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 protected 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 clear 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 (Ontario)
🏢 Ahkwesahsne Mohawk Board Of Education
📍 Ontario