Infant/Toddler Lead Teacher

• Provide a positive climate, responsive caregiving, and continuity to help children develop secure relationships while focusing on the children’s social and emotional well-being.
• Work with an assigned group of infants, toddlers and two’s, applying best practices for care and physical safety
• Facilitate and nurture the development of each child’s self-esteem, trust, and growing autonomy.
• Integrate and assist children with special needs.
• Partner with families and encourage parent involvement through a variety of methods (e.g. classroom parent meetings & events and parent/child home activities).
• Obtain families’ social-cultural background information and designs meaningful learning experiences for children based on their findings.
• Incorporate rigorous academic instruction for English Language Learners (ELLs) that will support children’s academic, intellectual, and linguistic development.
• Utilize fidelity measures to support the implementation of English Language Learner programs, and to inform linguistic and culturally responsive practices.
• Schedule and conduct at least two Home Visits and two Parent/Teacher Conferences annually for each child, each program year.
• Maintain awareness and supervision of the needs of the entire classroom; and ensure routines such as diapering, toileting/training, hand washing, meals are handled promptly and consistently with state and local regulations.
• Follow a consistent schedule that meets the individual needs of each child, including skill development, meals, napping, and effective transition between activities.
• Respond quickly and appropriately to children’s different and personal needs (verbal and non-verbal cues) and temperament styles
• Engage and guide children at play, meeting them at their physical level (kneeling, bending, or sitting on the floor).
• Complete at least thirty clock hours of professional development annually, through participation in offered training, workshops, in-service days, all staff conferences; and maintain a log of professional development achievements, including documents supporting completion.
• Participate and support agency/center efforts toward recruitment, enrollment, attendance, and retention of eligible families.
• Support the YMCA’s mission and center operations as needed.

• Lesson Planning and Classroom Management
• Create and maintain an engaging learning environment that encourages exploration, interactions with adult caregivers, and independence
• Provide designated areas in the classroom to exhibit displays of families, children, and their work.
• Develop lesson plans with goals, objectives, and outcomes that integrate health, nutrition, mental health, disabilities, and parent activities.
• Provide age-appropriate and individual learning experiences that incorporate social-emotional and cognitive development, early language and literacy, physical development, and integration of the arts.
• Establish a professional rapport and work cooperatively with adults assigned to the classroom (e.g. Teachers, Assistants, Aides, Paraprofessionals, Parents, and Volunteers), establishing clear expectations for roles and responsibilities.
• Communicate regularly and convene meetings with the classroom team to review classroom and child data, seek input, discuss strategies, develop plans and create a cooperative relationship and environment.
• Supply suitable materials concrete and relevant to the children’s interests and culture that promotes high-quality early learning.
• Complete classroom inventory quarterly; identify and select materials, supplies, and equipment to support children’s learning; and rotate materials to maintain and encourage new learning.
• Perform and ensure regular sanitation of all surfaces, changing stations, equipment classroom toys, and laundry.

• Assist in Evaluations, Assessments, and Reports
• Administer and accurately document initial and ongoing development using required screening tools at established intervals.
• Observe children to evaluate and record their progress, recommend and complete referrals for further evaluation.
• Participate in initial and additional internal and external staffing with parent and FSW on all children suspected and/or identified with special needs.
• Establish and maintain a system for collecting and managing daily observations of children.
• Complete observation and quarterly assessment of individual children according to methods of Teaching Strategies GOLD.
• Generate and complete reports using them for planning and sharing information with others.
• Maintain up-to-date child education file and portfolio progress and development.
• Enter individual child and classroom data into appropriate information systems according to established guidelines and timeframes.
• Complete and timely submit required paperwork (e.g. health check, attendance, meals, communication logs, lesson plans, and monthly reports).
• Observe and respect issues of confidentiality

Minimum and Preferred Requirements

• Bachelor’s Degree in Early Childhood Education with two Infant/Toddler courses (minimum 6 college credit hours)
• Level 4 Gateways Infant/Toddler Certification or Erikson Institute Infant/Toddler Certification
• 1 -3 years in an early childhood classroom required, preferably in a NAEYC accredited program and/or an Early Head Start or Prevention Initiative funded program
• Must pass DCFS background check and maintain clearance throughout employment
• Must meet annual physical exam requirements
• Experience using Creative Curriculum and Teaching Strategies Gold preferred
• Knowledge of principles and methods for curriculum design and teaching and instruction for children ages 0-3
• Ability to analyze and interpret Head Start Standards, State and local licensing requirements
• Ability to build rapport with children, parents, and families of high risk
• Strong working knowledge of Microsoft Word and experience with database and/or recordkeeping software
• Computer literacy required; must be ab
• le to navigate basic computer functions, complete online training and communicate by email independently
• Willing and able to work flexible hours, potentially including some evenings and Saturdays; hours may be adjusted to accommodate program needs
• Occasional travel in the Chicagoland area may be required for training
• This is a union position

• Child Abuse Prevention - Supports the YMCA’s commitment to child abuse prevention by:
• Reporting any items that may provide a health or safety hazard to staff, members, or guests to your supervisor
• Following all policies and procedures related to keeping children safe in our facilities and programs, including those related to the monitoring and supervision of children
• Reporting any suspicious behavior and violation of policy and procedures to your supervisor
• Completing all child abuse prevention training as required