Under the supervision of the School Principal, the RECE Teacher is responsible for providing a positive learning environment that enhances and supports each child's cultural, physical, social, emotional, creative and cognitive development.

Responsibilities

Classroom Management

- Develops daily and long range plans for children with clear objectives
- Maintains daily schedules and routines
- Develops an active learning classroom
- Implements a weekly classroom plan that incorporates a blend of child‑directed activities, routines and transition times that encourage positive experiences and age appropriate development
- Provides a balance of active/quiet, indoor/outdoor and individual/group activities
- Organises space, learning centres, equipment and teaching tools prior to activities
- Uses a variety of teaching techniques including modelling, observing, questioning, demonstrating and reinforcing
- Encourages and assists children to practice self‑help skills and language
- Identifies themes, resources and materials for special activities coordinated by season and AMBE required curriculum
- Coordinates field trips
- Guides children's behaviour that encourages positive self‑concept utilizing the Getting Along Together curriculum and philosophy
- Sets reasonable behaviour expectations
- Addresses challenging behaviours without labelling any child
- Develops and carries out lesson plans that facilitate student success using approved AMBE curriculum

Parent and Staff Communication

- Promotes positive relationships with parents
- Discusses child's progress and programme's daily events with parents and documents in daily agenda
- Ensures that parents receive all information and notices as it pertains to the child
- Encourages parent participation in the programme (e.g. chaperone, volunteer, visit)
- Offers suggestions and tips for parents to aid in achieving milestones
- Communicates with School Principal on any and all concerns
- Promotes language and literacy in partnership with parents and families
- Maintains student portfolios according to AMBE requirements
- Completes progress and report cards in parent‑friendly language focusing on student growth and next steps

Daily Supervision

- Adheres to the standards set forth by the College of Early Childhood Educators
- Is highly responsive to the needs of the children




- Provides supervision of children at all times
- Completes attendance register and required daily logs
- Ensures Early Years Guidelines and regulations are followed

Health and Safety

- Observes each child daily to detect symptoms of illness
- Addresses and reports all accidents, injuries and illnesses and documents all such incidents
- Releases children only to authorized persons
- Recognises signs of abuse and reports incidents of child abuse immediately as required and shares information with the School Principal
- Monitors environment for hazards
- Sanitises equipment and surfaces daily
- Establishes daily eating routines for children
- Participates in fire drills and evacuation exercises in a calm manner
- Performs other job‑related duties as required by the immediate supervisor

Interpersonal Relationship

- Works with the School Principal to ensure safety of children at all times
- Works well in a co‑teaching situation
- Works collaboratively with other teachers and staff
- Communicates with parents
- Interacts respectfully with students

Leadership

- Displays leadership within the classroom and models leadership qualities for children
- Communicates tactfully with parents, peers, students and others
- Encouraged to take a leadership role within the school community
- Provides supervision of educational aides and volunteers
- Completes compliance requirements as required by current applicable legislation

Teamwork

- Teams with staff within the classroom and offers support to colleagues
- Builds trust and rapport with students
- Participates in annual performance review process, attends staff meetings and is an active team player
- Takes part in activities and events

External Communications

- College of Early Childhood Educators

Training

- Attends various forms of training related to education

Negotiations

- Not applicable

Stress

- Must patiently nurture undiagnosed and diagnosed high‑needs children, including those suffering from separation anxiety




- Understands the responsibility of being a mandated reporter
- May encounter conflict with parents or staff
- Experience mild to high stress based on student behaviours
- Subject to family dynamics and often placed between separation cases

Working Conditions

- Monday to Friday 8:00 a.m. to 3:30 p.m.
- Some evening events such as Parent/Teacher Conferences and Open Houses
- Within a school environment
- Subject to physical demands: sitting on floor, bending, kneeling, crawling, crouching, running, good balance
- May be required to lift heavy objects when necessary
- Must be able to lift children up to 50 lbs.
- Exposure to biohazards (vomit, urine, nose secretions, etc.)
- Subject to physical hazards such as biting, scratching, spitting
- Required to spend large periods of time outdoors with the children every day
- Subject to use of cleaning solutions to sanitize tables, chairs and toys
- Subject to varying degrees of temperature changes
- Possess a valid driver’s licence and ability to cross the Canada‑US border freely

Cultural Competency

- Ability to speak the Mohawk language is an asset
- Knowledge of Mohawk culture
- Knowledge of the Akwesasne community

Accountability

- To protect and maintain confidentiality
- To communicate tactfully
- To ensure that children are treated with fairness and empathy
- To keep pace with any new developments in the field of early childhood development
- To maintain a safe and secure environment
- To abide by applicable legislation and laws

Qualifications

- Early Childhood Education (ECE) diploma
- 3 years’ experience working with young children in a relevant environment
- Must be registered with the College of Early Childhood Educators of Ontario
- Must have current First Aid certification

Key Competencies

- Teamwork: Working collaboratively and productively with others to achieve results
- Service‑Oriented: Meeting or exceeding student and school needs
- Communication: Clearly conveying and receiving messages
- Results Orientation: Knowing what results are important and focusing resources to achieve them
- Planning: Setting explicit outcomes and indicators of success
- Cultural Awareness: Understanding of, and sensitivity to, the distinct Akwesasne Mohawk community, culture and language

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📌 Early Learning Educator (Summerstown)
🏢 Ahkwesahsne Mohawk Board Of Education
📍 Summerstown