One regular, full-time position, 40 hours per week, 10 months per year (August-May) on the Oceanside Campus. The regular work schedule is 8:00 am to 5:00 pm, Monday through Friday. The person selected for this position will be subject to assignment to any district facility during any hours of operation.

The first-level interviews with the screening and interview committee will be conducted via Zoom. The second-level interviews may be in person or via Zoom.

RESIDENCY REQUIREMENT:
MiraCosta College Board Policy 7800: Employee Residency requires all classified staff, administrators, and temporary/hourly short-term employees to maintain and permanently reside in a principal place of residence in the state of California that is within two hundred (200) road miles from the employees regularly assigned district worksite. The purpose of the policy is to promote efficiency and continuity throughout all campus administrative functions, provide students with high-quality assistance and accessibility to all academic and campus services, ensure that students receive an engaging education, and respond to emerging student needs.

The District may consider an individual request to temporarily reside outside the State of California or the 200-mile limit on a case-by-case basis, not to exceed twelve consecutive months.

Starting at $55,534 per year/$32.04 per hour (range 19, step 1), with annual salary step increases up to step 5. Additionally, after five years of district service, employees earn a longevity stipend that increases over time.

Employees must arrange to have their paychecks deposited directly into their chosen financial institution via electronic fund transfer.

MiraCosta College offers an array of benefits to eligible employees -

To be considered for this position, you must submit the following documents directly in the online system, finish applying, and receive a confirmation number. The submission deadline for the first screening of applications is 11:59 pm on Friday, June 13, 2025.

1. Application in which you list all relevant experience.

2. A cover letter addressed to the 'Screening and Interview Committee' specifically describing how your experience aligns with the Essential Duties, Other Duties, and Desirable Qualifications.

3. A current resume or curriculum vitae summarizing your educational background and experience.

4. If you possess a Child Development Master Teacher Permit, Site Supervisor Permit, or Program Director Permit issued by the California Commission on Teacher Credentialing (CTC), attach a copy of the permit to the 'Permit or Permit Checklist' link.

IMPORTANT: If you do not possess a Master Teacher Permit, Site Supervisor Permit, or Program Director Permit, you must download the ECE Instructional Specialist Permit Option Checklist form (a fillable Microsoft Word file), complete the form on your computer, save the file with your changes, and attach it to the 'Permit or Permit Checklist' link.

5. Transcripts of college coursework that provide evidence of meeting the minimum qualifications as stated in this job posting. Unofficial or legible photocopies are acceptable. If a degree(s) was earned, the transcripts must state that the degree was awarded. Any degree/coursework used to satisfy the minimum qualifications must be from a postsecondary institution accredited by an accreditation agency recognized by either the U.S. Department of Education or the Council on Postsecondary Accreditation.

If your degree(s) is from a college or university outside of the United States, you must submit a detailed evaluation from a professional evaluation agency. To view a list of agencies approved by the California Commission on Teacher Credentialing, go to https://www.ctc.ca.gov/credentials/leaflets/foreign-transcript-evaluation-(cl-635). Transcripts or translations in English still require evaluation to show the U.S. equivalence of your degree.

Application materials will be reviewed for up to three to four weeks following the closing/first screening date. Applicants selected for interview will be contacted by phone; those not selected for interview will be notified by e-mail once interview candidates have been scheduled.

Offer of employment to the person selected for this position is contingent upon 1) successful completion of a pre-placement physical exam at district expense; 2) submission of a current tuberculosis test clearance; 3) proof of eligibility to work in the United States; 4) fingerprint clearance; and 5) approval by the Board of Trustees.

Retired STRS members are not eligible for this position.

Under general direction, serve as lead teacher and plan and direct daily curriculum of play-based, culturally sensitive, developmentally appropriate activities for young children (18 months to 5 years); provide supervision of children at all times, ensuring their safety and well-being in compliance with all applicable regulations; provide student teacher and apprentice supervision, mentoring and serve as a model teacher for child development students; and perform related duties as assigned.

