Y's Care Lead Teacher

Description Status

• Full-time
• Hours: 40 hours per week (32 work, 8 company-sponsored time)
• Company
• Sponsored
• Time: We offer a 4-day, 32-hour work week, and YWCA will provide this role 8 hours of Company Sponsored Time for you to use on Fridays to maintain work-life balance while maintaining pay at 40 hours a week
• Pay
• Range: $28.00/hr + $1 bilingual differential

Benefits: Visit our Benefits and Perks Tab by Clicking Here

At the heart of our therapeutic preschool is a team of dedicated educators who are passionate about guiding and supporting each child on their educational journey. Our team recognizes that trauma may manifest in challenging behaviors and our approach helps students develop social emotional competence and readiness for kindergarten. Based on the Reggio philosophy, which views teachers as co-learners alongside their students, we create a dynamic learning environment where every child can thrive and reach their full potential.

From sensory exploration to early literacy and numeracy skills, our classroom and learning opportunities are thoughtfully designed to encompass all areas with an emphasis on social emotional growth. Through play-based learning, we encourage children to ask questions, make discoveries, and express themselves creatively. Diversity is celebrated, every child is valued for who they are. Our team works together to create a warm and inclusive environment where children feel safe, supported, and empowered to explore the world around them.

The Lead Teacher for the Y’s Care Pre-School Program is responsible for providing a high-quality therapeutic preschool experience for children enrolled in Y’s Care, under the supervision of the Y’s Care Director. Y’s Care serves children ages 2 ½ to 5 years, some of whom may be experiencing poverty, homelessness or other forms of trauma.

We’ve identified the day-to-day responsibilities linked to each position. In addition to the position specific responsibilities provided below, each YWCA Clark County employee must share responsibility for upholding and modeling the organization’s core value on a daily basis.

Mission

• Assure that participants, staff, volunteers, and community partners are treated with respect and dignity regardless of race, ethnic background, gender, or socioeconomic background. Gain approval for, track, and engage in activities that meet the organization’s 1% for Social Change requirement. Think through the lens of racial equity and its intersections with poverty. Use the core principles of anti-racism and grounding those principles in all daily tasks. Incorporate the YWCA’s commitment to social justice by understanding how racism, sexism, classism, and other oppressions intersect and are embedded in institutions. Seek opportunities for continued learning about racial, gender, and class equity.
• Documentation and
• Collaboration: Work with team to develop preferred method/style of documentation including narrative and photographic representations of children’s learning. Observe children on a daily basis and regularly document their progress using preferred tools. Ensure there is documentation throughout the classroom that reflects the students’ learning and progress. Ensuring the teaching team uses children’s play-based interests to inform materials and provocations. Work with occupational therapist and other professionals for training and plan implementation. Work with director and team to plan and facilitate family events throughout the year. Write narratives for parent teacher conferences. Coordinate daily check in with teaching team to review student successes and challenges of the day and any possible changes needed. Work with staff to keep a running list of needed items for purchase (such as groceries, household/housekeeping and classroom supplies).
• Teaching and
• Student
• Engagement: Maintain regular and punctual attendance to teach between the hours of 7:30
• AM and 4:30 PM on scheduled days. Administer the ASQ-3 twice a year. Invite parents to complete the ASQ-SE twice per year. Work with team to implement effective teaching strategies and activities related to the individualized learning needs and developmental stage of students with an overarching goal of social-emotional growth. Relate positively to children and adults of varying socioeconomic, cultural, ethnic, different learning styles, and various disabilities. Communicate student progress to parents, as directed. Meet with individual families two times per year for parent/teacher conferences, using the ASQ-3 and ASQ-SE as well as other observational information from the teaching team to guide conference. Meet with parents informally as needed. Can be initiated by either family member or lead teacher. Serve as a positive role model for students, and practice the behaviors that are expected of our students.
• Safety and
• Inclusion: Ensure the safety, nutrition, and welfare of children is prioritized at all times, promoting positive behavior in guidance situations. Maintain confidentiality at all times. Foster a welcoming and inclusive environment for Y’s Care staff, volunteers, parents, and children. Serve as a role model for promoting diversity and inclusion in the classroom and program.
• Support and
• Development: Support and mentor other classroom staff and volunteers, as appropriate. Work with Y’s Care team on curriculum planning and implementing program strategic planning goals. Complete yearly required training hours. In collaboration with the Y’s Care Program Director, identify ongoing educational and professional development opportunities for classroom staff.

Requirements

Social Justice Component: There is a strong social justice component to all positions within YWCA Clark County, requiring critical thinking through the lens of racism and intersections with poverty. Knowing the core principles of anti-racism and grounding those principles in everyday work are required job skills and core values. Educational and Certification Requirements: High School Diploma. Valid Washington State teaching certificate for Early Childhood Education or being within 6 months of completing Short Certificate (20 credits) as required by WA DCYF and a demonstrated plan to ensure completion within time frame. CPR certification. Bachelor's degree from an accredited institution in ECE or related field preferred. Experience Requirements: Familiarity working with children and families experiencing trauma. Successful teaching experience with special education and/or students with challenging behaviors preferred. At least one year of experience working with children in a preschool or kindergarten setting. Experience working with children from racially and socio-economically diverse families strongly preferred. At least one year of experience in program leadership preferred. Philosophical and Pedagogical Knowledge: Knowledge of and desire to learn more about the philosophy and principles of Reggio Emilia schools. Possesses enthusiasm for the art of teaching and a desire to learn about a variety of ways to help children become competent and ready to enter kindergarten. Knowledge of effective strategies for guiding all children toward self-directed learning, critical thinking, self-control, and perspective taking. Familiarity with the Pyramid model and other models that promote a supportive classroom community. Team Collaboration and Communication: Ability to work with your team to develop and implement program goals focusing on self-regulation, flexible thinking, and persistence. Demonstrates ability to communicate clearly and effectively in both written and oral form. Uses appropriate communication strategies with students, establishes clear parameters for student behavior, responds properly when problems occur, and helps students toward self-regulation. Work in a flexible and cooperative manner, treating co-workers, supervisors, students, parents and others with dignity and respect at all times. Instructional and Assessment Skills: Ability to assess needs of students and implement effective lessons to meet identified needs. Experience in writing behavioral objectives based upon students' individual needs. Ability to give and receive constructive feedback. Experience in administering and interpreting a wide variety of diagnostic tools and developmental screens relevant to the students to be served. Familiarity with state standards and testing and knowledge of school operations re: IEPs and special needs. Keen observational and data collection skills. Technology and Professional Development: Ability to use technology as an effective communication, planning, and instructional tool. Willingness to participate in professional development courses and training aligned with Y’s Care philosophy and state licensing requirements. Willingness to investigate multiple theories of ‘best practice’ including ideas like self-challenge, reasonable risk, big body play, and group meetings as they pertain to our classroom culture. Soft Skills and Problem-Solving: Strong soft-skills: with little to no prompting, adapt work and communication style to mitigate and/or de-escalate crisis, and to best support our participants. Strong problem-solving skills: resourceful and able to resolve challenges while knowing when it’s time to stop and ask questions or seek additional guidance. Don't meet every single requirement after reading through this post? You may be just the right candidate for the role or future roles, and please know we value lived experience! Studies have shown that due to white supremacy culture, systemically oppressed communities are less likely to apply to jobs unless they meet every single qualification. YWCA Clark County is dedicated to building a diverse, inclusive, and authentic workplace, so if you're excited about this role but your past experience doesn't align perfectly with every qualification in the job description, we encourage you to apply anyways