Recruiting Preschool Early Years Educator, Greystones, Co Wicklow.

Hours: 08.00 to 14.45 (Approx.), following primary school term weeks and four weeks of summer camp in July

Start Date: 4^th July for four weeks. Then closure time until end of August 2022

Our Playful learning Environment

The Nest School offers for part-time Early Childhood Care and Education for ECCE aged children. We are located in a beautiful, new, purpose-built premises within the Waverly development. It is a first class, much-loved preschool which is heavily invested in – with an abundance of top quality materials, toys and curriculum aids. We value progressive thinking and aim to apply best practice from various preschool methodologies. We are enthusiastic and determined to continuously further develop and evolve our curriculum.

Our playful, mixed Curriculum environment is well equipped, bright and welcoming with an abundance of both play based and Montessori materials.

We are looking for a special Early Childhood Educator to join our preschool. They must:

• Hold a qualification in Early Childhood (to work with a co-teacher lead)
• Really enjoy the company of young children – with fun and happiness at the centre of what we do
• Have experience and value Montessori pedagogy as well as play based learning
• Have good knowledge and a commitment to best practice in all aspects of Early Childhood Care and Education (Aistear and Siolta, DES and TUSLA.)

If you are interested in learning more please send your CV to Lynda & Holly at contact@thenestschool.ie. See: www.thenestschool.ie

Childcare Practitioner/Early Years Educator

Happy StepsKilcock, County Kildare

€24,000 – €29,000 a year –  Full-time, Permanent

Full Job Description

Childcare Practitioner/Early Years Educator

We are looking for energetic, enthusiastic people to join our Wobbler and Preschool teams and to work in Holiday Cover and Floating roles.

Suitable candidates must have: 

· Minimum QQI Level 5 in Early Childhood Care and Education or above.

· Good knowledge of working with the Aistear Curriculum.

· Have a genuine interest in nurturing the development of children.

· Have a good command of written and spoken English. Possess good communication skills.

· Applicants must provide us with references and be prepared to complete Garda vetting and hold relevant police vetting from other countries if applicable.

· Experience in childcare is an advantage but not essential as training will be provided.

What we offer Our Staff: 

• · A competitive salary
• · Uniform Supplied
• · Christmas Bonus.
• · Additional holiday.
• Staff appreciation days
• ·Discount on staff childcare if required.
• · Mandatory training fully paid for.
• · Continuous personal development to help you reach your full potential.
• · On-site parking.

Roles and Responsibilities: 

· As an Early Years Educator, you will help oversee the smooth running of the care rooms, maintain and organise a child-friendly environment.

· Ensure high standards of care for all children.

· Be flexible in your approach to the working environment and the requirements of the service.

· Be willing to work as a team member offering support to fellow colleagues.

· Maintain accurate children’s records.

· Develop and maintain good relationships with parents and provide them with feedback on their child’s day.

· Help to develop and implement crèche policies and routines.

· Assist in organising activity-based programmes for the development of the children.

Work remotely

• No

Job Types: Full-time, Permanent

Salary: €24,000.00-€29,000.00 per year

Job Types: Full-time, Permanent

Salary: €24,000.00-€29,000.00 per year

Additional pay:

• Yearly bonus

Benefits:

• Company events
• On-site parking

Schedule:

• 8 hour shift
• Day shift
• Monday to Friday
• No weekends

COVID-19 considerations:
We have in-house cleaners in our centres. Enhanced covid cleaning & disinfecting schedules in place.
All staff and families sign a daily declaration. We operate a one-way system for drop off and collections. Parents and Guardians don’t enter the carerooms.

Ability to commute/relocate:

• Kilcock, CO. Kildare W23XK51: reliably commute or plan to relocate before starting work (required)

Education:

• Advanced/Higher Certificate (required)

Language:

• Fluent English (required)

Licence/Certification:

• FETAC/QQI Level 5 Childcare Qualification (required)

“But, we can’t leave materials out in our community – the residents will take things back to their room!”

By Jennifer Brush.

In a Montessori community for older adults, a wide range of interesting materials are available on accessible shelves and tables from which individuals can choose. If someone feels like sorting fishing lures, sewing a button, or listening to music, they are free to follow their desire and pick what interests them. Individuals are encouraged to work on an activity for as long as they would like. The materials in the environment are representative of the group’s interests and cognitive abilities.

This idea often makes staff in long term care communities nervous when they first learn about it.

