Lead Infant Teacher

Lead Infant Room Teacher

Definition and Primary Objective:

Responsible for ensuring infants receive quality childhood experiences that support their early learning, development and school readiness. As a part of the Early Childhood and School Age team this position is also responsible for informing innovation and growth opportunities, leading a teaching team, creating a responsive environment and implementing a developmentally appropriate curriculum for individual children and the classroom as a whole. This includes administering developmental assessments implementing social and emotional strategies, communicating with parents and co-workers, providing guidance to assistant teachers and providing a healthy and safe environment for children.

Primary Responsibilities:

Administration

• Ensure that day-to-day licensing standards and requirements set by the Ohio Department of Jobs and Family Services, accreditation bodies, and Step Up to Quality are maintained.
• Supports completion and collection of evaluation measures and adherence to best practice and agency standards. Assists with completion of all required program reporting and paperwork including but not limited to assessment data and licensing reports for external purposes on time.
• Complies with all regulations concerning client confidentiality in all settings.
• Manages and oversees staff credentials and required training hours for SUTQ and Licensing.
• Coordinates and establishes activity calendar, completes lesson plans with best practice standards and regulatory requirements and ensure effective implementation of all plans utilizing the SUTQ Standards and Creative Curriculum program structure.
• Ensures that lesson plans are being carried out, student goals and portfolios are updated monthly.
• Promote quality within program areas and identify appropriate action plans incorporating feedback from the ELLCO, PAS, and teacher observations to accurately reflect and promote resolutions of identified challenges/
• Ensure that implementation and action plans are accurate, current and documented.
• Supports Enrollment and Engagement Specialist in meeting enrollment targets.
• Manages program expenses and adheres to program budget requirements including management of staff hours.
• Manage and complete all required program reporting and paperwork including but not limited to assessment data on time.
• Is involved in the Individual Education Plans (IEP) process as well as implements the IEP in their individualized planning for each child.
  
  

Direct Client Service and Quality Effectiveness

• Establish positive relationships and communication with all families and handles parents’ concerns and complaints.
• Administers developmental assessments such as the DECA, Galileo and Ages and Stages assessments.
• Supervise and interact with children daily, supporting and encouraging all developmental, social, and educational aspects of the children’s development within the context of the child’s family, culture, and individualized needs.
• Promotes quality within program areas and identifies appropriate action plans to accurately reflect and promote resolution of identified challenges.
• Attends agency training or professional seminars/conferences as required or necessary in order to maintain compliance with program regulations and to increase professional knowledge and skill base.
• Provides a balance between child-initiated and teacher-initiated activities.
• Maintains safe environment that is age appropriate for young children.
• Support the development and execution of age appropriate lesson plans aligned with State Standards and Accreditation Standards.
• Implements strategies for social and emotional development.
• Takes appropriate action to facilitate cognitive, motor, social, emotional and intellectual development within the context of the young child’s family, culture and individualized needs.
• Works with assistant teachers in the classroom to develop and implement age appropriate lesson plans and ensures all teaching staff can communicate with families about each child’s day.
• Monitors program quality targets and works with supervisor develop plan to support target achievement.
• Is involved in their own individual learning and professional development related to RCFP. [Accepts suggestions from the Professional Development Coach and implements suggested strategies, as well as complete all required trainings. – Demonstration Classroom Only]
  
  

Internal and External Collaboration

• Assist with planning and carrying out special events and outreach activities (i.e. open house, conferences, and parent nights).
• Represents the agency within the community and with clients with professionalism at all times, maintains a strong customer service and public relations focus.
• Attends community meetings and represents the agency in a positive manner. Reports to ECSA Director potential opportunities for program expansion. Provides input and oversight for new programs as request.
• Actively collaborates with other agency programs including ECDT, IEP Teacher, OT, Mental Health Therapist and other staff involved with support plans to ensure clients’ needs are being met and to benchmark and share resource and expertise.
• Collaborates with After School Counselors, Principal, Resource Coordinator, teachers and Mental Health Therapist.
• Participates in marketing and outreach activities to assist with promotion of services.
• Has direct knowledge of and appropriately accesses support areas to get the job done as needed.
  
  

Other duties as assigned

Minimum Education, Experience and Other Skill Requirements:

• Minimum of a CDA or Associates degree in Early Childhood Education, Elementary Education, or related field from an accredited college or university; Bachelor’s degree preferred. Will accept education and work experience that meets requirements for Career Pathways Level (CPL) 3 as outlined by Ohio’s Early Childhood Professional Development Network
• Direct teaching experience in an Infant room
• Must have strong knowledge of social and emotional development and developmentally appropriate practices for infants
• Must be flexible in work schedule, responsibilities and physically capable of performing the job of a teacher of infants
• Must be open to new ideas and strategies in order to improve work performance.
• Must possess minimum technical skills including familiarity with Microsoft Windows and ability to use standard Microsoft Office applications.
  
  

Physical demands:

The physical demands 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. While performing the duties of this job, the employee is regularly required to: Regularly required to sit, stand, walk, bend and lift objects of up to 20 pounds.

Culture

Best Point Education & Behavioral Health is Greater Cincinnati’s most prolific non-profit specializing in education, behavioral and therapeutic health services and autism services for vulnerable, at-risk youth, their families, and caregivers.

Best Point Education & Behavioral Health is proud to embrace our ideals of an equal opportunity workplace by actions as well as our words. We lead our community with respect and tolerance, internally and externally, and we expect our employees to embrace this ideal and express it in their day-to-day interactions.

All qualified applicants will receive consideration for employment without regard to, and will not be discriminated against, based on age, race, gender, color, religion, national origin, sexual orientation, gender identity, veteran status, disability or any other protected category.