1. Plan, design, implement, and maintain play-based, child-centered learning environments and a daily schedule of activities for young children that include attention to cognitive development, creative expression, physical-motor development, social and emotional development, and multicultural experiences; follow current Infant/Toddlers Environmental Rating Scale (ITERS) and Early Childhood Environmental Rating Scale (ECERS) guidelines in both indoor and outdoor classrooms.

2. Observe, train, mentor, coach, and evaluate student interns, apprentices, and student learning plan activities or college classes; serve as a role model for, interns, apprentices, service learners, and observers in demonstrating and providing mentoring on developmentally appropriate methods and practices; monitor and provide feedback on the quality of interactions between apprentices and preschoolers.

3. Develop emergent curriculum, a continuous cycle of ongoing learning opportunities that emerge from teachers careful observations of childrens interests and thinking, guided by the California Preschool Foundations and Frameworks.

4. Plan and supervise small to large groups of children in a variety of age and developmentally appropriate activities; coordinate activities both in the classroom and outdoor environment, being aware of safety factors and required adult-child ratios.

5. Provide written assessment and evaluation of childrens growth and development; plan and conduct parent-teacher conferences using current assessment methods.

6. Partner with families to showcase childrens work and to address childrens specialized learning needs including referring to outside agencies as needed.

7. Collaborate with outside agencies and other service providers, including speech therapy Occupational Therapy, Physical Therapy, and local school districts to support children with special needs.

8. Assist Center staff, interns, and service learners in developing effective adult-child
relationships; model constructive problem-solving and assist in managing intra-staff or parent communication issues.

9. Provide instruction and assist children with hygiene procedures, such as hand washing, toileting, and coughing, as necessary; observe and evaluate the health needs of children and take appropriate action.

10. serve nutritionally balanced snacks; maintain all adult and child working areas in a safe, sanitary, and orderly condition; repair and stock materials as needed.

11. Prepare instructional materials; maintain a variety of records; assist in ordering instructional supplies and equipment, taking inventory, and preparing reports.

1. Operate a variety of equipment as necessary, such as computers, projectors, laminating machines, and kitchen appliances.

2. Attend staff and planning meetings and workshops; plan for own career growth and ongoing professional development.

3. Maintains inventory for classroom supplies.

4. Prepare various reports and forms in a timely manner.

5. Perform related duties as assigned.

1. Principles and practices of child growth and development.

2. Current concepts, strategies, and best practices in inclusive early childhood care and education.

3. Developmentally appropriate and culturally sensitive early childhood curriculum and associated development strategies.

4. National Association for the Education of Young Children (NAEYC) Code of Ethics.

5. State of California Title 5 and Title 22 licensing requirements and associated compliance requirements.

6. Health, safety, and nutrition requirements of young children.

7. Methods of observing, recording, and evaluating both child and adult behavior.

8. Principles and practices of student-teacher mentoring and staff supervision.

9. Written and oral communication skills, including correct English usage, grammar, spelling, punctuation, and vocabulary.

1. Develop and maintain effective relationships with children, 0-5 years of age.

2. Design, develop, and implement developmentally appropriate, culturally sensitive, and inclusive learning activities with young children.

3. Observe and reach sound conclusions regarding the skills and development of young children and apply these data skillfully and respectfully in providing feedback to apprentices and parents.

4. Meet schedules and timelines.

5. Analyze situations accurately and adopt effective courses of action.

6. Maintain records and prepare reports.

7. Train and provide work direction to others.

8. Work confidentially and with discretion.

9. Communicate effectively, both orally and in writing.

10. Operate a computer and standard business software.

11. Demonstrate sensitivity to and understanding of diverse academic, socioeconomic, cultural, ethnic, and disability issues.

