Associate
Job Description
(V2- rev. 2-14-2014)
TYPE OF POSITION:
 Hourly, non exempt
 Full time
EXPERIENCE/KEY REQUIREMENTS:
 Minimum of a CDA, or ECE Associates Degree with
experience
 Ability to lift children and other heavy objects on a
routine basis (up to 35 lbs)
 Ability to stand for long periods of time
 Ability to interact with multiple children at a time
 Ability to bend and sit on floor throughout the day and
get up and down with ease
 21 years of age or older.
Overview
The Associate supports the Montessori Teachers in the classroom in preparing and maintaining the Montessori environment.
Dedication in supporting of the work of the Montessori Teachers is the primary attitude needed for an effective Associate.
The Associate will adhere to the Montessori philosophy and all The Suzuki School policies and procedures for the purpose of
maintaining quality and excellence in he school environment. The Associate should exhibit a professional manner at all
times, realizing that her/his appearance, actions and comments are a reflection of the school, as well as her/himself.
In all responsibilities, it is understood that (i) the Montessori Teachers have general oversight of the environment and provide
appropriate guidance to the Associate and (ii) while the Associate has principal ownership of the duties listed below, it is
understood that the Montessori Teachers will support these duties as needed, especially before and after morning and
afternoon work blocks.
1. Classroom Care and Support
I. Assess continually throughout each day the needs of the classroom, bathrooms, storage areas, and playgrounds to
ensure that all areas are clean, ordered and attractive at all times.
a. Take a lead role in ensuring al all times that the furniture, classroom and bathrooms are clean, free of dust
and debris.
b. Take a lead role in ensuring that the floors are clean and dust free including under and behind furniture.
c. Take a lead role the counter space and cabinets are organized and clean as are the sinks and
d.
e.
f.
g.
h.
i.
refrigerators.
Assist the teachers in ensure that the furniture is used according to its design and purpose.
Ensure that the room is prepped by 6 PM and completely ready for the next day.
Organize and maintain all areas of the classroom to reflect the prepared environment.
Allow the team members and students to be successful in their endeavors by keeping all areas ordered
and clutter-free.
Ensure there are no stacks on counters and that all unnecessary items have been removed from shelves,
cabinets and counters.
Ensure that the playground is safe and free of debris and that there are activities for the children on the
playground.
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II. Take the lead role in the basic care of the children and classroom in a proactive and productive manner; this
includes supervision in classroom, restrooms and playground, diapering and toilet training, food/meal prep and
feeding, resting, etc.
a. Assume the key responsibility for the basic care of the children in the classroom and is competent, efficient and
effective at the tasks.
b. Is able to supervise one child or a group of children consistently and with patience.
c. Demonstrate skill in changing diapers, toilet training or supervising older children in the bathroom and can do so
while honoring the children at an acceptable pace.
d. Prepare for meal time, keeping track of allergies and helping the children clean up afterwards.
e. Continue to actively supervise the room if he/she is not helping a child or small group of children go to sleep during
rest periods.
f. Manage these tasks independently without close supervision or reminders from the teachers.
2. Support of Teaching
I. Take the lead role in maintaining order in the classroom prepared environment so that the teachers are able to focus
fully on teaching during the morning and afternoon work blocks.
a.
b.
Take a lead role in maintaining order in the classroom environment during morning and afternoon lesson periods to
facilitate the teachers being able to teach.
Demonstrate effectiveness in this role by:
1. Interacting with children, redirecting them as necessary to encourage involvement in activities and social
relationships
2. Assisting children in both diapering and toilet training
3. Preparing for meal times and subsequent clean up
4. Maintaining order by assisting the child in appropriately choosing and replacing work
5. Supervising children during breaks in the work blocks, whether in classroom or on the playground
II. Work with students in offering and reinforcing foundational and self help lessons and small group activities as
requested by the teachers and can do so both one-on-one and in small group settings.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Work closely with the teachers to give foundational lessons to children in all subject areas, and can reinforce lessons
given by teachers.
Understand the importance of teaching children self-help skills, allowing the students frequent opportunities to learn
these skills and does not just take over in the name of efficiency.
Understand that every aspect of his/her classroom is a lesson for the children and consistently offers them the
opportunity to help care for their environment instead of doing it for them.