“You mean everything is out all of the time? You don’t put it away and then bring it to them? Everyone in our community would take things into their rooms. This is never going to work!”

I hear this at every single workshop I teach. It can work. It works because we follow the needs of the person. We observe and we listen. We ask questions like, ‘Why do you think that Edna wants to take the cards back to her room?”

Let me explain. When we are working with a community to implement a Montessori philosophy, we begin with baby steps. Its not like an HGTV show where our team works all night long to create a brand-new environment that is revealed to the residents in the morning! Typically, staff create new Montessori engagement plans for two to three elders at a time. We collect a thorough life history, then collaborate with the elder to identify two or three activities and one community role the person would enjoy. Next, we meet with the elder every day, demonstrating the new activities and roles, and giving them the chance to try them. Once the elder understands the procedure, we know they enjoy it, and we identify any environment supports they need to make participation easier, we put those materials in the environment for them. Each week we give more demonstrations to more people and introduce more materials into the environment.

We observe and we notice if individuals are showing an interest in certain materials and if they are taking them to their rooms. We ask ourselves, “What is the need that the elder is trying to satisfy?” and brainstorm ways to meet that need. We create an engagement plan specific to that person that includes opportunities to explore, manipulate, and use materials in and out of their room. We observe frequently and continue to tweak the engagement plan, adding new activities and materials that support the person in well-being.

“But what if elders rearrange the shelves overnight and I don’t have time to straighten them in the morning?” This is another question I often hear. Let’s ask ourselves the same question. “What is the need that the elder is trying to satisfy?” and brainstorm how to meet that need. Would that elder like to be invited to take on the role of librarian and help organize the books each day? Or would an elder enjoy being invited to assist in preparing the shelves each morning? Visual cues, such as photos of the correct set-up of the shelves, can be provided to support elders with these tasks. Montessori trained care partners can ask themselves, “Is whatever I’m doing right now something that an elder could be doing with or instead of me?”

Instead of locking away the materials or removing them because someone takes them to their room or rearranges them when we’re not there, we ask ourselves, “How can we support this person to achieve well-being?” And isn’t that what we all want?

Montessori Toddler and Primary Lead Teachers

The school: Founded in 1971, Charlotte Montessori School is the oldest Montessori School in Charlotte, North Carolina. Located just minutes from our urban city center, Charlotte Montessori School is dedicated to providing an extraordinary early childhood experience and with emphasis on strong parent partnership to uphold our incredible community. We are currently looking for a Montessori Lead teachers in both our Toddler and Primary programs.

The best candidate: The candidate must be enthusiastic, energetic,self-driven, positive, flexible, passionate about the Montessori philosophy and working with children. Candidates should be able to demonstrate respect for the child, school, and environment. Promptness and dependability are a must.

Key Job roles: As a lead teacher, you are responsible for creating a challenging and enriching prepared environment and actively communicating child progress and experience with parents. Good communication and writing skills and ability to work as a team are essential. The Lead Teacher is an important position on a two-member teaching team in both the Primary and Toddler setting. He/she helps to ensure that the classroom environment is prepared; leads lessons, communicates with parents and is a reflection of the Charlotte Montessori mission. Most importantly, this person is integral to our students’ academic and social/emotional growth.

Salary: We offer competitive salary, paid vacation days, and other benefits.

Vacancies: (4 in total)
2 x 15 months – 3 years
2 x 3-6 years

Time Schedule: Hours are generally 7:30 a.m. to 4:30pm, five days a week. Montessori education/degree required. 

What I say when residents ask me to take them home?

One of the most common questions I am asked by my clients is, “What do I say when residents repeatedly ask me to take them home?”

If you work in long term care, you have encountered this before. You may have told the person, “You live here at Sunny Acres now.” Or you may have tried redirecting the person by changing the topic and never answered the question. Do you like to be redirected and ignored when you ask a question? My guess is no. People with memory loss can feel ignored too. Either response you tried likely did not solve the problem, and now both you and the elder feel bad.

So, what do you do?

Well, there are no easy answers or foolproof solutions when it comes to dementia, but I would like to share my approach that seems to be pretty successful most of the time.

First, I pause and remind myself that it is not my goal to stop the repetitive questioning, it is my goal to help the person achieve a sense of wellbeing.

Next, I try to figure out why the person is asking the question. A number of reasons come to mind that may cause a person to ask this question.

