Education and Certifications:

• Possession of an Associate’s or Bachelor’s Degree with a major in one of the following human services areas: child development, art, family studies, social work, sociology, psychology, education, community development, behavioral science, special education, community services, counseling psychology, human services, a human services-related counseling major, or interdisciplinary studies in social science: i.e. anthropology or a closely related field.
  OR
  Possession of a Bachelor's Degree in any major with at least 30 semester (45 term) credits in one or a combination of the following human services areas: child development, family studies, social work, sociology, psychology, education, community development, behavioral science, special education, community services, counseling psychology, human services, a human services-related counseling major, or interdisciplinary studies in social science: i.e. anthropology or a closely related field.

• Current First Aid and CPR certification or the ability to attain certification before May 2025 (willing to reimburse for the right candidate).

• Fluent in English (fluency in English & at least one other language strongly preferred).

  Experience:

• Experience working with young children in a group care setting.

• Fluency and experience working with a variety of artistic materials, mediums, & tools.

• An understanding of the Reggio Emilia Approach and/or constructivist learning theories.

• An understanding of the Waldorf Approach.

• Strong written and verbal communication skills.

  You Are:

• Prepared to have your background checked/to undergo a Livescan screening.

• Well versed in the “kind and firm” positive discipline model and/or willing to take a (paid) training to become a credentialed positive discipline educator. 

• Willing to commit to seeking out ongoing education in the early childhood field in the form of podcasts, books, additional ECE credits, etc. 

• Familiar with trauma-informed care practices and eager to implement them in an early childcare setting.

• Understanding of and proficient in sustainable gardening practices or willing and excited to learn.

Personal Attributes:

• Strong commitment to diversity, equity & inclusion.

• Sincere passion for working with young children and promoting their development.

• Commitment to timeliness and proven ability to arrive to work on time and complete each scheduled shift for its full duration.

• Warm, professional, highly communicative, and exceptionally detailed-oriented. 

• Patient, creative, and highly adaptable.

• Passionate about early childhood — with an advanced understanding of the importance of gentle guidance, daily rhythm, and attachment. 

• Ability to work collaboratively as part of a team.

Responsibilities:

Classroom Environment & Curriculum

1. Responsible for creating a materials list for Phoenix House’s provocations/invitations to learn, designing and maintaining an organized, inspiring, and aesthetically appealing learning environment that acts as the third teacher to the child.

2. Select and prepare natural, open-ended materials that support children’s curiosity, creativity, and holistic development.

3. Rotate materials based on observed interests and developmental needs, ensuring offerings are safe and appropriate for the varied age groups in our cohort.

4. Create seasonal and culturally responsive displays of children's process-based artwork and documentation panels that reflect the children's voices and experiences.

5. Meets with classroom educators to plan, implement, and support appropriate developmental growth through art, expression, and movement.

6. Actively documents and interprets children’s learning processes, making learning visible through written narratives, photographs, videos, Brightwheel posts, etc.

7. Prepare and cohost an annual art show for our children and their families to showcase their portfolios.

8. Exhibit a strong commitment to ongoing professional development by reading current publications, working closely with the school’s mentor/consultant, attending workshops, and actively participating in the local network of Reggio-inspired educators.

9. Cover staff absences and provide staff to child ratio coverage in classrooms as needed.

Facilitating the Visual & Sensory Arts

• Offer daily or weekly visual art invitations (provocations) rooted in the Reggio Emilia philosophy, using process-focused techniques to encourage experimentation and self-expression.

• Modify and scaffold activities for each developmental stage: tummy-time visual exploration for infants, finger painting and simple mark-making for toddlers, and basic sculpting, storytelling through art, and symbolic drawing for preschoolers.

• Sit with children during their exploration, narrating gently and offering language that helps them connect feelings to colors, textures, and forms.

Eurythmic Movement & Creative Expression

• Lead age-appropriate movement experiences inspired by Eurythmy, designed to nurture the child’s inner rhythm, sense of space, and connection to others.

• Use storytelling, seasonal verses, music, and gesture to introduce gentle movement sequences that flow with the natural rhythms of the day and align with Waldorf principles.

• Guide children in group circle times that integrate singing, gesture, and rhythm in a slow, calming, and developmentally appropriate manner.

• Observe and adjust movements to respect individual mobility, sensory processing styles, and social-emotional needs—offering alternatives when children prefer to observe or move differently.
  

  Collaboration & Documentation

• Collaborate closely with the lead classroom educators to weave arts and movement into the daily rhythm of each cohort, ensuring consistency and continuity across age groups.

• Participate in weekly planning meetings to align with emergent curriculum topics and co-create projects that extend children's learning through integrated arts.

• Document children's experiences and development through photos, anecdotal notes, and visual displays; share observations that can inform parent communication and assessment.

Relationship Building & Emotional Presence

• Build warm, attuned relationships with children, responding sensitively to their cues, regulating with them through transitions, and nurturing their sense of safety and belonging.

• Create inclusive, trauma-sensitive experiences where children of all temperaments and developmental profiles can engage, explore, and express themselves freely.

• Remain grounded in the understanding that creativity is born from connection—prioritizing relational safety over product-oriented outcomes.
  

Professional Development & Philosophy Integration

• Reflect regularly on your own artistic and spiritual practice, bringing authenticity and intentionality to your role as a creative guide and nurturer.

• Continue developing your understanding of both the Reggio Emilia and Waldorf approaches, with emphasis on the philosophies’ views of the child, rhythm, and the environment as a third teacher.

• Attend staff development sessions, contribute to collective reflection, and seek ways to harmonize your teaching with the school’s mission and pedagogy.

Health, Safety & Wellness

1. Ensure the physical safety of all children, maintaining a clean and organized classroom environment.

2. Provide nurturing care, attending to each child’s individual needs, including diapering/toileting, mealtimes, and rest periods.

3. Promote mindfulness and emotional regulation through calming practices, like stretching, breathing exercises, or quiet reflection.

4. Closely supervise indoor and outdoor play encouraging inquiry and exploration while maintaining safety and rhythm/flow between planned and unplanned activities.

5. Supervise and comfort children during rest times offering soothing redirection, back patting, cuddles, and patience for children who need support during this designated quiet time.

6. Manage conflict through redirection and positive discipline and guide with a strong, unwavering commitment to best practice strategies that foster a nurturing, inclusive environment and support each child's growth and well-being.