talkie to communicate needs and hear needs to assist in support while doing general tasks. Communicate when you are able to support and when you are not. Use the language “I am available” or “I am not available, but can be there in ——-  minutes”.

 

Character Traits

The following describes specific characteristics that are necessary for implementing the job description of a quality early childhood teacher and when working as a team and co-teacher. You are required to work in ways that model the following character traits. 

Committed: Inner conviction and understanding manifested in ethical actions associated with job responsibilities. Showing up, being on time, telling the truth, helping my co-workers, giving children and families my best work, etc. 

Empathetic: Innate and intimate comprehension of feelings, thoughts, and motives of others. The ability to put myself in the shoes of others and strive to understand others without enabling or rescuing them. 

Adaptable: Ability to perceive the uniqueness of each situation and effectively modify actions in innovative ways. I am able to be flexible in my thinking and teaching so that I can handle issues and challenges as they arise, as well as make spur of the moment changes that are best for the children and the classroom. 

Accountable: Willingness to take ownership of all actions associated with the sum total of job responsibilities. Looking for solutions vs. complaining about problems. Admitting when you make a mistake and modeling actions of accountability by taking personal responsibility. I take full responsibility for my own actions and seek to make things right myself rather than trying to pin the blame on others. 

Ethical: Behavior associated with the NAEYC Code of Ethical Conduct and the Center’s guiding principles. Read, understand, and live the values that “Our National Standards” of excellence tell us. My interactions and practice are guided by the standards of good practice that is kind, respectful, fair, and embraces everyone’s individual differences, celebrating them as unique, and I hold myself to the same standard to which I hold others. 

Self-disciplined: Inner strength to do what needs doing because it’s the right thing to do. I come to work positively and put my personal “stuff” aside in order to be present and engaged for the children. 

Lifelong learner: Continuous seeking of knowledge and application opportunities. You take the initiative to learn about your field and yourself. You do not have to be told. I don’t need to wait for administrators to give me information but rather seek it out as a self-motivated learner. 

Reflective: Continuous self-assessment, change, and growth using self-reflective practices. I take the time to think about my teaching and observing, and I change my practice based on what I realize about myself. 

Decisive: Ability to make good, timely decisions and to act on them. My decisions are for the best of the center and the children, and when I decide something I follow through. 

Respectful: Is open and inquisitive of other people, animals and things. Honors each person’s uniqueness. Exhibits a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements; admiration (something or someone) deeply, as a result of their abilities, qualities, or achievements. I treat people the way I would want to be treated by others. 

Co-Lead Educator Job Description:  

2022-2023

OBJECTIVE:  To teach the assigned age group using developmentally appropriate practice that is intentional and based on the interests and needs of the children, and performing the daily routines as necessitated by the age group to comply with all regulatory agencies, in order to provide a positive learning environment that honors children and aligns with the center’s mission and philosophy. 

Minimum Education and Experience Requirements ( CDD Regulations )

  1. At least an Associates or BA degree in Early Childhood or a related field (as defined by VT State Licensing requirements), OR completion of Apprenticeship Program, OR Child Care Certificate from CCV, OR successful completion of 21 college credits in ECE or school age focus.
  2. At least 12 months experience working with groups of children from grade 3 or younger.
  3. To be enrolled in any on-site Training and Coaching programs being offered.
  4. To meet the required training hours per year as designated by the administration (minimum of 15; any trainings that are required will be paid). 

Overall Requirements: (Must be able to implement all listed below) 