The person may:

• Be uncomfortable or disoriented in the unfamiliar space
• Be seeking the comfort of his favorite chair or familiar household items
• Want to be with family and friends
• Feel the need to be productive and contribute to the household as he did throughout his life
• Be sad that he is no longer living at home
• Not realize that he has moved to the community permanently

And the list goes on. Once you have reflected on what you know about the person, their family, past experiences, habits, and preferences, you can implement a few strategies that can support wellbeing.

I like to ask the person questions that show that I am listening. I make it clear that I truly see and hear them as a person. So, I might say, “Tell me about your home.” Or, “What do you like best about your home? What do you enjoy doing at home?” I might share information about my home, the town where I live, and ask about their town.

I use the information they share to collaborate with them in developing some purposeful roles and routines that empower them to contribute to the community and engage in activities in a meaningful way. Routine and activities allow elders to maintain previous roles and take on new ones that contribute to the life of the household in meaningful ways.

Roles and activities give elders an opportunity to:

Care for the environment by cleaning, washing, dusting, tidying, serving, folding, weeding, raking, planting, and so forth, just as they did in the past. When individuals decorate their spaces with meaningful and beautiful items such as family photos, flowers, or their own handicrafts, they create a sense of belonging to the environment. This contributes to their well-being. When engaging in and retaining previous roles, individuals enhance self-esteem and increase independence and self-reliance.

Care for themselves by bathing and dressing in a positive way. This increases self-respect and dignity, especially when care partners only provide the assistance that is necessary and encourage independence.

Care for others within the family or community. Individuals have an opportunity to help others who may not be able to complete a task on their own due to cognitive, physical, or sensory impairment. For example, one person may read to another who has vision impairment. When living or spending the day with others, one cares for others, and develops meaningful relations that contribute to well-being.

Be hospitable and participate in social interactions. Entertaining guests, pouring tea for a friend, and holding celebrations are all opportunities to maintain important life roles. We need to create frequent opportunities for elders to be hospitable.

Our role is to encourage elders to use and share their skills with others to facilitate their sense of wellbeing. I find that once we provide opportunities every day to participate in the community, the repetitive questioning quickly subsides. They key is to create the chance for the person to do this daily, not occasionally. The activity needs to become a familiar routine.

After engaging the person in conversation about home, I may then say, “I know you enjoyed tending the garden at home. I could really use some help weeding our garden here. Would you like to join me?” An invitation like this is rarely declined, and it paves the way for me to join the elder in a rewarding pursuit. Once I know the person enjoys activity, I work with the rest of the care team to ensure that someone invites Mr. Smith every day to tend the gardens, both inside and outside.

I hope you will try these suggestions, and find that both you and the elders for whom you care will experience a greater sense of wellbeing. If you would like to learn more about how to incorporate techniques such as these into your care community, you can find more strategies in our book, Montessori for Elder and Dementia Care.

The article was written by Jennifer Brush, and published in her website: https://brushdevelopment.com/.

Teacher for Special Classes required

Casa Caterina

Dominican Campus
Ratoath Road
Cabra

https://www.casacaterina.ie.

SCHOOL DETAILS

School Type:Special School

School Structure:Vertical

Gender:Co-EducationalSchool

Patronage:Catholic

Total No. of Teaching

Staff:7

Current Enrolment:36

Droichead school:Yes.

POST DETAILS

Additional Information: Casa Caterina is a Special School for children (aged 4 to 12 years) with either a diagnosis of severe emotional and behavioural difficulties (SEBD) or a diagnosis of autism.
We are a Catholic School under the trusteeship of the Dominican Sisters. Fostering a positive school culture is central to our school. Our aim is to help children feel a sense of belonging, to enjoy learning and to be optimistic about their education and future potential to achieve.
The school currently has six classes. Each class caters for 6 children with a pupil teacher ratio of 6:1. All the staff are committed, enthusiastic and work together to promote children’s spiritual, educational, emotional and overall well-being.
We would be delighted to consider applications from those who are due to qualify in the Summer and may have experience of working with children with special needs.

The school has a number of facilities to support children’s growth and development including a number of sensory areas both inside and outside the building.

