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Information obtained in the job
analysis is for academic use only.
INP6058
2
EXECUTIVE SUMMARY..........................................................................................................
3
The report describes the techniques and procedures used to
examine the job of Pre-K lead teacher. A job analysis was don...
4
Pre-K lead teachers play an important role by providing students with early
childhood experiences that are vital to buil...
5
 Keep children in sight at all times to eliminate or reduce undesired behaviors such as
running, climbing, biting, and ...
6
Task statements (pgs. 9-11) and lead teacher attributes (pgs. 12-14) were gathered through two
interviews, one with a su...
7
Survey Respondents
-Response Rate of Questionnaire: 100%
-Demographics of Respondent:
Ethnicity origin (race): 75% White...
8
The job analysts found the intraclass correlation (ICC) for task importance value to be .82,
which is considered a moder...
9
The tables below outline the tasks, by functions and from most to least important, that lead teachers
perform at Roth Je...
10
Rub the children's back and/or sit nearby to help them fall and stay asleep during
nap time
5.75 1.59
Prepare for nap t...
11
MAINTAINING CLASSROOMS Mean SD
Provide a safe environment by locking away hazardous or sharp objects in high
cupboards
...
12
Performing the tasks of the lead teacher position requires certain physical and mental
competencies. There are many way...
13
Skill in... Selection Training
Communicating with parents--verbally and electronically 
Active listening, and giving f...
14
Characteristics… Selection Training
Willingness to prepare materials after work hours, and seek new ways to
enhance les...
15
A series of steps were followed when conducting the job analysis of the Pre-K lead teacher at
Roth Jewish Community Cen...
16
The job analysis was conducted using the C-JAM method to identify
tasks and KSAOs necessary for Pre-K lead teachers at ...
17
The job analysis permitted the analysts to better clarify the role of the lead teachers, and the
physical and mental co...
18
Understanding what exactly needed to be done was one of the most difficult
part of the process. It can be very difficul...
19
Conducting a job analysis along with communication requires time, effort, dedication,
communication, and collaboration....
20
Brannick, M.T., Levine, E.L., & Mogeson, F.P. (2007). Job and work ANALYSIS: Methods, research,
and applications for hu...
21
Education:
What degree is necessary for this job?
What certifications are required for this job?
What reading level and...
22
KNOWLEDGES Yes Count Trouble
Likely?
Superior
from
Average?
Necessary Practical Mean SD Mean SD
Children's
development
...
23
attention to what
other people are
saying
Supervising and
instructing children
and teaching
assistants
3 4 4.5 1 4.75 0...
24
wrong or is likely
to go wrong
See in order to
know where the
children are and
what they are
doing
4 4 5 0 5 0
Walk thr...
25
Other
Characteristics Yes Count Trouble
Likely?
Superior
from
Average?
Necessary Practical Mean SD Mean SD
Willingness ...
26
JCC Pre-K Lead Teacher Job Analysis Survey:
Before you start reading, for quickness and an easier experience, we recomm...
27
Q7: Which of the following best describes your gender? (SELECT ONE CHOICE)
 Male (1)
 Female (2)
Q8: Which option bel...
28
Q11: Which choice below best represent your level of agreement concerning the difficulty level of each task
relative to...
29
Prevent or stop fights between the
children by moving them away from
each other
      
Train and supervise assis...
30
Q14: Which choice below best represent your level of agreement concerning the difficulty level of each task
relative to...
31
Collaborate with teaching assistant to
create and plan activities
      
Q16: Which choice below best represent ...
32
Q17: Which choice below best represent your level of agreement concerning the difficulty level of each task
relative to...
33
Q18: Which choice below best represent your level of agreement concerning consequences of improper
completion of each t...
34
Q19: Which choice below best represent your level of agreement concerning consequences of improper
completion of each t...
35
the children to
avoid danger
such as
climbing and
running in the
classroom
Administer
appropriate
corrective
action pla...
36
helpers and
announcing
their good
behavior to
the class
Rub the
children's back
and/or sit
nearby to help
them fall and...
37
Complete and turn
in incident reports
for children’s injuries
      
Record the types of
illnesses children
have...
38
to create and plan
activities
Q23: Which choice below best represent your level of agreement concerning consequences of...
39
Q24: Which choice below best represent your level of agreement concerning consequences of improper
completion of each t...
40
KNOWLEDGES Necessary? Practical
?
Trouble Likely Superior From Average?
Yes
(1)
No
(2)
Ye
s
(1)
No
(2)
Ver
y
Littl
e or...
41
Skills Necessary? Practical? Trouble Likely Superior From Average?
Yes
(1)
No
(2)
Yes
(1)
No
(2)
Ve
ry
Litt
le
or
no
ne...
42
capable of
completing
Communicating
with parents--
verbally and
electronically
             
Active liste...
43
day to take the
children to the
playground and
other places
Run to prevent
injuries if
children are in
danger
    ...
44
Prior experience
working with
children
             
Child
development
certification or
waiver and
BA/BS ...
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Job Analysis_JCC_Fleurimond_Kaplani

  1. 1. Information obtained in the job analysis is for academic use only. INP6058
  2. 2. 2 EXECUTIVE SUMMARY...........................................................................................................3 INTRODUCTION .......................................................................................................................4 JOB DESCRIPTION ............................................................................................................................................4 INTERVIEWING PROCESS......................................................................................................6 SURVEY PROCESS.....................................................................................................................7 TASKS..........................................................................................................................................9 ALPHA/ICC TASK IMPORTANCE ............................................................................................................... 11 HUMAN ATTRIBUTES/KSAOS ........................................................................................... 12 METHOD.................................................................................................................................. 15 JOB ANALYSIS TECHNIQUE ...........................................................................................................................15 JOB ANALYSIS RESEARCH .............................................................................................................................15 DISCUSSION............................................................................................................................ 16 CONCLUSION/RECOMENDATIONS .................................................................................. 17 CHALLENGES.......................................................................................................................... 18 LESSONS LEARNED............................................................................................................... 19 REFERENCES .......................................................................................................................... 20 APPENDIX A: INTERVIEW FORM ..................................................................................... 21 APPENDIX B: KSAO STATISTICS....................................................................................... 22 APPENDIX C: SURVEY.......................................................................................................... 26
  3. 3. 3 The report describes the techniques and procedures used to examine the job of Pre-K lead teacher. A job analysis was done to identify the nature of the position. The job analysis was conducted in order to identify and evaluate the necessary tasks, functions, knowledges, skills, and abilities necessary for the position. The results of this report can be used for selection, training, and other employment or management decisions. This report establishes the minimum qualifications necessary for selecting a Pre-K lead teacher. Information was collected from a variety of sources, including the internet. Job incumbents and supervisors were interviewed to identify qualifications, tasks, and functions. A survey was created based on the information gathered. Surveys were distributed electronically to four subject matter experts (SMEs) comprised of current teachers, an ex-teacher, and a supervisor. All four SMEs responded to the survey (100% response rate). A combined job analysis method was used (C-JAM). The C-JAM is a method that is used to analyze jobs, and it focuses on what gets done and how as well as human attributes that are necessary. Therefore, tasks, knowledges, skills, abilities, and other characteristics (KSAOs) required for the job were examined. The survey results were analyzed by identifying task importance values (difficulty + criticality) of job tasks. Knowledges, skills, abilities, and other characteristics were assessed using scales to determine if they were necessary, if trouble would occur if a prospective employee didn’t have these traits, if it is an attribute that’s practical to expect in the labor market, and superior vs. average employee. The job analysis offers insights regarding a Pre-K lead teacher’s essential job functions and tasks. Knowledges, skills, abilities, and other characteristics required by a Pre-K lead teacher at Roth Jewish Community Center are identified. Many of the most important tasks were identified. Lead teachers must be able to identify children with deficits in developmental areas and discuss them with parents and supervisors. They need to be able to host parent-teacher conferences to address parent concerns and update them on student progress. They must have the capability to document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors. Lead teachers need to keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting. Also, an effective lead teacher should establish and enforce rules for behavior and procedures for maintaining order. Finally, they need to resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary.