“Care of the Environment” lessons are part of every learning block so that the children learn to leave the
environment as they found it, beautiful for their next friend.
Reinforce the importance of consistent self-help skills for children – even the infants and toddlers who can learn to
hold their bottle, feed themselves, help clean up their classroom, put away materials, etc.
Reinforce each day additional self-help skills including wiping noses, washing hands, combing or brushing hair,
cleaning fingernails, putting on and fastening shoes, coats, jackets, etc., teaching the children to organize their
cubbies, dust the shelves, clean the floors, clean up after lunch, dust and polish tables and chairs, and polishing
mirrors or windows.
Work with one child or a small group of children successfully during work blocks
Hold the attention of a group of children during story time, or when helping with projects because with a suitable
repertoire of stories, songs, finger plays and rhymes, and is able to teach with them.
Take necessary and reasonable precautions, along with the teachers, to protect students, equipment, materials
and facilities.
3. Materials and Resources
I. Take a key role in maintaining/ordering classroom supplies and supporting teachers in certain clerical responsibilities
as requested.
a.
b.
c.
Take a lead role in keeping the classroom stocked with paper and cleaning supplies by anticipating needs before
supplies are depleted.
Assist with clerical activities such as copying, answering routine emails, laminating, cutting out materials, etc.
Take a lead role in the proper storage and replenishment of lesson supplies.
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II. Assist teachers in making curriculum materials when requested to do so
a.
b.
Is able to make quality materials during the Teacher Prep Block and at other times not devoted to teaching
children; he/she does so according to the criteria in the “Making Materials” guide book.
Replenish, make or repair several new materials each month at minimum; make more if there is a need.
III. Sequence materials properly and keep them in pristine order throughout each day.
a.
b.
c.
d.
Ensure that appropriate materials are easily accessed by the children and that they are not cluttered on the shelf.
Work with the teachers, after each work block, in asking the children to review the shelves to make sure all materials
are returned properly.
Use, with children, the early morning and afternoon hours to organize the shelves and materials for the coming day
when it is appropriate for the children to do so.
Provide adequate time at the end of the lesson blocks to instruct the children in how to maintain the shelves
including finding missing pieces and placing the materials in their correct positions.
4. Documentation
I. Assist in administrative record keeping regarding the forms that ensure the health and safety of the children (e.g.
attendance, medication, daily evaluation, etc.).
a.
Keep administrative records effectively regarding the children’s health and safety.
II. Assist in documenting student observations as guided by the teachers.
a.
b.
c.
Assist in documenting student observations and demonstrate skill observing the child for interest, appropriate
handling of the materials, proper use and replacing of the materials as well as for their interactions with others
during the work cycles and at other times of the day.
Take direction from the teacher on how and when observations are done
Assist in Parent/teacher Conference pareparation as directed by classroom teachers.
5. Honoring the Child
I. Use effective discipline techniques such as redirection techniques that also emphasize the teaching of self-control
rather than using punitive measures.
a.
Understand the developmental limitations of each stage of early childhood and appy them to each child as she
works with them in the classroom.
b. Set clear expectations for the behavior of the students at a level that they will understand.
c. Follow with consistency classroom rules and routines so that the children have a structure in which to thrive.
d. Work with team members so that a consistent discipline approach is used with each child in the classroom.
e. Ensure that the team and the children review the conduct rules on a periodic basis. throughout the year to make
sure that they are still applicable.
f. Take the time, when a child is disruptive or resistant, to gain a full understanding of these behaviors by talking to the
child, family and team members.
g. Recognize that determining the root cause of the behavior issues may take a while and needs to be done in
partnership with the parents and the support staff.
h. Formulate a plan of correction, using problem analysis and feedback, in which the child may have his/her voice
heard.
i.
Get assistance from team members or the support team if discipline efforts don’t provide the desired results.
j.
Withhold judgment of the child or parents and does not blame either.
k. Train responses and reactions so that any physical contact or verbal communication that indicates punitive
discipline measures is never employed.
l.
Use only approved discipline techniques and if he/she is becoming overwhelmed and/or using ineffective discipline
techniques the associate will get help from the Director until the underlying issues are resolved.
m. Prepare and manage - with the teachers - the environment fully, both in the classroom and on the playground so
that discipline issues do not emerge.