  1. Certification in Child CPR and First Aid or completion of certification of both within the first three months of employment. 
  2. Complete Basic Specialized Care training (6 hours) within one year of employment.
  3. Complete Vermont Online Orientation Training (9 hour module) AND Online Mandated Reporter Training (2 hour module) within one month of employment.
  4. Ability to maintain visual and auditory supervision of the group of children at all times in the classroom, outside, or in any other setting. 
  5. Comply with all current licensing regulations, NAEYC requirements, and center policies.
  6. Ability to lift, carry and hold children up to 50 pounds. 
  7. Physical ability to participate actively in all aspects and activities of the program, including hiking, climbing, kneeling, bending, stooping, crawling, and sitting on the floor. 
  8. Ability to write newsletters, documentation, and other professional correspondence effectively and using correct standard written English. 
  9. Must be able to communicate effectively (in writing and verbally) with colleagues, families, children, and community partners. 
  10. Ability and willingness to have positive and effective interpersonal skills with colleagues, administration, community partners, families, and children. 
  11. Ability to care for children in their daily routines, including diapering, toileting, feeding, and so forth. 
  12. Willingness and persistence in cleaning the classroom following procedures for properly sanitizing, disinfecting, and cleaning surfaces according to regulations. 
  13. Cognitive ability to make informed decisions and approach child development as a critical thinker, reflective practitioner, and intentional teacher. 
  14. Mandated reported of suspected abuse or neglect and report any suspicion of child abuse or neglect to Vermont’s Child Protection Line at 1-800-649-5285 within 24 hours.
  15. Confidentiality must be maintained in relation to child and family personal information, teacher information, center procedures regarding specific children, and confidential information. 

 

General Responsibilities Kid Logic Policy

 

Under the leadership of the center management and alongside the Co-Educator (if applicable), you will be responsible for the overall implementation of developmentally appropriate experiences for the children and families of the program. 

 

  1. Conduct observations and use the observation to be intentional with planning and in practicing Emergent Curriculum Theory;  Observations will include data regarding the individual child, the group of children, and the overall functions of the classroom, such as routines, transitions, and play experiences; Invite the perspective of a co-teacher and work collectively in the planning process.
  2. Maintain the physical space by incorporating intentional thinking of a well-organized and aesthetically pleasing physical environment as well as the safety of children at all times. 
  3. Participate in the collection, organization, and exploration of materials that are open-ended, align with children’s play themes, and allow for process learning – minimizing the expectation of finished products. 
  4. Complete assessments/Documentation by intentionally collecting observations of children throughout the assessment period; Meet timeline of Child Portfolio’s & Teaching Strategies Gold system;  Perform developmental assessments as well as individual child planning and goal development for all learners. 
  5. Plan and implement classroom curriculum activities, provocations and experiences, including field trips, classroom materials, and experiences for the classroom and for each individual child in accordance with our mission statement, philosophy, and policies/procedures. Policies and procedures are aligned with Vermont State Licensing, Honoring Children, STARS, Vermont Early Learning Standards (VELS), and National Accreditation. 
  6. Learn to incorporate specialized plans and recommendations as approved by the director from community partners and specialized services into your classroom interactions, as needed, to support the individual needs of children. 
  7. Commit to receiving on-going guidance and support that promotes the development of educators, children, and families. 
  8. Use management strategies that ensure effective and efficient use of classroom resources, including time, materials, and partnership with your co-teacher. 
  9. Commit to sharing information with colleagues and administrators, as needs regarding classroom management and the safety and well-being of children, teachers, and families arise. 
  10. Complete all the required documentation of the center as it pertains to effectively managing the resources of the classroom: including, health and safety, parent communication, curriculum, child referral, and community resource coordination. 
  11. Use the communication systems of the center  ( tadpoles, educator email, in person, phone ) when interacting with colleagues, families, and administration to resolve conflict, plan for the future, have difficult conversations, and hold others (and yourself) accountable for following our policies and mission. (Using Clear Constructive Feedback and Non-Violent Communication, etc.) 
  12. Serve as a leader, mentor, and coach for teaching assistants in the classroom, practicing the above communication techniques and using the center-approved forms to document and mentor others to hold them accountable for meeting the standards and objectives of the center. 
  13. Maintain a professional disposition and demeanor that includes conduct outside the center, dress code, interpersonal communications with colleagues and families, and all other aspects to uphold the level of respect deserving of this profession. 
  14. Write and review individual child goals with accompanying objectives on a quarterly basis in accordance with TSG/Tadpoles – development or  checkpoint schedule;  Use objective writing and communication to share those goals with families.
  15. Write and regularly review individual child profiles, nurturtraint style, love languages, temperament, first hour needs, emotional intelligence, needs, interest, and goals;  Use objective writing and communication to share this information with families.

