What are the responsibilities and job description for the Early Head Start Teacher in Training position at UNION TOWNSHIP COMMUNITY ACTION ORGANIZATION?
Job Details
Job Description
Provide a successful, safe, and supervised educational setting for toddlers while they are in the Head Start environment (classroom, outdoor play area, and field trips). Develop individual goals for children, provide an ongoing assessment of progress and facilitate transition into Head Start or other pre-school settings. Support parents in their role as primary caretakers and educators of their children and encourage their involvement in all aspects of the program. Maintain ongoing contact with families and work with all other components (health, nutrition, family services, mental health, special services, parent education, and resource/referral) to integrate services into the family setting. Must meet requirements per Federal Head Start Performance Standards and any local, state, and/or agency policies and procedures
Essential Job Responsibilities:
Performance Indicators Child Contact Time (40%)
1. Meet the needs of all children; including those who are at risk, those with special needs, those who are gifted, and those who are culturally diverse.
2. Integrate all EHS components into classroom time.
3. Develop and utilize daily plans, which reflect mandated elements, and parental and cultural influences, and promote the social, emotional, physical, and cognitive development of EHS children.
4. Individualize one-to-one and group activities to reflect the unique needs and strengths of all children in the classroom.
5. Follow consistent routines, which include feeding, diapering and toileting, napping, planned small and large group experiences, choice time, activities such as music and movement, large and small motor activities, and effective transitions between activities.
6. Encourage experimentation, exploration, problem-solving, cooperation, socialization, and choice-making.
7. Provide an atmosphere that promotes and reinforces parental involvement.
8. Work with appropriate agencies in developing specialized planning for children/families as needed.
9. Coordinate special needs staff in the classroom and develop a collaborative approach that benefits all children in the classroom and meets needs as specified on the individual plans.
10. Supervise and monitor children at all times.
11. Respond to crisis or emergency situations that may occur. Provide first aid or CPR, prevent the spread of blood-borne pathogens, and access emergency services as needed.
Written Documentation (20%)
1. Maintain accurate written/electronic records; including assessments, special education documentation, screening instruments, anecdotal observations, documents for transition to public school and parent/teacher conference, and other required forms.
Collaborative Service Delivery/Home Visits (15%)
1. Participate in regularly scheduled team meetings to plan for and deliver collaborative services across all components.
2. Meet regularly with parents and other staff regarding each child's status and progress.
3. Conduct home visits two times per year for purposes of assessment and support, and to share information on parenting, educational strategies, and classroom progress.
4. Plan and conduct regular parent meetings with team members.
5. Do two parent/teacher conferences yearly.
Curriculum Development (20%)
1. Assess individual and group needs, attending to special needs, specific interests, strengths, and concerns.
2. With parental involvement, develop balanced daily plans, which are developmentally appropriate, and address each child's specific strengths and needs.
3. Establish daily and weekly goals, which will promote individual and group educational plans and include other EHS components.
4. Prepare classroom materials and supplies to support daily plans; change materials in learning centers as needed.
5. Adapt curriculum to address and meet individual goals for children as identified in their individualized education plans.
Miscellaneous (5%)
1. Attend meetings, training, and appropriate professional development activities.
2. Assure general maintenance and security of the facility.
3. Assist in inventory of all site equipment.
4. Other duties as requested. All communications are potentially sensitive and are subject to Head Start's policy on confidentiality.
Job Qualifications
Minimum Requirements:
Minimum of an Associates Degree (AA) in Early Childhood Education and acquisition of Infant/Toddler CDA (Child Development Associate Certificate) Infant Toddler training within one year of hire.
Prefer two years experience in pre-school (infant/toddler) classroom. Experience should include the ability to adapt curriculum to meet the needs of all children including at risk, special needs, and culturally diverse populations.
Knowledge of community resources and referral experience assisting families in need of services is highly desirable.
Must have flexible schedule to accommodate family needs, may include some evening or weekend hours.
Excellent written and verbal communication skills. Bilingual English/Spanish skills highly desirable. Intermediate to advanced computer skills, internet and e-mail.
Intermediate to advanced computer skills, internet and e-mail.
Within 30 days of employment must be Pediatric CPR & First Aid certified
Health Appraisal Questionnaire is required at hire and will be updated every two years.
Knowledge, Skills, and Abilities:
Frequent significant decision and problem-solving abilities.
Ability to work as a team member collaborating with staff, parents, and community resources.
Ability to supervise and monitor children at all times to ensure a safe environment. This includes the physical ability to monitor and move quickly in order to respond to children who are very active and may need restraint or redirection in order to ensure their safety or the safety of others.
Ability to apply Early Childhood Development (focus on infant/toddler) theory in daily activities, and adapt to the individual needs of children
Ability to respond appropriately to an emergency or a crisis situation.
Regular driving for home visits sometimes in outlying areas.
Regular kneeling, stooping, bending, and sitting on the floor to attend to children's needs.
Occasional lifting up to 50 lbs.