  4. 4. 4 Pre-K lead teachers play an important role by providing students with early childhood experiences that are vital to building a solid learning foundation. They create a learning environment where children can engage in social interactions and learn basic subjects, such as math and reading. A job analysis is a systematic and thorough process that examines the nature of a job and identifies specific job duties, requirements, and tasks. Job analyses identify the essential functions of a job and help organizations establish legally defensible selection/hiring processes. The Roth Family Jewish Community Center strives to hire warm, loving, certified, and highly trained teachers. The purpose of this job analysis is to identify the job functions, tasks and knowledges, skills, abilities, and other characteristics (KSAOs) of a Pre-K lead teacher. The results of this job analysis can be used to create a job description, identify training needs, and establish selection procedures for The Roth Family Jewish Community Center. Company: Roth Jewish Community Center of Greater Orlando Job Title: Lead Teacher Reports to: Team Supervisor The lead teacher at Roth Jewish Community Center of Greater Orlando is responsible for teaching, supervising, communicating and nurturing students. They must prepare, plan, keep records, and maintain the classroom. Teaching:  Resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary  Discipline children by using positive language and avoiding the word “no”  Teach basic skills such identifying colors, shapes, numbers, and letter recognition; also personal hygiene, and social skills  Adapt teaching methods and instructional materials to meet children's varying needs and interests Supervising:  Establish and enforce rules for behavior and procedures for maintaining order  Establish and enforce rules
  5. 5. 5  Keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting  Oversee class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities  Prevent or stop fights between the children by moving them away from each other Nurturing:  Ensure safety by instructing the children to avoid danger such as climbing and running in the classroom  Administer appropriate corrective action plans for rule violation  Attend to children's basic needs by feeding them, dressing them, and taking them to the bathroom Record Keeping:  Document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors  Write notes to update children's records as required by the school and state Observe and track child performance, behavior, social development, and physical health  Complete and turn in incident reports for children’s injuries Preparing & Planning:  Plan the week's material according to curriculum during weekly planning hour  Submit weekly lesson plans to supervisor for approval a week in advance Communicating:  Identify children with deficits in developmental areas and discuss them with parents and supervisors  Host parent-teacher conferences to address parent concerns and update them on student progress  Create newsletters every Thursday to inform parents of news and upcoming activities Maintaining Classroom:  Provide a safe environment by locking away hazardous or sharp objects in high cupboards  Clean toys and objects using bleach water to keep the environment safe
  6. 6. 6 Task statements (pgs. 9-11) and lead teacher attributes (pgs. 12-14) were gathered through two interviews, one with a supervisor and the other with a lead teacher. Two classroom observations of lead teachers were completed as well to obtain more in-depth knowledge. The interviews took place at the school in Maitland, Florida. The demographics of the interviewees are detailed below. Both supervisor and lead teacher were informed of the academic nature and objective of the interview in advance and during the interview. The interview questions can be seen below on page 21. Lead Teacher Length of Time in Position: 4 months Length of Time at this Location: 4 months Length of Time with Company: 4 months Average Amount of Hours per Week: 40 Age: 25 Gender: Female Ethnic Background: White Supervisor Length of Time in Position: 16 years Length of Time at this Location: 8 years Length of Time with Company: 8 years Average Amount of Hours per Week: 45 Age: 47 Gender: Female Ethnic Background: White
  7. 7. 7 Survey Respondents -Response Rate of Questionnaire: 100% -Demographics of Respondent: Ethnicity origin (race): 75% White; 25% Hispanic Gender: 100% Female Mean Age (in years): 33.75 Mean Work Hours/week: 41.25 Using Qualtrics, the analysts constructed an online survey to measure task difficulty, task criticality, and KSAOs. For this project, the Combination Job Analysis Method (C-JAM) was used. This method is well-liked and is commonly used for its effectiveness in ratings of both job tasks and workers’ (in this case the lead teaching position) characteristics (KSAOs). This method is especially known for identifying tasks and KSAOs for training and selection (Brannick, Levine, & Morgeson, 2007). From the school, two lead teachers and a supervisor were asked to take the survey. For exploratory purposes, we also had an outside lead teacher take part in the survey. Using one of the school’s assistant teachers, the analysts piloted the survey to identify any problems or missing elements. There were few minor corrections, but the survey was ready for the most part. All participants were informed that the survey would be confidential and would take approximately 45 to 60 minutes to complete. They were also free to withdraw at any time. All those invited (100%) responded to the survey. The email invitation can be found on page 26. The survey (pgs. 26-44) are also available. Job tasks were rated for task difficulty and task criticality on a 7-point Likert scale. The importance value—for each task—was calculated by summing the two scale scores. Then, the mean task importance value was computed over the four raters to find the overall task importance value. The questions used for the two scales are as followed:  Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? 1=One of the easiest of all tasks, 7=One of the most difficult of all tasks  Which choice below best represent your level of agreement concerning consequences of improper completion of each task? 1-Consequences of error are not at all important, 7=Consequences of error are extremely important
  8. 8. 8 The job analysts found the intraclass correlation (ICC) for task importance value to be .82, which is considered a moderately high reliability. Also, reliability for task difficulty and task criticality were .76 and .83, respectively. ICC assessed the reliability or consistency of the rating measures by comparing the four raters’ scores. In other words, do raters agree? Do they perceive the tasks in the same way? Most researchers consider an ICC of .90 to be highly reliable. We can see that the scales for task importance, and difficulty and criticality on their own have good scores of reliability. KSAOs, on the other hand, were identified as suitable for training or selection if they met certain criteria. In order to do that, four questions were asked.  Is this necessary to have before training? Yes/No  Is this practical to expect from applicants? Yes/No  To what extent is trouble likely if this is ignored in selecting new lead teachers? 1- Very little or none, 5- To an extremely great extent  To what extent do different levels of this characteristic distinguish the superior from the average worker? 1- Very little or none, 5- To an extremely great extent For selection, the majority of the raters must have voted that a KSAO is necessary for newly hired workers. Second, a majority must have voted that the KSAO is practical to expect in the labor market. Third, the average rating on the trouble likely scale must have been 1.5 or greater. The ICC correlation for this scale was .59, which indicates moderate reliability. For training, the KSAO must have been rated by a clear majority as not necessary, and rated higher than 1.5 on the distinguish superior from average scale. There is an ICC correlation of .48, meaning this is only at the lower end of a moderate reliability measure.
