Support Ece

**Support ECE (CDS) Term (2)**:
**South Shore Regional Centre for Education**

The South Shore Regional Centre for Education (SSRCE) practices the culturally responsive pedagogy approach in providing an inclusive, diverse, equitable, safe and healthy education that supports learning and success both personally and academically to the 59,000 residents of Lunenburg and Queens Counties, an area of 5,250 square kilometres and a total of 23 schools.

**Position**:

Support - Early Childhood Educator

**Location**:

Chester District School

**Reports to**:

Pre-Primary Facilitator

**Employee Group**:

NSGEU

**Job Status**:

Two Positions - Term 7 hrs/day

**Start/End Date**:

August 18, 2023 to June 28, 2024

**Posting Deadline**:

June 6, 2023 at 11:59 PM

**Scope of Responsibilities**

The Support Early Childhood Educator (SECE) will support the Lead Early Childhood Educator (LECE) within the Pre-primary Program Team, to ensure a supportive and secure environment for young children attending the Pre-primary Program.

The SECE will receive daily direction from the LECE and support him/her to create and maintain an engaging learning environment, one in which children are encouraged to explore and create new knowledge through their experiences and social interactions with others. The SECE will support the use of evidenced-based practices and professional judgement to ensure the environment is focused on the holistic development and overall well-being of the child/ren. Working cooperatively with the LECE, the SECE will be responsible to support the implementation of the Pre-primary Program using the Nova Scotia Early Learning Curriculum Framework.

The SECE will be an active member of the school team reporting to the Pre-primary Facilitator and will work cooperatively with the LECE to support the consistent delivery and assessment of a high quality early learning experience for children attending the Pre-primary Program. In addition, the SECE will act in the place of the LECE as necessary.

**Quali**f**ications**
- ECE Level 2 (2-year Early Childhood Education Diploma from a recognized post-secondary institution) or 3 (Bachelor’s degree in early childhood education from a recognize post-secondary institution) is preferred;
- SECE can be Level 1 or school-age approval but must agree to commence work towards an ECE Level 2 or 3 credential;
- Valid standard First Aid training;
- Satisfactory Criminal Record and Child Abuse Registry Checks

**Experience**:

- A minimum of 3 years of recent experience with pre-school aged children;
- Experience with developmentally appropriate observation, documentation and authentic assessment strategies;
- Experience working with children and families with diverse cultural backgrounds, experiences, and developmental needs;

**Abilities**:

- Possess an in-depth understanding of child growth and development and demonstrated knowledge and experience using a play-based pedagogy and child-centered; developmentally appropriate practices;
- Ability to translate theory and best practices into action in early childhood settings;
- Ability to create inclusive and responsive early learning environments that support the diverse and special needs of all children;
- Strong interpersonal and communication skills;

**Task Dimensions**:
In cooperation with the Lead ECE, the responsibilities of the SECE include but are not limited to:

- Creating an active and dynamic learning environment that supports and includes all children;
- Working with the Lead ECE to clarify roles and responsibilities, establish classroom routines and procedures that will set the stage for a positive learning environment;
- Delivering developmentally appropriate and engaging programming that is responsive to the interests and cultural needs of the children and community;
- Observing, assessing and documenting children’s developmental progress;
- Facilitating family, caregiver and community involvement in program;
- Welcoming and have open communication with families and caregivers regarding their children experiences and the program offered;
- Reflecting children’s lives in ongoing displays and celebrations throughout the year;
- Providing timely identification of and responses to children and families in need of additional supports and services are partners with community-based providers to ensure that children’s individual developmental needs are addressed within the context of the Pre-primary Program;
- Supporting the LECE in writing transition plans for children requiring additional supports in preparation for entry into primary;
- Supporting children’s development with materials and resources that focus on emergent literacy and numeracy skills, in particular; play based skills, social emotional skills and gross and fine motor development;
- Demonstrating an understanding of young children’s characteristics and needs, and of the multiple interacting influences on children’s development and learning, when t