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II. Honor the children always when communicating with and around them, anticipating their needs, and providing them
with opportunities for independence and self-mastery.
a.
b.
Interact with the child always showing both honor and respect; this is evident in tone, actions, how he/she speaks of
the child while in her presence, and in the display of body language when with the child.
Show no favoritism and make each child feel loved and appreciated for who he/she is.
III. Understand that to honor the child, he/she must have a sole focus on him when he is awake.
c.
d.
e.
f.
g.
h.
i.
j.
Focus always on the children and their needs and do not discuss anything with others during the morning and
afternoon learning blocks, during outside time, or when with the children – even topics that are classroom related.
Do not have “hallway” conversations with staff and other adults when escorting the children but rather, stays
focused on them.
Be mindful of the importance of the work blocks and does not allow others, including the support staff, team
members and parents, to interrupt him or her during the lesson time.
Do not lose focus on the children when talking to parents.
Be mindful that partnering with parents cannot be done at the expense of focusing on the children.
Hold non-essential conversations during nap time, language time, and prep blocks.
Communicate, in the infant/toddler rooms, s about the needs of the child in a way that does not interfere with
focus on the children or in such a manner as to disturbs the serene environment.
Post frequent notes to the communication notebook for topics to be addressed in the daily team meeting.
6. Honoring the Child—Special Needs
I. Develop and demonstrate skills at supporting the children who require additional time and focus due to behavior,
developmental delays or others special needs.
a.
b.
c.
d.
Honor the child who requires additional time and focus due to behavioral challenges, developmental delays or
other special needs and supports them in an appropriate manner.
Practice patience with the child while withholding judgment, and demonstrating skill in working with him.
Bring suspicions of a learning or developmental delay to the immediate attention of the team and then to the
Director or Assistant Director where the proper observations and notes will be made by the Directors or Support
personnel who will then advise as to the next steps in terms of assessment.
Partner fully with teachers with the suggestions of an assessment resource so that the child may be successful in the
classroom should such a determination be made.
7. Understanding
I. Is familiar with and understands the developmental stages for the specific classroom level to which
assigned.
he/she is
a. Understand the various stages of development and readiness for the child in his/her specific classroom
demonstrated by observations and teaching.
b. Use thorough understanding of a child’s sensitive period as demonstrated by his solid mastery of the concepts of
these periods defined by Maria Montessori to offer him the lessons that should be given at this time. This
understanding can be recognized in everything the associate does, including but not limited to classroom design,
lesson preparation, parent communication, and discipline.
c. Read books and other published resources about the sensitive periods based on Montessori concepts rather than
just relying on word of mouth descriptions or life experiences
d. Understand clearly the stages of development of the children in the classroom by the materials being used by the
children and by the way he/she interacts with them
e. Do not present concepts to a child who is clearly not ready for them
II. Is a life-long learner who attends training, reads professional resources, and seeks out others in the school
community for counsel and to share his/her knowledge.
a.
b.
Attend all required training sessions (i.e. prep blocks, workshops, outside school visitations, formal ECE or CEU
classes as well as self-education) and other meetings and actively participates in discussions, offering feedback
and questions on a consistent basis.
Observe in other classrooms to get new ideas and to offer up suggestions.
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c.
d.
e.
f.
Solicit guidance from those outside his/her classroom on a consistent basis both according to areas of need and to
see how practices are implemented in other rooms.
Research other methods to address the challenges from qualified sources instead of giving up or getting frustrated
when facing challenges in the classroom.
Implement what he/she has learned from others, in training, or through professional resource in the classroom into
measurable and meaningful contributions.
Rely on professional resources and limits their professional development through internet research
III. Implement with success what he/she has learned, as is appropriate for his/her position, through the direction of the
teachers.
a.
b.
Offer yourself to others as a qualified resource when appropriate.
Share findings from the professional resources with others.
8. Professionalism
I. Hold self to high professional standards as reflected in attendance decisions, attire, growth, body language and how
he/she carries self in the community.
Attendance
a.
b.
c.
d.
e.
Request planned absences by Thursday at noon of the prior week.
Is in his/her classroom and ready at the designated start time – rather than walking in at the scheduled start time or
still putting personal things away.
Never exceed the allotted hour for lunch and is not lax about her/his scheduled times.