  9. 9. 9 The tables below outline the tasks, by functions and from most to least important, that lead teachers perform at Roth Jewish Community Center. SUPERVISING DUTIES Mean SD Establish and enforce rules for behavior and procedures for maintaining order 10.75 2.3 Keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting 10.75 2.3 Oversee class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities 9.75 1.59 Prevent or stop fights between the children by moving them away from each other 9.5 2.47 Train and supervise assistants during classroom activities 8 1.41 NURTURING Mean SD Ensure safety by instructing the children to avoid danger such as climbing and running in the classroom 9.75 2.3 Administer appropriate corrective action plans for rule violation 9.5 2.12 Attend to children's basic needs by feeding them, dressing them, and taking them to the bathroom 8.75 3.71 Guide the children in washing their hands, selecting seats, and blessing their food before meals (if applicable) 8.25 1.94 Create and maintain supportive, warm, nurturing emotional interactions through hugging, lap sitting, and using a calm voice 7.75 3.71 Acknowledge good behavior publicly by allowing those children to be helpers and announcing their good behavior to the class 7.5 2.83 TEACHING DUTIES Mean SD Resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary 10.25 0.88 Discipline children by using positive language and avoiding the word “no” 9.25 0.18 Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills 9.25 2.65 Adapt teaching methods and instructional materials to meet children's varying needs and interests 8.75 1.94 Educate the children on using sign language and words instead of screaming 7.5 0.71 Read and sing with the children during circle time 5.75 2.65 Table 1.1
  10. 10. 10 Rub the children's back and/or sit nearby to help them fall and stay asleep during nap time 5.75 1.59 Prepare for nap time by laying out bedrolls on top of cots for each child 4.5 0.71 RECORD KEEPING Mean SD Document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors 10.75 2.3 Write notes to update children's records as required by the school and state 10.5 2.12 Observe and track child performance, behavior, social development, and physical health 9.75 2.3 Complete and turn in incident reports for children’s injuries 9.75 3.01 Record the types of illnesses children have and when to return to school when they are sent home 8.5 2.47 PREPARING & PLANNING Mean SD Plan the week's material according to curriculum during weekly planning hour 8.25 0.88 Submit weekly lesson plans to supervisor for approval a week in advance 7.75 0.53 Perform inventory and put in order for classroom equipment, materials, and supplies 7 0.35 Place sign-in sheet in a visible area, and remind parents to sign-in their children when necessary 6.75 1.94 Obtain and arrange materials that will be used during the day every morning 6 1.41 Collaborate with teaching assistant to create and plan activities 5.75 0.53 Review daily lesson plans with assistant prior to the start of each class 4.75 0.88 COMMUNICATING Mean SD Identify children with deficits in developmental areas and discuss them with parents and supervisors 11.5 1.41 Host parent-teacher conferences to address parent concerns and update them on student progress 10.75 1.59 Create newsletters every Thursday to inform parents of news and upcoming activities 9.5 1.06 Maintain daily communication with parents (verbally or electronically) concerning their children’s daily activities 8 1.77 Present written physical and mental development reports to supervisors and parents on a weekly basis 7.5 0.35 Greet parents with enthusiasm at the beginning of each day 7.5 2.83 Post schedule on bulletin board before the start of each class 4 0.71
  11. 11. 11 MAINTAINING CLASSROOMS Mean SD Provide a safe environment by locking away hazardous or sharp objects in high cupboards 9 3.54 Clean toys and objects using bleach water to keep the environment safe 9 3.18 Sustain a fun and interactive classroom that is organized and free of clutter 7.75 2.65 Set-up classroom by placing objects in their appropriate areas 7.25 1.94 Spray all flat surfaces and toys with Lysol at the end of the day 7.25 2.65 Position chairs around the lunch tables before the children arrive 5 1.41 As mentioned previously, intraclass correlation (ICC) assesses the reliability or consistency of the rating measures by comparing the four raters’ scores. The ICC reliability for task importance was found to be .82. A coefficient of .90 is considered to be a very strong reliability. The analyst also found that 8 raters are needed to reach .90 reliability. The needed number of raters was identified by using the Spearman-Brown Prophecy formula, which is an equation that uses the current reliability and the desired reliability to determine the number of raters needed (m= = .90(1-.531)/.531(1-.90) = .4221/.0531 = 7.95). In order to achieve 0.90 reliability, which is ideal for workplace settings, 8 raters would need to take the survey. This will capture the most accurate results in deeming which tasks and KSAOs are most important for Pre-K lead teachers at Roth Jewish Community Center.
