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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