 

Character Traits

The following describes specific characteristics that are necessary for implementing the job description of a quality early childhood teacher and when working as a team and co-teacher. You are required to work in ways that model the following character traits. 

Committed: Inner conviction and understanding manifested in ethical actions associated with job responsibilities. Showing up, being on time, telling the truth, helping my co-workers, giving children and families my best work, etc. 

Empathetic: Innate and intimate comprehension of feelings, thoughts, and motives of others. The ability to put myself in the shoes of others and strive to understand others without enabling or rescuing them. 

Adaptable: Ability to perceive the uniqueness of each situation and effectively modify actions in innovative ways. I am able to be flexible in my thinking and teaching so that I can handle issues and challenges as they arise, as well as make spur of the moment changes that are best for the children and the classroom. 

Accountable: Willingness to take ownership of all actions associated with the sum total of job responsibilities. Looking for solutions vs. complaining about problems. Admitting when you make a mistake and modeling actions of accountability by taking personal responsibility. I take full responsibility for my own actions and seek to make things right myself rather than trying to pin the blame on others. 

Ethical: Behavior associated with the NAEYC Code of Ethical Conduct and the Center’s guiding principles. Read, understand, and live the values that “Our National Standards” of excellence tell us. My interactions and practice are guided by the standards of good practice that is kind, respectful, fair, and embraces everyone’s individual differences, celebrating them as unique, and I hold myself to the same standard to which I hold others. 

Self-disciplined: Inner strength to do what needs doing because it’s the right thing to do. I come to work positive and put my personal “stuff” aside in order to be present and engaged for the children. 

Lifelong learner: Continuous seeking of knowledge and application opportunities. You take the initiative to learn about your field and yourself. You do not have to be told. I don’t need to wait for administrators to give me information but rather seek it out as a self-motivated learner. 

Reflective: Continuous self-assessment, change, and growth using self-reflective practices. I take the time to think about my teaching and observing, and I change my practice based on what I realize about myself. 

Decisive: Ability to make good, timely decisions and to act on them. My decisions are for the best of the center and the children, and when I decide something I follow through. 

Respectful: Is open and inquisitive of other people, animals and things. Honors each person’s uniqueness. Exhibits a feeling of deep admiration for someone or something elicited by their abilities, qualities, or achievements; admire (something or someone) deeply, as a result of their abilities, qualities, or achievements. I treat people the way I would want to be treated by others.

Please inquire how you can join our team so we can work together enriching children’s lives and becoming leaders in our growing field! We look forward to hearing from you!

Please email cover letter and resume to Crystal@kidlogiclearning.com, and alyssa@kidlogiclearning.com

ABOUT KID LOGIC LEARNING
Kid Logic Learning is a 5 STAR child care program in South Burlington working towards NAEYC accreditation. We believe in high quality care and education for young children. We honor the value of play and following an Emergent curriculum style with the belief that children are the leaders of their own learning. By creating a supportive and calming environment inspired by the needs and cues of children, we aspire to follow their organic and intrinsic ideas and discoveries to guide our curriculum planning. We strongly believe in positive communication among all teachers, families, and children in effort to work collaboratively towards mutual goals of growth and development. Please contact us if you share in our value to offer all children and families the highest quality care and enrichment opportunities.

BENEFITS
Kid Logic Learning offers competitive pay and benefits that include Dental and Vision insurance, paid holiday time, a healthy paid-time off package, connection with a valued and trusted Retirement planner, discount of childcare tuition, and opportunities for paid professional development and continued education.

Here, you will also have the opportunity to work in a compassionate and professional environment where you can grow and lead in the Early Childhood field. You can be an integral part of children’s early learning experiences while working and learning alongside other dedicated professionals who also strive to offer high quality care for young children. Come work with us as we build positive relationships with children, grow our school community, support parent and family needs, and guide children’s growth and development!