  12. 12. 12 Performing the tasks of the lead teacher position requires certain physical and mental competencies. There are many ways to define these human attributes, but the analysts chose to go with the ones offered by Brannick, Levine, and Morgeson (2007).  Knowledges: Existence in memory of a set of technical facts, concepts, language, and procedures that are directly relevant to the performance of a job. They have to be retrievable, of course.  Skills: Trained or developed capacity to perform tasks that call for the use of tools, equipment, or machinery.  Abilities: More enduring physical or mental capacity to obtain skills and knowledges, and to carry out tasks at a proficient level where tools, equipment, and machinery are not major elements.  Other Characteristics: Personality or any other characteristics that’s indicative of how well an employee is likely to perform and adjust to the conditions of the job. This includes job-related interests, preferences, and temperament. As outlined below, the job analysts have created KSAOs. These KSAOs were generated from information collected from a preliminary O*NET search, prior job description from the school, classroom observations, and interviews with a job incumbent and supervisor. Through analysis of the survey data, the job analysts determined which KSAOs should be used for training or selection. Knowledge of… Selection Training Children's development theories  Children’s safety measures  State of Florida's Pre-K compliance rules/regulations  Classroom management techniques  The English language  Basic computer functions/Microsoft Word  Pre-school teaching curriculum  Basic math (addition, subtraction, multiplication, division)  Human behavior and individual differences  Table 1.2 Knowledges
  13. 13. 13 Skill in... Selection Training Communicating with parents--verbally and electronically  Active listening, and giving full attention to what other people are saying  Supervising and instructing children and teaching assistants  Understanding written sentences and paragraphs in children's books and other teaching materials  Perceiving, understanding, and regulating own and others' emotions and reactions  Considering the relative costs and benefits of potential actions to choose the most appropriate one  Delegating and assigning duties that teaching assistants are capable of completing  Ability to... Selection Training Lift up to 50 pounds  Hear children at all times  Speak clearly so others can understand you  Tell when something is wrong or is likely to go wrong  See in order to know where the children are and what they are doing  Walk throughout the day to take the children to the playground and other places  Run to prevent injuries if children are in danger  Interact, cooperate, collaborate and manage conflicts with others  Perform first aid and CPR on children and adults  Think quickly and come up with solutions to unexpected problems  Be flexible and ready to change lesson plans at a moment's notice  Provide instructions to children repeatedly without becoming angry or impatient  Stand up for up to 8 hours a day  Abilities Skills
  14. 14. 14 Characteristics… Selection Training Willingness to prepare materials after work hours, and seek new ways to enhance lesson plans  Be an approachable/likable person  Desire to learn and work with children  Prior experience working with children  Child development certification or waiver and BA/BS in child development related field  Maintain certification as an Early Childhood Education teacher and renew First Aid and CPR training  Readiness to respect the children and work with their different personalities  Characteristics
  15. 15. 15 A series of steps were followed when conducting the job analysis of the Pre-K lead teacher at Roth Jewish Community Center. First, research was done online using resources such as O*Net to learn about the nature of the job and develop a list of prospective tasks and KSAOs. On-site interviews were conducted with the supervisor and job incumbent to gather relevant information about the job. A final list of tasks and KSAOs were created, and an online survey was developed using Qualtrics. The survey was distributed to four subject matter experts (SMEs). The survey data was analyzed and necessary tasks and KSAOs required for the job were identified. This job analysis is intended to verify the information on the existing job at Roth Jewish Community Center. The combination job analysis method (C-JAM) was used for this report. The C-JAM was chosen because it focuses on the importance of tasks and the knowledges, skills, abilities, and other characteristics (KSAOs) required to do the tasks (Brannick, Levine, & Morgeson, 2007). The C-JAM method generally has a task generation meeting comprised of 5-7 workers, but in this case task statements were created after interviewing the supervisor and Pre-K teacher, and observing two teachers. Four subject matter experts (SMEs) took the survey where they rated tasks and KSAOs. The most important aspect of the job analysis was to focus on the job itself rather than the particular job incumbent. Literature on the job of Pre-K teacher was reviewed prior to interviews and observations. Research was done on Pre-K teachers using the Occupational Network Online (O*NET) and other online job descriptions in order to get an idea of common job tasks. This information was used to create a list of initial task statements and KSAOs to discuss during the interview with the supervisor and teacher.
  16. 16. 16 The job analysis was conducted using the C-JAM method to identify tasks and KSAOs necessary for Pre-K lead teachers at Roth Jewish Community Center. The results of this job analysis are best used for personnel selection and training purposes. The KSAOs contain the most relevant information regarding training and selection. Respondents to the survey were all considered subject matter experts (SMEs), therefore, their responses to the rating scales were used to establish what tasks and KSAOs are most relevant to a Pre-K lead teacher. There are three scales that determine whether a KSAO is necessary for selection. The majority of the four raters who took the survey must agree that certain KSAOs were necessary for newly hired workers and are practical to expect from prospective applicants. The trouble likely scale must be greater than 1.5, meaning that trouble would occur if a particular KSAO was ignored. The results indicate that 28 KSAOs are necessary for selection. Table (1.3) contain the results necessary for training. Two scales are used to assess whether a KSAO is required for training. The two scales are the Essential for New Workers scale and the Distinguish Superior From Average Workers scale. A rating of 1.5 or higher is required by the majority of raters on the Distinguish Superior From Average Workers scale r scale to be required for training. If raters don’t deem a KSAO essential, then it should be trained. In this case, the majority of the respondents agreed that 8 KSAOs should be used for training. These KSAOs can be seen in table (1.3). The tasks identified in this job analysis can also be used for selection and training. Tasks can be used for selection by developing work sample tests. Tasks can be used to develop content for training programs. Task importance can be used to identify the essential job duties of Pre-K lead teachers at Roth Jewish Community Center.
  17. 17. 17 The job analysis permitted the analysts to better clarify the role of the lead teachers, and the physical and mental competencies of those who can be successful. Some of the most essential job tasks are as follow: 1. Resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary 2. Establish and enforce rules for behavior and procedures for maintaining order 3. Keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting 4. Ensure safety by instructing the children to avoid danger such as climbing and running in the classroom 5. Document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors 6. Identify children with deficits in developmental areas and discuss them with parents and supervisors 7. Host parent-teacher conferences to address parent concerns and update them on student progress This suggests that job incumbents need to have skills in resolving conflicts properly. Establishing and enforcing rules to maintain order and keeping children safe are also very pivotal. Lastly, keeping records and identifying problems, whether developmental or signs of abuse, can help with the implementation of the proper intervention. Most of the lead teacher characteristics should be considered when hiring new employees. In selection, seek applicants with interpersonal skills which would allow them to work well with others, interact positively with the children, and be able to communicate effectively with parents and supervisors. Also, data demonstrates that applicants should be safety- and order-oriented to be more effective as a lead teacher. According to data, training should focus on the state of Florida’s pre-kindergarten compliance rules, basic computer functions, teaching curriculum, delegating assignments to assistants, and first aid and CPR. These things should with time and experience on the job, but training (workshops for example) can help teachers learn more quickly. As legal issues tend to be a problem in personnel selection, it is important to make sure that KSAOs do not result in adverse impact (discrimination against a group or groups due to selection criteria). The analysts recommend a more in depth job analysis to determine the reliability and validity of the selection criterion in order to avoid legal issues.