Note the amount of paid time off he/she has taken and does not allow excessive absences to impact his/her
classroom or her team.
Never leaves the classroom during work cycles for unnecessary tasks but rather has prepared well beforehand.
Other aspects of professionalism:
a.
b.
c.
d.
e.
f.
g.
h.
Communicate that he/she is a Suzuki associate and is not inappropriate or revealing with attire or body
adornments.
Do not eat or drink in front of the children except in approved Suzuki containers or at meal time.
Carry self with a body language, tone, and temperament which communicate professionalism.
Do not use social media in a way that hurts his/her professional image.
Maintain confidentiality always.
Never cross professional boundaries with parents.
Strive to grow as a professional.
Attend all mandatory key events and meetings as described in Faculty Handbook: Spooky Suzuki, Thanksgiving
performances, teacher work days and training sessions, staff meetings, etc.
9. Effective Collaboration Skills (Decision Making/Problem-Solving)
I. Use effective problem solving and decision making techniques which are also inclusive of diverse perspectives.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Is effective at problem solving and understands techniques to analyze the problem and determine the root cause
of it.
Understand that most problems are caused by lack of process or miscommunications.
Does not blame others or fail to take personal responsibility when solving problems.
Solicit diverse ideas and appreciate hearing these perspectives and has learned how to ask clarifying questions
rather than take a position.
Is inquisitive and realizes that different perspectives may not be understood or appreciated at first, but he/she has
the stamina to stick with it and comes to understand the viewpoint of the other.
Use a methodical approach and is cautious of cognitive biases and group-think when problem-solving.
Is effective at honing in on and clarifying underlying classroom or team problems so that a broader range of
decision-making techniques can be utilized.
Is involved in the decision making in the classroom and school community and, when in the meetings, takes an
appropriate role in problem solving and decision making based on his/her expertise, experience and perspective.
Recognize that when teaching at Suzuki, he/she is required to honor the team decision-making process rather than
operate independently.
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II. Collaborate with his/her team, other teams and the support team in an effective manner appropriate for his/her
position and area of responsibility.
a.
b.
c.
d.
e.
f.
g.
h.
i.
Brainstorm, embrace diversity of thought, is receptive of others’ ideas, and does not settle for consensus or
compromise.
Is able to focus on issues during collaboration until a course of action is decided on.
Embrace wholeheartedly collaboration, understanding that while it can be an inefficient process, the positives
outweigh the negatives.
Understand that strong communication skills are essential for effective collaboration.
Pay equal attention to tasks and relationships when collaborating and realizes that each must be attended to.
Understand that collaborating with others outside the immediate team is instrumental in developing the best
solutions for problems or new initiatives given all the information and resources available in the school.
Reach out to other teams (including team members, the support team, teaching teams at the same level or other
levels, and the other campus) to brainstorm, plan or develop solutions.
Know when and how to get outside help that is proactive and does not blindside the team any team members.
Does not perpetuate or enable the team to “keep issues within the team” when a common understanding cannot
be reached.
10. Strong Communication Skills
I.
Work to develop a strong partnership with the parents which is appropriate for his/her position.
a.
Form strong relationships with the parents as evidenced by appropriate, ongoing dialog, conversations focused on
the child, mutual respect, and support.
Is effective at providing specific observations and feedback about a child instead of just saying, “He had a good
day.”
Is welcoming to new parents and helps prepare them for move-ups or other transitions, educating them on the
different expectations that will result.
Have only professional conversations and relationships with parents with prior permission from the teachers and
honors confidentiality requirements in accordance with accepted professional ethics, and state and federal laws.
Have a proactive and ongoing dialog with his/her team concerning the student’s status and any particular issues
that are emerging or that have formed patterns of problematic behavior.
b.
c.
d.
e.
II.
Have effective communication skills that are congruent, demonstrating skill in asking clarifying questions, active
listening, and paying attention to the verbal and nonverbal communications of others.
a.
b.
Is effective in all forms of communication: verbal, nonverbal and written.
Is considered effective because he/she can articulate concepts and ideas in a clear, timely, and congruent
manner.
Is able to make team members and others feel heard.
Have adequate writing skills for emails, daily reports and report cards.
Engage effectively when giving and receiving information in the Suzuki community, using clarifying questions and
active listening to develop a common understanding that allows others to feel heard.