APPLICATION REQUIREMENTS

• CV (Unbound/Slide Binder)
• Online Application Form

Applications may be submitted by

• Email: casacaterinass@gmail.com       

APPLY TO THIS JOB VACANCY – DETAILS

Emma Kilcommins

Principal Casa Caterina

Roll number: 19409P

Email: casacaterinass@gmail.com               

Tel: 01 8385326

Summer baby Sitter – Job role

Montessori Teacher / Room Assistant job role

Leap Stone Montessori School is an educational service using the Montessori method of education.
We are looking to expand our team and are looking for a Montessori Teacher / Room Assistant.

The approach: Leap Stone Montessori uses an emergent Child led approach to teaching.

The right candidate: We are looking for some one who is dedicated, passionate and creative.The ideal candidate should be caring, passionate, enthusiastic and have excellent classroom management skills, be very organised and have a positive attitude with a good working knowledge of Montessori,Aistear and Siolta.
The assistants / Teachers  role will be to work along side the owner and lead Montessori teacher. This job will suit an energetic nurturing person who is passionate about the formative years of education and works well in a team.

Preferred Skills: Ideally the candidate will have a minimum QQI Level 6 in Montessori or Early Childhood Care and Education. Experience in the same role is essential but all candidates will be considered. PreferFirst aid, manual handling, etc.
Hours: from 8:30-14:00 daily; Monday to Friday during term time.
Term time contract with excellent pay and conditions working with a lovely team.

Contact: please email Jessica a detailed C.V. as well as a cover letter to LeapStoneMontessori@gmail.com.
—

We are hiring: After School Teacher

Where? St. Nicholas Montessori School, Dún Laoghaire.

St Nicholas Montessori School is currently seeking applications from an interested candidate to join our established team in delivering excellence in after-school care and education at our after-school programme in our Dún Laoghaire school.

Position Available:
After School Teacher: 2-12 years.
Start Date: 21 March 2022

Description of Position:
St. Nicholas Montessori is fully committed to providing children aged 2-12 with a creative and adaptive academic & social environment.  We strongly believe that employing the Montessori principles in guiding children is paramount in creating a solid foundation for their future. The ideal candidate must demonstrate a passion for education and care and a genuine desire to work within a collaborative and caring environment. Knowledge and experience of implementing the aims and learning goals of Aistear, The Early Years Curriculum Framework are required (2-6 years), and knowledge of the Child Care Act, School-Aged Children 2016. The candidate should have the ability to promote a positive and supportive ethos where all pupils are valued, encouraged, and challenged to achieve the best they can. The candidate is expected to be a good communicator with the ability to maintain a high degree of professionalism when working with pupils, parents, and colleagues.

The ideal candidate should:
Have a genuine enthusiasm for working in an established after-school programme.
Be creative in planning and implementing activities for children.
Be available for local schools collections, by foot or car.
Supervise and support after-school children to complete homework in a timely manner.
Supervise mealtimes.
Implement indoor and outdoor activities in response to the children’s interests and the school’s scheduled activities
Be able to observe, monitor, and record the well-being of children.
Maintain accurate attendance records, in addition to other regulatory requirements.
Meet and greet parents in a positive and friendly manner each day.
Maintain close, effective, working partnerships with parents to ensure the well-being of their children.
Be able to collaborate and work as part of the after-school team.
Be open to opportunities for continuous professional development.
Full Clean driving licence (not essential)

Requirements:
QQI Level 5 (Childcare) 1 year after school experience preferable.
First Aid
Children First Training

Application:
Please forward Curriculum Vitae and 2 references to the Principal: mary.farrelly@smsi.ie
The successful candidate will be subject to Garda vetting.

Part-time Teaching Assistant for Children’s Classes age 4 – 5 years and 6 to 8 years

IMMEDIATE START

Tuesday: 4:15pm – 6:15pm and Saturday: 9:45am -12:45pm

Venue: Rosemont Secondary School, Sandyford, Dublin 18 Classes run in tandem with the school term.

The ideal person would be a bright energetic student happy to gain valuable experience working with young children from age 4 upwards in a fun dance environment. You do not need to be a dance teacher for this role but if you enjoy dance then this would be an ideal fit.

No experience is necessary, although this would be a bonus. You will always be with a fully trained teacher.

Wage: €10.50 per hour

Light Duties

Assisting with entrance and exit of each class and roll call.

Assisting with general tasks: supervision and engaging with young children helping to create a happy, welcoming and safe environment for children to learn and grow.

• Chaperoning and engaging with students.

• Assisting with Costumes / props etc.

• Ensuring safety of children.

If you are interested in the above position please contact: Louise 087 6638467 Email: louise@darcydanceschool.ie