EHS TEACHER

Description

JOB DESCRIPTION

POSITION: Teacher-Infant/Toddler

SUMMARY: Responsible for the development and implementation of an age-appropriate educational environment and curriculum that promote socio-emotional, physical and cognitive growth for infant/toddler children and support services to families. To act as an Ambassador to the Agency and to reflect all Agency matters positively.

REPORTS TO: Regional Manager

FLSA STATUS: Full Time, Exempt

ESSENTIAL DUTIES AND RESPONSIBILITIES: Include the following. Other duties may be assigned.

Prevention and Early Intervention/Disabilities

• Must supervise and monitor children at all times by following Active Supervision procedures, policies, and strategies to ensure no child is ever left unsupervised.
• Ensure the quality and safety of the educational environment according to state and federal regulations and program policies.
• Implement developmentally appropriate curriculum, which reflects mandated elements and components, parental and cultural influences, and promotes the social, emotional, physical, and cognitive development of Early Head Start children.
• Follow Agency-adopted curriculum, using effective strategies to guide learning.
• Develop and follow a consistent classroom schedule, which includes small and large group experiences, choice time, music and movement, large and small motor activities, skill development, meals, effective transitions, and caregiving routines.
• Assess individual and group needs, attending to specific interests, strengths, and concerns, individualize for each child accordingly.
• Establish weekly goals that promote individual and group educational plans and include School Readiness Goals.
• Promote English language acquisition of children who are English and Dual-Language learners.
• Establish a positive classroom climate.
• Guide the behavior of children in positive, effective ways.
• Promote health and wellness practices through planning and interactions with children, families, and staff.
• Provide direct support to all staff and volunteers regarding classroom expectations and adult-child interactions.
• Screen all children to determine developmental level and plan accordingly.
• Participate in all child/family staffing.
• Promote family literacy.
• Must support center during major transitions to ensure child safety and supervision.
• Must follow break schedule created by supervisor.
• When additional leadership is needed at the center level, duties may be assigned to ensure that daily operations and communications are maintained.
• Assist with breaks and other center needs.
• Attend meetings, training, and appropriate professional development activities.
• To the extent possible, employees will not provide direct services to their family members. However, when this is not possible, to minimize potential conflicts of interest, employees should avoid providing direct services to their family members. If an employee is responsible for the care and guidance of closely related children, they should make every effort to transfer these responsibilities to another caregiver within the classroom. This approach helps maintain professional boundaries and ensures impartiality in service delivery.
• Other duties as required.

Parent Involvement & Community Partnerships

• Provide an atmosphere that promotes and reinforces family and volunteer engagement.
• Support the role of families as the first and primary teachers of their children.
• Establish mutually respectful relationships with families to enhance the quality of their lives.
• Provide ongoing support for families in the areas of child development, family and adult literacy.
• Prepare and distribute pertinent information requested by the family on time.
• Attend parent meetings and functions as required.
• Conduct home visits and parent/teacher conferences as required.
• Support family’s efforts to reach developmental goals set for their child.
• Offer parents opportunities to be involved in group activities, including policy groups and educational activities based on interest and need.
• Provide opportunities for children and families to participate in fatherhood activities.
• Promote and support parent involvement and leadership throughout the program.
• Provide opportunities for children’s development at home.
• Plan and facilitate family orientations to the program.
• Create and distribute parent newsletters monthly.
• Advocate and collaborate with community agencies to support child, family, and Agency outcomes.

Utilize Information Systems to Support Child / Family and Agency Outcomes.

• Document baselines and ongoing assessments in ChildPlus according to program benchmarks.
• Document all significant classroom issues, parent contacts and home visits in ChildPlus.
• Monitor and report child abuse.
• Conduct child outcomes assessment as required.
• Maintain appropriate documentation on each child’s progress according to program policies.
• Keep and submit records and reports as required.

ADDITIONAL DUTIES WHEN ASSIGNED TO SUPPORT THE KITCHEN STAFF

•   Preparation and delivery of meals/snacks that meet USDA Food Program requirements for infant/toddler children and all Head Start program
  requirements and policies.
•   Ensure meals are prepared and served on schedule.
•   Use food production and food storage procedures that meet USDA and CACFP requirements.
•   Follow standards of sanitation according to State and Head Start regulations and policies.
•   Safely operate basic food service equipment provided by Head Start.

SUPERVISORY RESPONSIBILITIES: None.   

Requirements

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE: Minimum of a Child Development Associate (CDA) credential or comparable credential and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development. 

COMMUNICATION SKILLS: Demonstrates clear and complete oral and written communication skills, appropriate respect and good listening skills. Maintain confidentiality and professionalism of all family, volunteer and staff information. Communicates optimistically, positively, and with honesty and openness.

MATHEMATICAL SKILLS: Manages time effectively, uses program resources wisely. Must have computer skills.

REASONING ABILITY: Demonstrates effective leadership, teaming and conflict resolution skills and demonstrates knowledge in appropriate child management strategies. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS AND ABILITIES: Ability to serve as a productive team member on an interdisciplinary team of 

professionals, respect and respond competently to the culture, traditions lifestyle, language, and values of each 

family and community, maintain professional boundaries and confidentiality. Must act as a leader in the classroom, directing the work activities of the teacher assistant and classroom volunteers. Ability to work with or act as an interpreter/translator, when applicable, following the program’s interpretation and translation guidelines. To follow the program's Dual Language policies and procedures when working in the classroom.

CERTIFICATES, LICENSES, REGISTRATIONS: Valid driver’s license. Documentation of degree and/or teaching license, transcript of post-secondary education and certificate of registry.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an 

employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to lift and carry a 40-50-pound child or other objects, to sit on the floor or low chairs to put you at the level with the children, participate with the children in outside activities daily during the program year, and participate in classroom meals as a role model for the children.
• Ability to travel.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Ability to work and communicate with diverse groups of people, requiring a non-judgmental, culturally sensitive social justice approach as applied both internally and externally of the Agency.
• Ability to work in a team atmosphere and willingness to help others when needed.
• Ability to participate and adhere to the development of creating an Agency culture of quality improvement, compliance, and high ethical performance within the Agency.

THIS JOB DESCRIPTION IS NOT ALL-INCLUSIVE AND AN EMPLOYEE WILL ALSO PERFORM OTHER REASONABLE RELATED BUSINESS DUTIES AS REQUIRED AND ASSIGNED BY THE CHIEF EXECUTIVE OFFICER.

THIS ORGANIZATION RESERVES THE RIGHT TO REVISE OR CHANGE THE JOB DUTIES AND RESPONSIBILITIES AS THE NEED ARISES. THIS JOB DESCRIPTION DOES NOT CONSTITUTE A WRITTEN OR IMPLIED CONTRACT OF EMPLOYMENT.

ICAA Affirmative Action Plan ensures equal employment opportunities for all qualified individuals, regardless of race, color, religion, sex, national origin, age, disability, veteran status, or any other protected characteristic. We actively promote fair hiring, advancement, and retention practices to reflect the communities we serve.