Check-in periodically with the other person to make sure that both remain on common ground and engaged
during conversations.
Understand that others use different communication and thinking styles and takes into consideration these
differences when interacting with them.
Ensure that communications are effective and congruent in timing, words, tone and body language.
Is attuned to the nonverbal communications of others and interprets these cues to respond appropriately.
c.
d.
e.
f.
g.
h.
i.
III. Is an active advocate and follows through to achieve a successful resolution of issues and initiatives outside the
classroom.
a.
b.
c.
d.
Pay attention to what is communicated or agreed upon, asks clarifying questions, and takes good notes in order to
disseminate the expectations and outcomes in a timely and effective manner when acting as a representative of a
teaching team outside their classroom
Speak up, during school meetings, as a representative of the classroom not only to ask clarifying questions but to
also to advocate for the classroom interests
Is able to detect hidden meanings or agendas and asks clarifying questions to determine underlying causes
Follow through on commitments from others or to others
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e.
f.
Reach out and manages relationships with sister classrooms, the Director, and other support staff to keep them
informed and updated in a proactive and empowered way
Do not wait for others outside the classroom to take the initiative in important communications but rather actively
seeks to stay informed
IV.
Ensures that the information he/she disseminates is clear, timely, and thorough, and he/she takes the
responsibility to ensure that everyone who needs to know has the whole story when tasked to attend school
meetings or interpret written correspondence.
a.
Is thorough in his/her communication and provides the “whole story” to recipients to minimize miscommunication or
manipulation of the facts
Use every means of communication (email, memos, presentations, meeting notes, portal postings, etc) on a needto-know basis so they are aware of new or revised information or policies
Advocate for the classroom, and is persistent and persuasive
Is proactive in getting what is needed for the classroom success
b.
c.
d.
11. Strong Teaming Skills
I.
Contribute to productive team meetings in a manner appropriate for his/her position
a.
b.
c.
d.
Participate actively in team meetings and contribute his/her expertise and knowledge appropriately.
Honor the code of conduct during meetings.
Is highly organized and prepared and provides important insights during meetings.
Provide his/her perspective on issues, help analyze problems, provide a safe environment for others to feel
empowered to speak, stick to the agenda, and take ownership for his/her part in meetings.
e. Stay fully engaged in meetings and therefore is invested in team decisions.
f. Address with the Director instead of using the meeting time ineffectively if he/she cannot get comfortable with a
group decision or a consensus cannot be reached.
g. Does his or her part to make sure there are daily meetings, with appropriate school-related agenda topics, and
that these are addressed.
h. Do not undermine the effectiveness of team meetings and does not use toxic behaviors to influence outcomes.
i. Come prepared to meetings.
j. Use the communication notebook as it was intended.
k. Ensures that the children are properly supervised during team meetings and does her part in making sure this
happens as required based on available resources.
II.
“Own” task assignment, understand Suzuki’s expectations of it and set the standard for it in the classroom.
a. Understand thoroughly the requirements of the task assignment and take ownership in the classroom for its
successful implementation, leading discussions about his/her assigned task in the team meetings.
b. Train others thoroughly on tasks and ensure that they meet the Suzuki standards and if not, will retrain them or
ensure that they get the training that they need.
c. Is an effective coach to those in a secondary role for the task assignment.
d. Do not allow other team members in the room to abdicate responsibility for understanding and implementing the
standards related to the task assignment for which they have been trained.
e. Is proactive in implementing the tasks associated with this task assignment and does not wait for others (including
f.
the support team) to figure things out for him/her.
Is thoughtful in helping the team determine how task assignments are distributed, basing decisions on sound criteria
which take into account the needs of the classroom and the abilities of the team members.
III. Is a member of a high-functioning collaborative teaching team operating in a self-directed manner and exhibiting
strong team emotional intelligence.
a. Recognize that in order to have a strong collaborative teaching team, it is necessary to consciously make decisions
to build team norms that meet Suzuki expectations focusing on three areas: 1) building a strong collaborative team
foundation, 2) operating with effective self-directed Suzuki teaching team concepts, and 3) exhibiting high team
emotional intelligence.
b. Help to build and/or maintain a strong foundation of trust in the team, utilizing effective conflict resolution skills,
employing a collaborative mindset, holding self and others to Suzuki high standards with a focus on achieving
results as defined in the Suzuki training module: “Building Effective Suzuki Teaching Team”.
