Site Supervisor - 2022
Competency-based
ONET: 25-2011.00
2
Years
74
Skills
378h
Related instructions
Classroom instruction topics
- Child/Human Growth and Development
- Child-Family-Community / Child-Family Relations
- Observation, Screening, Assessment and Documentation
- Health, Safety and Nutrition
- Culture, Diversity and Equity
- Supervised Field Experience (Must take EAR-30 or EAR-41)
- Program / Curriculum (Must take EAR-24 or EAR-28)
On-the-job training
- Understand and Encourages Child Development and Learning
- Describes major developmental milestones for children from conception through adolescence in the areas of physical, psychosocial, cognitive and language development.
- Observes, assess and document children in natural settings to enhance the study of child development.
- Analyze how cultural, economic, political, and historical contexts affect children’s development.
- Appreciates and Honors Culture, Diversity and Equity
- Embraces each child’s culture and sees it as an asset.
- Understands the importance of providing a learning environment that is welcoming for all families.
- Adheres to families’ culturally based communication practices. Implements concepts of intercultural communication, including nonverbal communication.
- Applies skills and knowledge gained from orientation sessions to communicate respectfully with all families.
- Uses knowledge of children’s cultural and linguistic backgrounds and experiences to facilitate interactions and learning.
- Models the implementation of inclusive communication and practices to engage colleagues, children, and families.
- Recognizes the Significance of Relationships, Interactions and Guidance.
- Plans opportunities that support children’s understanding of emotions and allows children to respond to the emotions of others, as developmentally appropriate.
- Oversees day-to-day transitions with sensitivity to each child’s responses to separation or transitions. Works with families and staff to develop ways to support children during transitions.
- Works with staff and colleagues to plan a positive social–emotional climate in the learning environment based on the individual strengths and interests of the children in the group.
- Leads staff in reflecting on and interpreting children’s expressions of emotions and on one’s own responses to them.
- Plans strategies keeping in mind each child’s interests, culture, temperament, language, communication skills, and abilities.
- Develops concrete strategies and activities to recognize children’s efforts, emphasizing the use of appropriate language to acknowledge, encourage, and reinforce achievement and success.
- Understands and Fosters Family and Community Engagement.
- Respects each family’s style and preferred methods of communication and interacts with families in a transparent, accountable manner.
- Coordinates developmentally appropriate experiences to support children’s school readiness in all developmental domains, anticipating upcoming transitions to new programs or schools.
- Supports families as decision makers for and educators of their children.
- Ensure meaningful two-way collaboration, supporting the children’s learning and development and helping families to understand child development.
- Demonstrates an understanding of risk factors related to family functioning and of how to support all families appropriately.
- Plans curriculum and activities collaboratively with all families.
- Understands and Supports Dual-Language Development.
- Facilitates discussions and planning with staff and colleagues about implementation of specific programs for group settings.
- Works with colleagues to create various opportunities for young dual-language learners and their families to participate in the group throughout the day.
- Incorporates practices that honor the role of the home language as a vital foundation in English-language development.
- Creates opportunities for young dual-language learners that promote literacy development in home language and English.
- Shares assessment information about individual children with families.
- Contributes to observation of young DLLs across a variety of settings or activities.
- Demonstrates awareness of child’s home language.
- Uses observations to inform interactions with children and the curriculum planning process.
- Understands and Utilizes Observation, Screening, Assessment, and Documentation.
- Conducts formal and informal observation of children across settings and over time.
- Gathers observations to inform the planning process for individual children and the group.
- Reviews results of screening and initiates discussions with staff, colleagues and families about universal or targeted screening.
- Identifies the need for referrals based on observations.
- Uses valid and reliable assessment tools.
- Explains and follows protocols related to parental consent and confidentiality, and elicits input from families.
- Initiates discussions with staff and colleagues about strategies for documentation and applies strategies to selection of samples, artifacts, or other information to include in documentation.
- Plans developmentally appropriate opportunities for children to participate in documentation of their experiences.
- Considers a variety of factors in the interpretation of observations, screening, documentation, and assessment data. Reflects with families, colleagues, and specialists on the meaning of individual results and data.
- Synthesizes information gathered through the planning process in planning for individual children and for the group.
- Recognizes Special Needs and Foster Inclusion
- Recommends changes to program policies, as appropriate, to create a sense of belonging and full participation for children or adults with disabilities or other special needs.
- Explains the principles of People First Language used to colleagues, families, and children, as developmentally appropriate.
- Collaborates with families and service providers to provide multiple approaches to learning in order to meet the diverse needs of children in the learning environment.
- Engages children with disabilities or other special needs as active participants in their own personal or health-care routines, as developmentally appropriate.
- Initiates discussions with colleagues and families regarding inclusive practice and children’s development.
- Understands the range of services available to children with disabilities or other special needs, the roles of service providers, and different models of support.
- Identifies and addresses modifications in the facility and the learning environment to support children or adults with disabilities or other special needs.
- Implements safe, effective use of adaptive equipment for children with disabilities or other special needs.
- Creates Learning Environments; Plans and Implements Curriculum
- Synthesizes information gathered through curriculum-planning process in planning for individual children and for the group.
- Adapts indoor and outdoor environment, equipment, materials, activities, or experiences based on information gathered in the curriculum-planning process, preparing children as appropriate.
- Adapts the environment as necessary to meet the interests and requirements of children in the group.
- Plans the daily schedule to meet regulatory requirements and to support the learning and development of children.
- Plans the daily schedule to incorporate a balance of child initiated play and exploration and adult-facilitated strategies.
- Plans experiences that support infant/toddler learning and development in all domains.
- Ensures Health, Safety and Good Nutrition
- Identifies and addresses potential barriers to compliance with indoor and outdoor environmental health and safety policies and practices.
- Adapts supervision to the overall setting and individual requirements of children.
- Uses emergency equipment and supplies effectively and appropriately.
- Implements emergency plans and assigns roles using systematic exchange of information with families, staff, and colleagues to ensure everyone is prepared to respond.
- Facilitates and engages in discussions about healthful food choices and habits, taking into account individual family and cultural preferences.
- Develops mealtime routines that support children’s learning and reflect family practices.
- Conducts daily individual health checks for signs of illness or injury in children.
- Communicates with families daily about children’s well-being.
- Addresses concerns about child abuse or neglect according to regulation and law; refers concerns to supervisor(s) as necessary. Articulates the role of risk and protective factors related to child abuse or neglect.
- Communicates with families about children’s physical activity experiences to help children develop new skills, build physical strength, and engage in playbased, structured, and spontaneous (child-initiated) physical activity.
- Based, structured, and spontaneous (child-initiated) physical activity.
- Develops and Demonstrates Professionalism
- Uses reflective dialogue to identify an action plan for professional development.
- Explores effective professional development and mentoring strategies to support professional development.
- Engages in professional responsibilities and remains dedicated to the success of children, families, and the agency or program.
- Contributes to a quality work environment by maintaining a professional, mutually supportive attitude with colleagues, children, and families.
- Ensures that the children’s program integrates development and learning in all domains.
- Articulates and models the program’s goals, philosophy, and objectives.
- Promotes early education teaching strategies that address growth, development, and learning based on current evidence- based practice.
- Understands that adult learning can take place in many formal and informal contexts.
- Knows procedures to follow when a staff member or colleague has an accident, and applies strategies to prevent accidents from occurring.
- Conducts regular in-service professional development for staff and colleagues on risk and injury prevention.
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