  18. 18. 18 Understanding what exactly needed to be done was one of the most difficult part of the process. It can be very difficult for analysts to effectively execute a plan for the project without the proper knowledge and understanding. The job analysts for this particular project found that early on, and were able to ask questions and received clarity which allowed for the successful completion of the project. However, be cognizant that this limitation mainly applies to new analysts conducting job analysis for the first time. The understanding comes rather quickly as one starts the process. Finding a client was another major obstacle. The analysts had few connections in the area, but they were not fitting for the purpose of the project. Some were small businesses with two to three employees which would not provide enough job incumbent or subject matter experts for interviews, observations, and the survey. Others might have been too complicated for the job analysts’ level of understanding. When the potential client was found, there was no need for a job analyst, and it would be difficult to get teachers to participate, especially on their own time. However, after much communication and collaboration, both parties agreed to move on with the project. Although the client was not interested in a job analysis, they agreed to help since it was a school project. In the future, it will be easier if the analysts can find a client with the need for a job analysis. Recruiting and motivating employees for the survey was the next challenge. Because the client had no motivation for the job incumbents to take part in the project, the job analysts were left on their own to recruit for the project. The position supervisor was very agreeable in being interviewed and taking the survey. Classroom observations were also done without any challenges. However, finding other incumbents for the survey was very difficult. Some of the people wanting to help were assistant lead teachers and did not qualify. A total of four judges were recruited, but then the analysts had to continually remind the job incumbents to take the survey. Through face-to-face interactions, texts, and e-mails, the analysts were successful at reminding participants to complete the survey. For future analyses, it will be helpful if organizations can enforce or incentivize participations. It will also help if organizations can help employees to perceive the project as something that will benefit them.
  19. 19. 19 Conducting a job analysis along with communication requires time, effort, dedication, communication, and collaboration. The analysts learn that a job analysis is a long process. The job analysts found that communication is easier when there is respect between those involved, or a good relationship/rapport have been established. Otherwise, it is important for the analysts to focus on establishing rapport and building trust with SMEs and any other parties involved. Effective communication was necessary for everything from scheduling interviews and observation to motivating subject matter experts to complete the survey. Honesty was found to be appropriate and even helpful. The analysts were friendly as they interacted with organizations in order to find a client and conduct the analysis. They were honest about the time commitment. They found that people were willing to help, even if they weren’t necessarily looking for a job analyst at the time. Those taking the survey were also warned about the lengthiness of it, which prevented any feelings of animosity that could have resulted if they were unaware of the length. Once again, they were willing to help and appreciated the advanced warning of the lengthy survey. Following up often, another form of communication, is pivotal in successfully completing a job analysis. This is important because not only did the job analysts keep people informed about the project and survey, they were able to remain in control in regards to what needed to be done. They were able to obtain needed information and remind SMEs to complete their tasks and activities. Overall, this was a great experience, and the analysts learned how to conduct, analyze survey data, improve survey building skills, and write a job analysis report. It was an exciting experience to learn how to collaborate with a client and overcome obstacles that may prevent employees from participating. The analysts not only learned the how-to of a job analysis, but came to understand why it is very crucial that a job analysis is legally defensible, especially since the focus was on selection and training.
  20. 20. 20 Brannick, M.T., Levine, E.L., & Mogeson, F.P. (2007). Job and work ANALYSIS: Methods, research, and applications for human resource management. (2nd ed.) Thousand Oaks, CA: SAGE Publications, Inc. Summary report for: 25-2011.00 – preschool teachers, except special education. ONET*Online. Retrieved September 25, 2015, from http://www.onetonline.org/link/summary/25-2011.00.
  21. 21. 21 Education: What degree is necessary for this job? What certifications are required for this job? What reading level and writing level is necessary for this job? How much experience is necessary for this job/what kind of experience? What kind of continuing education do you need? Communication: Who must you communicate with on a daily basis? Who else do you communicate with on occasion for example parents, other teachers, principals? How often must you communicate with these people? Importance of listening skills? Leadership skills? Importance of assertiveness, decision-making, and problem solving? Importance of patience? Why? Materials: What materials must be prepared before each class? Tell us about lesson plans? Time commitment? What are your goals for the children? (Developmental, etc) How do you measure the development of the children? Ability to recognize challenges that kids may be facing? Recognize children who need extra help? Day to day: What skills are needed in dealing with parents, assistant teachers? What tasks must you do on a daily, monthly, and quarterly basis? Other Tell me about the average day for a teacher from start to finish.