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c. Help to ensure that the Self-Directed Teaching Team Model is appropriately adhered to with thoughtful
consideration given task assignments, leveraging strengths so that unified decision-making is in place.
d. Help to ensure that all the team members are supporting appropriate team norms through the Code of Conduct
for high team emotional intelligence, cultivating trust, group identity, and resourcefulness so that the team is able to
maximize cooperation, collaboration and effectiveness.
e. Consider, when making a personal decision, the impact that it will have on the team and the children first, and on
self second.
12. Effective Conflict/Resolution Skills
I.
Recognize toxic team behaviors in self or others and intervene to ensure that they are addressed appropriately in a
prompt manner
a. Have a code of conduct which does not allow toxic behaviors, which can cause failure or ineffective operation, to
enter into his/her team.
b. Do not allow criticism, contempt, defensiveness or stonewalling to enter into the team, and when conflict arises and
is addressed as a harsh startup, it is stopped and addressed more appropriately.
c. Actively participate in a scheduled quarterly check in of the team behaviors to determine if toxic behaviors have
entered the team, and schedules them frequently if necessary.
d. Recognize that there are many destructive behaviors that affect a team’s ability to resolve conflict and does not
partake in them, nor does s/he allow others to do so.
e. Intervene by calling a team meeting if toxic behaviors continue.
f. Get assistance from the Directors or other qualified individuals within the week if toxic behaviors continue.
II.
Have developed effective conflict resolution skills and uses them when needed in a proactive manner
a. Demonstrate effective conflict resolution skills: making sure that resolution occurs during a balanced emotional
state, knowing how to resolve conflict through needs exploration, knowing how to ask the right questions at the
right time to get the conversation going and knowing how to avoid blaming others through proper question-asking
and problem diagnosis
b. Do not avoid conflict but addresses it head-on in a timely and effective manner and do not get shut down by the
process
c. Understand how to address issues around the victim mentality passive aggressive behaviors that may emerge and
know how to address anger when it surfaces during conflict
d. Require that the team take unresolved conflict after the team meeting has taken place to the Director to be
resolved within a week and ensures that this happens
13. Pursuit of Excellence and Accountability
I.
View self as 100% responsible for his/her personal success, and the success of the classroom; therefore he/she
always holds self and team members accountable for meeting the needs of the classroom.
a. Hold self 100% responsible for the success of the classroom and, therefore, hold self and her team members
accountable to achieve the agreed-upon standards of performance at Suzuki.
b. Prepare self and peer evaluations on a timely and thoughtful basis.
c. Understand and consistently implements the accountability process and does this in a way that is neither harsh nor
punitive.
d. Is clearly open to receiving feedback, actively listening and asking clarifying questions to develop an
understanding of the information that is being offered.
e. Use feedback to confirm against agreed-upon classroom or Suzuki standards, and to develop an appropriate plan
of action, if necessary.
Use his/her high emotional intelligence when getting feedback and is engaged during feedback process even it
feels personal, misguided or incomplete.
g. Restart the dialog after achieving a balanced personal state.
h. Analyze the situation, when holding others accountable, to determine the root cause of the issue to properly
ascertain whether it is a performance issue.
i. Address his/her concerns directly with a team member or in the team meeting in a timely manner and appropriate
setting and does not draw uninvolved persons into the accountability process in a toxic way.
f.
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j.
II.
Is effective in difficult conversations around performance, does not avoid them, and has them in a tactful way that
honors the other person, paying attention to both verbal and nonverbal communications.
k. Address immediately toxic behaviors that arise during the accountability process from any of the involved parties.
l. Is always mindful of the school’s high standards and addresses performance issues in the classroom as they arise
and does not delay feedback to the appropriate person because of inertia, lack of attention, personal
relationships or because of any other reasons.
Pursue excellence for the classroom and the school and recognizes that he/she is 100% in control of this and won't
settle for less from self or others.
a. Aspire to excellence and understand that it is not perfection but rather an ever-changing goal which is pursued
with vigor
b. Have high standards for self and others and strive to work with team members who share the same high standards
c. Get tremendous satisfaction out of growing as an associate and work hard to improve, practice intensely,
d.
e.
f.
g.
h.
i.
j.
benchmark against the best, actively seek out expert feedback, and surround self with exceptional role models.
