Lead Teacher: Pre-K

JOB TITLE:  Head Pre-K Teacher (Type 04)             STATUS:              Full Time

FLSA STATUS:    Exempt                                           CUSTOMARY HOURS: 

HOURS/WEEK:  40          

DIVISION:      St. Vincent 

DEPARTMENT:    Child Development

DIRECT SUPERVISOR: Child Development Supervisor

As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential.  We fulfill our mission through quality programs for children, teens, families, seniors and homeless.

Our employees commit themselves as individuals to live out the core values of integrity, excellence, creativity, advocacy, respect, and empowerment in our daily work, as we serve the needs of others.

Integrity - Acting with transparency, humility, and honesty

Excellence - Providing quality care with compassion

Creativity - Being continuously resourceful and inventive

Advocacy - Supporting the cause of those who lack resources for a reasonable quality of life

Respect - Recognizing our own value and upholding the dignity and value of all people

              Empowerment - Providing skills and resources to achieve full human development

1. Versatility – Understanding and appreciating different and opposing perspectives on an issue; adapting one’s approach as the requirements of the situation change; an eagerness for positive action; self-control; active listening.
2. A collaborative work model – Cooperatively working and sharing responsibility; contributing to the group effort; realizing a sense of commitment and ownership in the success of the organization’s goals. 
3. Mutual accountability – Holds others accountable with their roles; provides and receives feedback and takes constructive action.
4. Client/customer advocate – Identifies opportunities to improve quality of services; presents oneself professionally.
5. Protects confidentiality & privacy – Respects and protects information about all staff and clients. 

The Teacher is responsible for the implementation and coordination of the comprehensive education program in the classroom. The Teacher ensures that the classroom activities and environment are developmentally appropriate and reflect the agency’s philosophy and curriculum. The Teacher plans and implements a program designed for the emotional, social, educational, and physical development of assigned children, under the direction of the Child Development Supervisor, and Child Development Director. The Teacher ensures that the individual needs of the children are met as mandated by state and local standards.

Coaching

• Coach Teacher Assistants in the classroom
• Model developmentally appropriate practice 
•  Coaching responsibility including:
  1. Complete and execute collaborative staff goal setting and implementation.
  2. Goal setting includes:
     • Strengthening teacher child interactions, curriculum development, child assessments, observation, and documentation, integrating content through studies and partnering with families.
  3. Review staff goals quarterly, develop new goals (if applicable), and provide feedback and guidance.
  4. Guide, direct and evaluate Teacher Assistants, Foster Grandparent, and Child Development students.
  5. Conduct team and individual reflective guidance meetings.
  6. Work collaboratively with team on time off requests.

Administration

• Develop and maintain confidential education information for each child.
• Facilitate and document weekly team meetings
• Ensure all required program documentation is completed accurately and submitted in a timely manner
• Monitor and ensure that daily attendance and meal participation reports are completed.
• Ensure all confidential information is protected.
• Work collaboratively with Supervisor and Director to assess strengths, challenges and develop goals annually.  
• Input classroom data into appropriate information systems.

Child Development

• Observe, assess, and document each child’s health, skills, behavior, growth, and development.
• Provide opportunities for the children to develop positive self-images and experience success.
• Ensure the development of individualized education for each child is documented.
• Ensure the development and implementation of individualized educational activities is incorporated into lessons plan for each child.
• Identify any developmental concerns regarding the children and follow agency protocol. 

Curriculum

• Demonstrate knowledge and understanding of Early Childhood Education.
• Plan and implement developmentally appropriate classroom activities which will promote the social, emotional, physical, and cognitive development of each child.
• Develop lesson plans with goals, objectives activities, and outcomes for children that integrate health, nutrition, mental health, disabilities, and parent involvement into the plans.
• In collaboration with the Pre-K supervisor implement and help assess the program’s educational plan.
• Work with support staff to integrate assessment results into curriculum and lesson planning. 