  22. 22. 22 KNOWLEDGES Yes Count Trouble Likely? Superior from Average? Necessary Practical Mean SD Mean SD Children's development theories 3 4 3.5 1.73 3.75 1.26 Children’s safety measures 3 4 4.5 0.58 4.5 0.58 State of Florida's Pre-K compliance rules/regulations 2 4 4.75 0.50 4 0.82 Classroom management techniques 3 4 4 1.41 5 0 The English language 4 4 4.75 0 4.25 0.96 Basic computer functions/Microsoft Word 1 4 2.5 0.58 3 1.41 Pre-school teaching curriculum 2 4 4 0 4.5 0.58 Basic math (addition, subtraction, multiplication, division) 3 4 3.75 0.50 3.75 1.50 Human behavior and individual differences 3 4 3 1.41 3.75 0.50 Skills Yes Count Trouble Likely? Superior from Average? Necessary Practical Mean SD Mean SD Communicating with parents-- verbally and electronically 3 4 3.75 0.96 4.25 0.96 Active listening, and giving full 4 4 4.25 0.96 4.75 0.5
  23. 23. 23 attention to what other people are saying Supervising and instructing children and teaching assistants 3 4 4.5 1 4.75 0.5 Understanding written sentences and paragraphs in children's books and other teaching materials 4 4 4 1.41 3.75 1.26 Perceiving, understanding, and regulating own and others' emotions and reactions 4 4 4 0.82 4 0.82 Considering the relative costs and benefits of potential actions to choose the most appropriate one 3 4 3.5 1.73 3.25 0.96 Delegating and assigning duties that teaching assistants are capable of completing 1 3 3 1.15 3.75 1.26 Abilities Yes Count Trouble Likely? Superior from Average? Necessary Practical Mean SD Mean SD Lift up to 50 pounds 3 4 2.25 0.5 3 0.82 Hear children at all times 4 4 5 0 4.75 0.50 Speak clearly so others can understand you 3 4 4.25 0.5 3.75 0.96 Tell when something is 3 4 3.75 0.96 4.5 0.58
  24. 24. 24 wrong or is likely to go wrong See in order to know where the children are and what they are doing 4 4 5 0 5 0 Walk throughout the day to take the children to the playground and other places 4 4 4.25 0.5 4.5 0.58 Run to prevent injuries if children are in danger 4 4 4.25 0.96 4.5 0.58 Interact, cooperate, collaborate and manage conflicts with others 3 4 4 0 4.25 0.5 Perform first aid and CPR on children and adults 2 3 3.25 2.06 4 2 Think quickly and come up with solutions to unexpected problems 3 4 3.5 1.29 4 0.82 Be flexible and ready to change lesson plans at a moment's notice 4 4 3 0.82 3.75 0.96 Provide instructions to children repeatedly without becoming angry or impatient 4 4 4.25 0.50 4.25 0.96 Stand up for up to 8 hours a day 1 2 2 0.82 3.25 1.26
  25. 25. 25 Other Characteristics Yes Count Trouble Likely? Superior from Average? Necessary Practical Mean SD Mean SD Willingness to prepare materials after work hours, and seek new ways to enhance lesson plans 1 4 3.5 1.73 4.25 0.96 Be an approachable/likable person 4 4 4.5 0.58 4.75 0.5 Desire to learn and work with children 4 4 4.75 0.50 4.75 0.5 Prior experience working with children 1 4 3.25 1.50 4.75 0.5 Child development certification or waiver and BA/BS in child development related field 3 4 3.5 1.73 4.25 0.96 Maintain certification as an Early Childhood Education teacher and renew First Aid and CPR training 4 4 4.75 0.5 4.75 0.5 Readiness to respect the children and work with their different personalities 4 4 5 0 5 0
  26. 26. 26 JCC Pre-K Lead Teacher Job Analysis Survey: Before you start reading, for quickness and an easier experience, we recommend you use a LAPTOP or COMPUTER for the survey. Now, we invite you to participate in this survey with your own free will and choice. The purpose of this project is to conduct a job analysis in order to identify tasks performed and the knowledge, skills, abilities, and other characteristics needed to be an effective Pre-Kindergarten Lead Teacher. The results will also help with personnel selection and employee training. Be aware that you may not be able to complete the survey if certain qualifications are not met. However, we want to thank everyone in advance for your willingness to participate. This survey can take up to 60 minutes to complete. Your complete HONESTY is necessary for the accuracy of results and future applications. There will be no reference to your identification at any point in the survey. Your identity and answers will be kept confidential. At the end of the survey, you will have the opportunity to comment about anything you noticed during the survey. Anything from inaccuracies and/or omission of tasks, knowledge, skills, abilities, and other characteristics. Please feel free to take notes during the survey and enter them at the end. If you have any questions regarding the project or survey, you may contact Lana Kaplani at (727) 698-0032, lkaplani@Knights.ucf.edu; or myself at (208) 899-3154, ferry.fleurimond@Knights.ucf.edu. Click NEXT on the bottom right corner to continue. Q1: First, tell us a little bit about yourself. Remember that all information will be kept confidential and, no identifying information will be asked of you during the survey. Click NEXT on the bottom right corner to continue. Q2: What is your position title? (Example, Pre-K Lead Teacher or Supervisor) Q3: How long have you been or were you in this position? (YEARS and MONTHS) Q4: What is your length of time at this specific Pre-Kindergarten school? If you are not currently teaching, how long were you at your last school? (YEARS and MONTH) Q5: On a weekly basis, how many hours do you work? If you are not currently teaching, answer for when you last worked. (TYPE ANSWER BELOW) Q6: What is your age? (TYPE ANSWER BELOW)
  27. 27. 27 Q7: Which of the following best describes your gender? (SELECT ONE CHOICE)  Male (1)  Female (2) Q8: Which option below best describes your ethnicity? (SELECT ONE CHOICE)  Hispanic (1)  White (2)  Black/African-American (3)  Asian (4)  Other race (5)  Prefer not to answer (6) Q9: What’s your background in Early Childhood and Special Education? (SELECT ONE CHOICE)  PhD Degree (1)  Master's Degree (2)  Bachelor's Degree (3)  Child Development Associate Certification or Waiver (4)  Other (Specify) (5) ____________________ Q10: This next section will have you look at tasks performed by Pre-K Lead Teachers and rate them on their levels of DIFFICULTY, meaning how hard is it to perform a task correctly relative to all other tasks? The rating options you will be using are as follow: 1=One of the easiest of all tasks 2=Considerably easier than most tasks 3=Easier than most tasks performed 4=Approximately half of tasks are more difficult, half less 5=Harder than most tasks performed 6=Considerably harder than most tasks performed 7=One of the most difficult of all tasks.