Expect excellence from self and others in collaboration and in teaching and use time wisely to grow professionally.
Do not make excuses on lack of improvement.
Recognize that it his/her responsibility to pursue excellence and that s/he must seek out resources or help diligently.
Do not tolerate or enable mediocrity in the classroom.
Help set clear and high standards of performance and then hold all to achieving these standards.
Reach out to get help if the team cannot reach an agreement on the standards or if team members cannot
progress in achieving the agreed upon standard rather than settling for or enabling the behaviors to continue.
Do not shy away from having the difficult and often unpleasant conversations with team members who have low
standards, who make excuses, who try to play victim, or who develop passive aggressive behaviors to circumvent
the agreed upon high standards.
III. Ensure the health, safety and well being of the children and staff at all times according to BFTS regulations and
Suzuki standards and have a solid understanding of these requirements.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
Understand thoroughly the Suzuki policies and the Suzuki interpretation of the BFTS regulations and consistently
honor them.
Is familiar with the 12 core rules, and citations that can be issued of low, medium, and high severity.
Does not purposely place the school in a place where a citation may be received.
Ensure that any team member who may be contagious with signs of illness (including vomiting, diarrhea, open
infectious skin sores, etc. ) or who is known to be infected with bacteria or viruses that can be transmitted to food,
will be responsible for food handling.
Refer to copies of the regulations, the Suzuki Handbook, the Job Description, task assignments and the safety,
transportation, health and medication policies.
Keep up with changes to the policies and do not “assume” that they are based on prior experiences or incomplete
information.
Understand the reasoning behind regulations and policies and can effectively use this to guide decision making
when interpreting the regulations or policies rather than asking for “black and white” guidance on every nuance.
Guide correctly parents or team members to properly complete regulatory forms, and does so as well in order that
the school may be in full compliance with regulations concerning health, safety, supervision, federal and state
statutes.
Do not confuse his/her interpretations of regulations from another preschool with those of Suzuki.
Know the headcount in the room and maintain the Suzuki ratios (unless break time) and state ratios (always).
Be familiar with and maintain ratio’s specific for infants: when leaving for lunch break or at end of day, ensure that
at minimum the State ratios are maintained based on the youngest child in the room:
Suzuki and State Teacher/Child Ratios for Levels I and II (approx. 3 months through 17 months of age at start of school year)
Level I
Level II
Level II
Suzuki
1 to 4
1 to 4
1 to 5
Suzuki and State Teacher/Child Ratios for PrePrimary
PrePrimary
PrePrimary
Suzuki
1 to 7
1 to 7
State
1 to 6 (if 80% of the children are under I year)
1 to 6 (if 80% of the children are under 1 year)
1 to 8 (if 80% of children are less than 1 year and walking)
(approx. 18 months through 34 months of age at start of school year)
State
1 to 8 (if 80% of the children are less than 2 years)
1 to 10 (if 80% of children are older than 2 years)
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Suzuki and State Teacher/Child Ratios for Primary/K
(approx. 34 months through 5 years of age at start of school year)
Primary
Suzuki
1 to 8
State
1 to 15 (if 80% of children are 3 years old)
1 to 18 (if 80% of children are 4 years old)
1 to 20 (if 80% of children are 5 years old)
K
Suzuki
1 to 10
State
1 to 18 (if 80% of children are 4 years old)
1 to 20 (if 80% of children are 5 years old)
Note: State ratios may be double during nap time after 80% of the children are 3 years +
14. Continuous Improvement and Change
I.
Embrace the importance of continuous improvement at Suzuki and recognize that part of this is effectively
managing change initiatives in pursuit of excellence.
a. Embrace continuous improvement at Suzuki and have effective and structured approaches to implement change
management techniques.
b. Demonstrate on-going progress based on peer evaluation, feedback and guidance.
c. Is not fearful of change at Suzuki because he/she gathers the necessary data to make the change effectivly and
to maintain a balanced personal state while doing so..
d. Recognize the dangers of learned helplessness and group think and be aware of these phenomena during times of
change.
e. Is personally empowered and is a catalyst rather than an impediment to change.
f. Identify areas of improvement and recommend, debate and implement improvements for the team or school.
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