The Early Head Start Teacher develops and implements individual and group educational plans for infants and toddlers, designed to promote social-emotional, physical and cognitive growth in a manner appropriate to their stage of development. In each Early Head Start classroom, two Early Head Start Teachers work together to lead child development activities with support from Program Aides and Volunteers.

In collaboration with a Co-Teacher, this position is responsible for the general, day-to-day operations of the Early Head Start classroom, verifying legal compliance with federal, state and local regulations. The Teacher creates and nurtures strong partnerships with families and ensures that program quality is of the highest standards. The Teacher reports directly to the Center Director or Manager of Education & Inclusion.

As a frontline representative of Save the Children, the Early Head Start Teacher is required to ensure the safety and security of children and families that he/she comes in contact with, adhering to the agency’s values of Accountability, Ambition, Collaboration, Creativity and Integrity.

As a Save the Children employee who comes into contact with children on a routine basis, you are expected to prevent child abuse in every situation by striving, through mental awareness, good practice and training, to minimize risk to children. You must take positive steps to protect children who may be a subject of concern and report and respond to any instance of child abuse and promote training and awareness around all child safeguarding obligations.

What You’ll Be Doing (Essential Duties)

• In collaboration with a Co-Teacher, develop and implement individualized and group lesson plans and educational activities that promote all developmental areas to improve the readiness of children for preschool.
• Guide and facilitate activities of the children including daily classroom activities and field trips.
• Select and set up equipment and materials in the classroom and ensure a safe and developmentally appropriate learning environment.
• Practice responsive caregiving to promote relational learning and include individualized and small group activities that integrate appropriate routines into a flexible schedule of learning experiences.
• Plan and conduct conferences (minimum 2) and home visits (minimum of 2) or more often as needed to ensure parents/caregiver is well informed on their child’s progress of development and learning, routines, activities and behavior and assist parents in developing observational skills.
• Maintain accurate records, both on paper and in designated online systems.
• Maintain confidentiality regarding children and families.
• Plan, conduct and document observations, assessments and screenings; maintain a comprehensive and ongoing portfolio assessment for each child including weekly observations, examples of the child’s work and developmental assessments.
• Work with Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities.
• Protect the safety of children by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time.
• Use the playground as an extension of the classroom; ensure that the playground is safe
• Eat with and assist children in eating during mealtime to teach social and self-help skills and sound nutritional practices.
• Ensure that the physical needs of children are met, assisting children in health and personal habits, such as resting, brushing teeth, diapering and toilet habits.
• Create ways to engage parents in the education of their children such as encouraging classroom involvement and home activities.
• Create an inventory of all classroom equipment and supplies annually.
• Work in cooperation with Manager of Education & Inclusion to develop and document progress on professional development plan; actively engage in professional development activities to increase qualifications.
• Keep classroom clean and organized.
• Ensure the mobilization and documentation of matching-in-kind activities, goods and services.
• Work may require the flexibility to stay until all children have been pick up by parent/legal guardian.
• Perform other related duties as assigned.

 

Required Qualifications

• At a minimum, 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.
• Strong interpersonal, communication and organizational skills; great problem solving and time management skills. Ability to follow directions and take initiative.
• Experience working with infants and toddlers.
• Ability to work collaboratively with parents, other staff and community partners in the provision of high-quality services to children and families.
• Knowledge of the purpose of the Head Start/ Early Head Start program.
• Ability to relate sensitively with children.
• Ability to keep all information strictly confidential.
• Must participate in professional development training including basic first aid and pediatric CPR certification as required by state licensing and HSPPS.

 

Ability to perform medium to heavy physical work exerting up to 50 pounds of force occasionally, up to 20 pounds frequently and up to 5-10 pounds constantly, performing such activities as sitting, crawling, stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting and grasping. This also includes some duties that require repetitive action and motion skills, keyboarding and computer use.

Clear criminal records check (including child abuse registry check if required by state regulations) and pass all state and local health requirements required post job offer and prior to employment. To drive agency vehicles (if applicable), must have a valid driver’s license and be insurable by the Save the Children Head Start insurance carrier and have a Motor Vehicle Record acceptable to Save the Children Head Start. Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified.

Preferred Qualifications

• Bilingual preferred (English/Spanish or English and other languages used by children and families).

Equal Opportunity Employer/Protected Veterans/Individuals with Disabilities

The contractor will not discharge or in any other manner discriminate against employees or applicants because they have inquired about, discussed, or disclosed their own pay or the pay of another employee or applicant. However, employees who have access to the compensation information of other employees or applicants as a part of their essential job functions cannot disclose the pay of other employees or applicants to individuals who do not otherwise have access to compensation information, unless the disclosure is (a) in response to a formal complaint or charge, (b) in furtherance of an investigation, proceeding, hearing, or action, including an investigation conducted by the employer, or (c) consistent with the contractor’s legal duty to furnish information. 41 CFR 60-1.35(c)