  28. 28. 28 Q11: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) TEACHING DUTIES One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary        Discipline children by using positive language and avoiding the word “no”        Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills        Adapt teaching methods and instructional materials to meet children's varying needs and interests        Educate the children on using sign language and words instead of screaming        Read and sing with the children during circle time        Q12: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) SUPERVISING DUTIES One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Establish and enforce rules for behavior and procedures for maintaining order        Keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting        Oversee class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities       
  29. 29. 29 Prevent or stop fights between the children by moving them away from each other        Train and supervise assistants during classroom activities        Q13: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) NURTURING One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Ensure safety by instructing the children to avoid danger such as climbing and running in the classroom        Administer appropriate corrective action plans for rule violation        Attend to children's basic needs by feeding them, dressing them, and taking them to the bathroom        Guide the children in washing their hands, selecting seats, and blessing their food before meals (if applicable)        Create and maintain supportive, warm, nurturing emotional interactions through hugging, lap sitting, and using a calm voice        Acknowledge good behavior publicly by allowing those children to be helpers and announcing their good behavior to the class        Rub the children's back and/or sit nearby to help them fall and stay asleep during nap time        Prepare for nap time by laying out bedrolls on top of cots for each child       
  30. 30. 30 Q14: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) RECORD KEEPING One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors        Write notes to update children's records as required by the school and state        Observe and track child performance, behavior, social development, and physical health        Complete and turn in incident reports for children’s injuries        Record the types of illnesses children have and when to return to school when they are sent home        Q15: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) PREPARING and PLANNING One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Plan the week's material according to curriculum during weekly planning hour        Submit weekly lesson plans to supervisor for approval a week in advance        Perform inventory and put in order for classroom equipment, materials, and supplies        Place sign-in sheet in a visible area, and remind parents to sign-in their children when necessary        Obtain and arrange materials that will be used during the day every morning       
  31. 31. 31 Collaborate with teaching assistant to create and plan activities        Q16: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) COMMUNICATING One of the easiest of all tasks (1) Considerably easier than most tasks (2) Easier than most tasks performed (3) Approximately half of tasks are more difficult, half less (4) Harder than most tasks performed (5) Considerably harder than most tasks performed (6) One of the most difficult of all tasks (7) Identify children with deficits in developmental areas and discuss them with parents and supervisors        Host parent-teacher conferences to address parent concerns and update them on student progress        Create newsletters every Thursday to inform parents of news and upcoming activities        Maintain daily communication with parents (verbally or electronically) concerning their children’s daily activities        Present written physical and mental development reports to supervisors and parents on a weekly basis        Greet parents with enthusiasm at the beginning of each day        Post schedule on bulletin board before the start of each class       
  32. 32. 32 Q17: Which choice below best represent your level of agreement concerning the difficulty level of each task relative to the other tasks? (CHOOSE ONE ANSWER for EACH ROW) In this section, you will look at the SAME TASKS but rate each of the tasks based on CRITICALITY-- the degree to which an incorrect performance would result in negative consequences. The rating options you will be using are as follow: 1=Consequences of error are not at all important 2=Consequences of error are of little importance 3=Consequences of error are of some importance 4=Consequences of error are moderately important 5=Consequences of error are important 6=Consequences of error are very important 7=Consequences of error are extremely important. Click NEXT on the bottom right corner to continue. MAINTAINING CLASSROOMS One of the easiest of all tasks (1) Consid erably easier than most tasks (2) Easier than most tasks perfor med (3) Approxim ately half of tasks are more difficult, half less (4) Harder than most tasks perfor med (5) Considera bly harder than most tasks performe d (6) One of the most difficult of all tasks (7) Provide a safe environment by locking away hazardous or sharp objects in high cupboards        Clean toys and objects using bleach water to keep the environment safe        Sustain a fun and interactive classroom that is organized and free of clutter        Set-up classroom by placing objects in their appropriate areas        Spray all flat surfaces and toys with Lysol at the end of the day        Position chairs around the lunch tables before the children arrive       
  33. 33. 33 Q18: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) TEACHING DUTIES Conse quenc es of error are not at all impor tant (1) Conse quenc es of error are of little impor tance (2) Conse quenc es of error are of some impor tance (3) Conse quenc es of error are moder ately impor tant (4) Conse quenc es of error are impor tant (5) Conse quenc es of error are very impor tant (6) Conse quenc es of error are extre mely impor tant (7) Resolve conflicts by teaching proper behavior and using "resting your body/thinking time", if necessary        Discipline children by using positive language and avoiding the word “no”        Teach basic skills such as color, shape, number and letter recognition, personal hygiene, and social skills        Adapt teaching methods and instructional materials to meet children's varying needs and interests        Educate the children on using sign language and words instead of screaming        Read and sing with the children during circle time       
  34. 34. 34 Q19: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) SUPERVISING DUTIES Conseque nces of error are not at all important (1) Conseque nces of error are of little importanc e (2) Conseque nces of error are of some importanc e (3) Conseque nces of error are moderatel y important (4) Conseque nces of error are important (5) Conseque nces of error are very important (6) Conseque nces of error are extremely important (7) Establish and enforce rules for behavior and procedures for maintaining order        Keep children in sight at all times to eliminate or reduce undesired behaviors such as running, climbing, biting, and fighting        Oversee class projects, field trips, visits by guests, or other experiential activities, and guide students in learning from those activities        Prevent or stop fights between the children by moving them away from each other        Train and supervise assistants during classroom activities        Q20: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) NURTURING Consequenc es of error are not at all important (1) Consequenc es of error are of little importance (2) Consequenc es of error are of some importance (3) Consequenc es of error are moderately important (4) Consequenc es of error are important (5) Consequenc es of error are very important (6) Consequenc es of error are extremely important (7) Ensure safety by instructing       
  35. 35. 35 the children to avoid danger such as climbing and running in the classroom Administer appropriate corrective action plans for rule violation        Attend to children's basic needs by feeding them, dressing them, and taking them to the bathroom        Guide the children in washing their hands, selecting seats, and blessing their food before meals (if applicable)        Create and maintain supportive, warm, nurturing emotional interactions through hugging, lap sitting, and using a calm voice        Acknowledge good behavior publicly by allowing those children to be       
  36. 36. 36 helpers and announcing their good behavior to the class Rub the children's back and/or sit nearby to help them fall and stay asleep during nap time        Prepare for nap time by laying out bedrolls on top of cots for each child        Q21: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) RECORD KEEPING Consequen ces of error are not at all important (1) Consequen ces of error are of little importanc e (2) Consequen ces of error are of some importanc e (3) Consequen ces of error are moderatel y important (4) Consequen ces of error are important (5) Consequen ces of error are very important (6) Consequen ces of error are extremely important (7) Document and communicate any signs of abuse such as bruises, welts, and scratches with supervisors        Write notes to update children's records as required by the school and state        Observe and track child performance, behavior, social development, and physical health       