12. Establish and maintain effective working relationships with all those encountered in the course of work.

To be eligible for this position, you must meet and provide evidence of the following minimum qualifications:

Possession of a Child Development Master Teacher Permit, Site Supervisor Permit, or Program Director Permit issued by the California Commission on Teacher Credentialing; OR

A combination of education and experience that indicates eligibility for a Master Teacher Permit on the Child Development Permit Matrix through one of the following options as noted below:

Option 1: Any AA/AS degree or 60 units with at least 24 units of early childhood education/child development including child growth and development; child, family, and community, infant toddler; six specialization units; and two adult supervision units; and 350 days of 3+ hours per day of related work experience with young children and their families; OR

Option 2: Any BA/BS degree or higher, with at least 12 units in child development or early childhood education, and 3 units of supervised field experience in a child development/early childhood education setting.

A valid California drivers license and the ability to maintain insurability under the districts vehicle insurance program.

Possession of, or ability to obtain, a Child Development Master Teacher Permit issued by the State of California, Department of Social Services, Community Care Licensing Division.

Possession of, or ability to obtain, Pediatric CPR and First Aid Certificates

Moderate physical effort with frequent to constant standing and walking for extended periods; frequent bending, kneeling, and stooping; walking over rough or uneven surfaces; frequent lifting, carrying, pushing, and pulling of equipment, objects and/or children weighing up to 35 pounds; ability to work at a computer, including repetitive use of a computer keyboard, mouse or other control devices; ability to travel to and from a variety of locations on and off campus as needed to conduct district business.

Ability to develop and maintain effective working relationships involving appropriate interactions and communications (including negotiations and conflict resolution) personally, by phone, and in writing on a regular, ongoing basis with a variety of individuals and/or groups from diverse backgrounds including children; ability to work effectively on a variety of tasks concurrently while meeting established deadlines and changing priorities; ability to respond appropriately to emergency situations on an as-needed basis.

Primarily works in outdoor/indoor Childrens Center environment; intermittent exposure to hazardous materials such as blood-borne pathogens, bacteria, viruses and other substances that may require use of protective gloves; subject to constant personal contact with and interruption by students and children; majority of assignments worked during standard work hours.

MiraCosta College is an Equal Opportunity Employer and is committed to providing an educational environment that affirms and supports diversity in its faculty, staff, and administration, and promoting an environment of inclusion. The colleges commitment to inclusion, diversity, equity, and accessibility is expressed in the policy found at https://www.miracosta.edu/office-of-the-president/board-of-trustees/docs/3400BP-Inclusion-Diversity-Equity-Accessibility.pdf. Click on the following link to view the IDEA website: https://www.miracosta.edu/office-of-the-president/idea/index.html.

MiraCosta College is committed to creating a racially just campus climate. Individuals and their diverse cultures and identities are welcomed, nurtured, and validated. MiraCosta College takes institutional responsibility for closing the equity gap for disproportionately impacted populations including Latinx and Chicanx communities, Black and African American communities, Native Hawaiian and Pacific Islander communities, Native American communities, lesbian, gay, bisexual, trans, queer/questioning, intersex, and asexual (LGBTQIA+) communities, veteran communities, former foster youth, adult students, and students from low socioeconomic statuses. MiraCosta will continue to serve all constituents with values rooted in equity, diversity, inclusion, and community. MiraCosta Colleges Mission, Vision, Commitment, and Institutional Values & Goals can be viewed at https://www.miracosta.edu/office-of-the-president/docs/mccmissionstatement.pdf.

The college was designated as a Hispanic-Serving Institution (HSI) in 2013. This significant recognition acknowledges our institutions continuous efforts to support the academic performance and unique needs of Latinx students, many of whom are attending college for the first time or are first-generation. We are a veteran- and military-supportive institution and an Achieving the Dream Leader College. The successful candidate will join a campus that exhibits its dedication to all students and faculty through offering robust, culturally responsive events, including speaker series dedicated to heritage month events through the Social Justice and Equity Center.