Classroom Environment

• Establish and maintain a classroom environment which includes positive guidance techniques that meets state and local licensing regulations, NAEYC performance standards and St. Vincent’s philosophy and curriculum.
• Establish and create a secure environment that invites learning through exploration and discovery.  
• Ensure that all children are always under appropriate supervision.
• Develop and maintain an attractive, clean, safe, and engaging environment that encourages children’s independence and self-selection of activities. 
• Maintain and care for equipment and materials. 
• Notify supervisor and appropriate parties of any needed repairs or maintenance in classroom, playground, gym, and large motor room. 

Parent Involvement

• In coordination with Pre-k supervisor and Family Support: 
  1. Schedule and ensure completion of at least two Parent Teacher conferences for each child.
  2. Encourage and provide opportunities for parent participation in the program.
  3. Provide examples and ideas for educational activities for parent/child participation at home.
  4. Encourage family engagement, including quarterly Family Engagement Events.
  5. Develop effective partnerships with families.

Other

• Attend all required meetings and trainings, including mentoring and coaching trainings.
• Regularly participate and make contributions at Teacher meetings, trainings, supervision, weekly team meetings; etc.
• Complete a minimal of (20) CEU’s annually to meet DCFS and Accreditation continuing education requirements.  
• Performs other duties as assigned within the scope of the job description.
  1. Track the utilization of materials, recommends supplies, equipment and supplies needed for program.
  2. Provide classroom coverage as needed to ensure teacher, child ratios.
  3. Provide recommendations in the evaluations and corrective actions of Teacher Assistants.
  4. Complete required documentation for monthly State Pre-K reports.
• Follow all mandates of NAEYC, state and local licensing and St. Vincent’s philosophy and curriculum.
• Act with integrity and aspire to model our Core Values in the delivery of all services. 

Experience/Education

A Bachelor's Degree in  in Early Childhood Education, Family Studies or Equivalent and PEL, Gateway Credential: Level 5 and Infant/Toddler Credential Level 5

•    Three (3) years prior teaching experience with birth to 3-year-old children 

•    Three (3) year experience working in early childhood setting

Qualifications

Ability to lead a team approach to teaching; strong communication skills; able to establish a patient respectful, trustworthy relationship with children.  Knowledge of Teaching Strategies Gold, Creative Curriculum and Teaching Strategies Gold online.  Knowledge of NAEYC standards and classroom portfolios. Good computer skills. Positive guidance classroom management style. Ability to work well with others and model professionalism in the classroom.

Language

Ability to read and speak English proficiently.  Bilingual is a plus.

Required Skills and Abilities

• Knowledge of and ability to implement early childhood curriculum and developmentally appropriate practice for the specific age group (3-5) and be able to remain abreast of developments in the child development field.
• Demonstrated leadership abilities and ability to implement reflective discussions and mentoring and coaching.
• Ability to communicate and work with diverse families and professionals
• Ability to work as a cooperative and supportive team member.
• Ability and willingness to work in a program that services high-risk, low-income community.
• Intermediate knowledge of computer application, work-processing software in a Windows environment and ability to learn and master other computer technology/software as needed.
• Ability to communicate and respond in a manner that consistently demonstrates respect and concern.

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.

• Must be able to physically interact with children, including talk, hear, sit, stand, walk; use hands and fingers, handle or feel objects, tools, or controls; reach with hands and arms; and stoop, kneel, crouch, or crawl and lift and or move items.
• Must be able to manually operate and use a computer and other office equipment.
• Possess the ability to fulfill all activities normally expected in a classroom setting, to include, but not limited to active participation in group activities.  
• Ability to clearly hear and understand telephone conversations. 
• The employee must occasionally lift and/or move up to 25-30 pounds.
• At times, may require more than 40 hours per week to perform the essential duties of the position. 
• Fine hand manipulation (keyboarding).
• This is not a sedentary position but requires constant movement in keeping the planned group activities.