Early Head Start Lead Teacher

The mission of the Omaha Tribe Head Start and Early Head Start is to provide quality comprehensive child development services that are family-focused. These services include education, health, nutrition, and mental health. The Lead Teacher is responsible for the planning, implementation, and coordination of a comprehensive early childhood education program. The Lead Teacher ensures the education program is developmentally appropriate and meets children's needs as well as requirements per Federal Head Start Performance Standards and any local, state, or agency policies and procedures.

ESSENTIAL DUTIES and/or RESPONSIBILITIES include the following:

• The lead Teacher will work from 7:30 AM- 3:30 PM, Monday through Friday.
• Must notify supervisor by 6:45 a.m. if unable to work.
• Maintain boundaries and perform all duties ethically and professionally.
• Compliance with all confidentiality regulations as required.
• Child Development:
• Observe, assess, and document each child's skills, behavior, growth, and development.
• Provide opportunities for children to experience success and increase their self-confidence.
• Develop individualized education plans for each child.
• Identify children with possible developmental delays and, with the Education Coordinator, refer them for additional evaluations as required by the Educational Services Unit (ESU).
• Contribute to and participate in child and family reviews and/or Individualized Family Service Plan (IFSP) meetings.
• Assist the child and family as the child transitions from age-appropriate classrooms and/or toddler to Head Start program.
• Conduct mealtimes in a family-style dining setting, with teachers sitting at the table, engaging in conversation with infants/toddlers. Encourage toddlers in self-help and independence skills by involving them in set up and cleanup activities.
• Build positive relationships with all children and families in the classroom.
• Classroom Management:
• Develop and maintain an attractive, stimulating, and healthy learning environment.
• Encourage children to be independent in their selection of activities.
• Ensure all children are always under appropriate supervision and guidance, in accordance to the required adult-to-child ratio of 1:4; No cell phones.
• Utilize positive behavior support strategies and interventions.
• Encourage children to develop self-regulation skills.
• Curriculum:
• Plan and implement age-appropriate child development lesson plans that provide a variety of activities designed to enhance infant and toddler social, emotional, physical, cognitive, and intellectual development.
• Develop lesson plans with goals, objectives, activities and outcomes for children and implement them intentionally.
• Participate in interpreting and analyzing assessment results and utilize data to plan individual and classroom experiences as well as intentionally share information with families.
• Parent Involvement:
• Schedule and meet with parents regularly about the child's progress, including at least two Parent/Teacher Conferences and two home visits per year.
• Encourage Parent participation in program activities and in implementing education activities for their children at home and in the community.
• Communicate with parents (Informal conversations, newsletters, bright wheel) regarding his/her child's involvement in classroom activities and progress toward learning goals.
• Classroom Leadership:
• Identify professional development goals, participate in ongoing professional development, and implement new strategies learned.
• Complete necessary paperwork, including developmental assessments, lesson plans, newsletters, incident reports, etc., in a timely manner.
• Provide Leadership for the classroom team (e.g., plan for and lead team planning sessions, monitor teammates' observation notes and appropriate goal identification, and advocate for and support best practices in the classroom).
• Supervise student teachers, practicum students, and volunteers as needed.
• Serve as a mentor/model to Associate Teachers and substitutes.
• Maintain confidentiality regarding each child and family.
• Maintain daily attendance, USDA food counts, medical log, and infant/toddler eating. Sleeping, and toileting information for distribution in child files, and to parents, as well as other required forms.
• Other duties as assigned to meet program needs.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each 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 duties.

EDUCATION and/or EXPERIENCE:

• Minimum of an Infant/Toddler Child Development Associate credential (CDA) required
• Associates of Arts degree in Early Childhood preferred.
• Maintain CDA credentials.
• Two years of early childhood experience in a center-based setting preferred.

PHYSICAL REQUIREMENTS:

• Normal to heavy office work which includes the ability to lift up to 50 lbs.
• Regularly required to walk, stand, and sit for extended periods of time and use hands to operate a computer keyboard, phone, and various office equipment.
• Ability to physically interact with children including the ability to walk or run quickly, kneel or sit on floor, bend and lift.
• Ability to lift, carry and move center/classroom equipment and supplies and/or bulky objects or children weighing up to 50 lbs.

CERTIFICATES, LICENSES, and/or REGISTRATIONS:

• Must pass various background checks and pre-employment drug screen.
• Ability to obtain First Aid and CPR certification.

KNOWLEDGE, SKILLS, and/or ABILITIES:

• Knowledge of curriculum, principles, and best practices of early childhood education.
• Must attend and engage in continuing education, all meetings, and professional development training opportunities as required or directed by the Education Coordinator.
• Ability and willingness to remain current regarding child development/early childhood education practices.
• Ability to work as a cooperative and supportive team member.
• Ability to establish supportive relationships and form an alliance with staff and families from diverse backgrounds on behalf of children.
• Ability to effectively communicate; verbally and in writing, in a manner that demonstrates and fosters cooperation, respect, concern, and openness to change.
• Organization skills with the ability to manage time and multiple priorities.
• Ability to collaboratively problem-solve.
• Knowledge of state childcare licensing requirements.
• Ability to operate a computer and office equipment, including, but not limited to, a telephone, fax machine, and copier.

Must pass background check and pre-employment drug screen.