  37. 37. 37 Complete and turn in incident reports for children’s injuries        Record the types of illnesses children have and when to return to school when they are sent home        Q22: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) PREPARING and PLANNING Consequen ces of error are not at all important (1) Consequen ces of error are of little importanc e (2) Consequen ces of error are of some importanc e (3) Consequen ces of error are moderatel y important (4) Consequen ces of error are important (5) Consequen ces of error are very important (6) Consequen ces of error are extremely important (7) Plan the week's material according to curriculum during weekly planning hour        Submit weekly lesson plans to supervisor for approval a week in advance        Perform inventory and put in order for classroom equipment, materials, and supplies        Place sign-in sheet in a visible area, and remind parents to sign-in their children when necessary        Obtain and arrange materials that will be used during the day every morning        Collaborate with teaching assistant       
  38. 38. 38 to create and plan activities Q23: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) COMMUNICATING Consequence s of error are not at all important (1) Consequence s of error are of little importance (2) Consequence s of error are of some importance (3) Consequence s of error are moderately important (4) Consequence s of error are important (5) Consequence s of error are very important (6) Consequence s of error are extremely important (7) Identify children with deficits in developmental areas and discuss them with parents and supervisors        Host parent-teacher conferences to address parent concerns and update them on student progress        Create newsletters every Thursday to inform parents of news and upcoming activities        Maintain daily communication with parents (verbally or electronically) concerning their children’s daily activities        Present written physical and mental development reports to supervisors and parents on a weekly basis        Greet parents with enthusiasm at the beginning of each day        Post schedule on bulletin board before the start of each class       
  39. 39. 39 Q24: Which choice below best represent your level of agreement concerning consequences of improper completion of each task? (CHOOSE ONE ANSWER for EACH ROW) This next section focuses on knowledge, skills, abilities, and other characteristics that may be useful for selection and training. PAY CLOSE ATTENTION TO THE INSTRUCTIONS on the next few pages for ACCURATE ratings. Click NEXT on the bottom right corner to continue. Q25: Let's look at knowledge first. In the first two columns below, for each knowledge stated, choose YES or NO for Necessary and Practical, and rate Trouble Likely and Superior From Average on the scale from 1 to 5 in the last two columns. REMEMBER: Necessary=Is this necessary to have before training? Practical=Is this practical to expect from applicants? Trouble Likely=To what extent is trouble likely to occur if this is ignored in selecting new Lead Teachers? Superior From Average=To what extent do different levels of this characteristic distinguish the superior from the average worker? Rating options for Trouble Likely and Superior From Average are: 1=Very Little or none 2=To some extent 3=To a great extent 4=To a very great extent 5=To an extremely great extent KNOWLEDGE: MAINTAINING CLASSROOMS Consequ ences of error are not at all important (1) Consequences of error are of little importance (2) Consequences of error are of some importance (3) Conseque nces of Error are moderately important Conseque nces of Error are important Conse que nces of Error are very impor tant Conseque nces of Error are Extremely important (7) Provide a safe environment by locking away hazardous or sharp objects in high cupboards        Clean toys and objects using bleach water to keep the environment safe        Sustain a fun and interactive classroom that is organized and free of clutter        Set-up classroom by placing objects in their appropriate areas        Spray all flat surfaces and toys with Lysol at the end of the day        Position chairs around the lunch tables before the children arrive       
  40. 40. 40 KNOWLEDGES Necessary? Practical ? Trouble Likely Superior From Average? Yes (1) No (2) Ye s (1) No (2) Ver y Littl e or non e (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Very Little or none (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Children's development theories               Children’s safety measures               State of Florida's Pre-K compliance rules/regulations               Classroom management techniques               The English language               Basic computer functions/Micros oft Word               Pre-school teaching curriculum               Basic math (addition, subtraction, multiplication, division)               Human behavior and individual differences               Q26: Let's look at skills first. In the first two columns below, for each skill stated, choose YES or NO for Necessary and Practical, and rate Trouble Likely and Superior From Average on the scale from 1 to 5 in the last two columns. REMEMBER: Necessary=Is this necessary to have before training? Practical=Is this practical to expect from applicants? Trouble Likely=To what extent is trouble likely to occur if this is ignored in selecting new Lead Teachers? Superior From Average=To what extent do different levels of this characteristic distinguish the superior from the average worker? Rating options for Trouble Likely and Superior From Average are: 1=Very Little or none 2=To some extent 3=To a great extent 4=To a very great extent 5=To an extremely great extent SKILLS:
  41. 41. 41 Skills Necessary? Practical? Trouble Likely Superior From Average? Yes (1) No (2) Yes (1) No (2) Ve ry Litt le or no ne (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Very Little or none (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Communicating with parents-- verbally and electronically               Active listening, and giving full attention to what other people are saying               Supervising and instructing children and teaching assistants               Understanding written sentences and paragraphs in children's books and other teaching materials               Perceiving, understanding, and regulating own and others' emotions and reactions               Considering the relative costs and benefits of potential actions to choose the most appropriate one               Delegating and assigning duties that teaching assistants are              
  42. 42. 42 capable of completing Communicating with parents-- verbally and electronically               Active listening, and giving full attention to what other people are saying               Q27: Let's look at abilities. In the first two columns below, for each skill stated, choose YES or NO for Necessary and Practical, and rate Trouble Likely and Superior From Average on a scale from 1 to 5 in the last two columns. REMEMBER: Necessary=Is this necessary to have before training? Practical=Is this practical to expect from applicants? Trouble Likely=To what extent is trouble likely to occur if this is ignored in selecting new Lead Teachers? Superior From Average=To what extent do different levels of this characteristic distinguish the superior from the average worker? Rating options for Trouble Likely and Superior From Average are: 1=Very Little or none 2=To some extent 3=To a great extent 4=To a very great extent 5=To an extremely great extent ABILITIES: Abilities Necessary? Practical ? Trouble Likely Superior From Average? Yes (1) No (2) Ye s (1) No (2) Ver y Littl e or non e (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Very Little or none (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Lift up to 50 pounds               Hear children at all times               Speak clearly so others can understand you               Tell when something is wrong or is likely to go wrong               See in order to know where the children are and what they are doing               Walk throughout the              
  43. 43. 43 day to take the children to the playground and other places Run to prevent injuries if children are in danger               Interact, cooperate, collaborate and manage conflicts with others               Perform first aid and CPR on children and adults               Q28: Let's look at other characteristics. In the first two columns below, for each characteristic stated, choose YES or NO for Necessary and Practical, and rate Trouble Likely and Superior From Average on a scale from 1 to 5 in the last two columns. REMEMBER: Necessary=Is this necessary to have before training? Practical=Is this practical to expect from applicants? Trouble Likely=To what extent is trouble likely to occur if this is ignored in selecting new Lead Teachers? Superior From Average=To what extent do different levels of this characteristic distinguish the superior from the average worker? Rating options for Trouble Likely and Superior From Average are: 1=Very Little or none 2=To some extent 3=To a great extent 4=To a very great extent 5=To an extremely great extent OTHER CHARACTERISTICS: Other Characteristics Necessary? Practical ? Trouble Likely Superior From Average? Yes (1) No (2) Ye s (1) No (2) Ver y Littl e or non e (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Very Little or none (1) To some extent (2) To a great extent (3) To a very great extent (4) To an extremely great extent (5) Willingness to prepare materials after work hours, and seek new ways to enhance lesson plans               Be an approachable/lik able person               Desire to learn and work with children              
  44. 44. 44 Prior experience working with children               Child development certification or waiver and BA/BS in child development related field               Maintain certification as an Early Childhood Education teacher and renew First Aid and CPR training               Readiness to respect the children and work with their different personalities               Willingness to prepare materials after work hours, and seek new ways to enhance lesson plans               Be an approachable/lik able person               Q29: Do you have any comments or noticed any inaccuracies about the tasks, knowledge, skills, abilities, and other characteristics of the Pre-Kindergarten Lead Teaching position? (TYPE in the BOX BELOW) We just want to thank you for your willingness to take part in our project. We appreciate the time and effort you put into the survey. Thank you very much.

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