Boys & Girls Club·San Juan, Puerto Rico
Responsible for managing a Head Start classroom for children aged 3 to 5, focusing on emotional support and instructional development. The role involves implementing curriculum, conducting assessments, and collaborating with families and staff to achieve positive child outcomes.
Responsible for a Head Start classroom of 3- to 5-year-old children. Work collaboratively with an assistant teacher, family members, and other staff to achieve positive outcomes for children of all abilities.
1. Provide emotional support through establishing a positive climate, being aware of and responsive to children, and encouraging child expression and autonomy.
2. Use strategies for behavior management, such as clear behavior expectations, being proactive and redirecting misbehavior.
3. Foster classroom productivity and maximize learning time, while engaging children with a variety of modalities and materials.
4. Provide instructional support through concept development, fostering children’s analysis and reasoning, engaging in feedback loops, and modeling and supporting high-quality language.
5. Ensure classroom arrangement, materials and displays are organized and conducive to children’s learning.
6. Implement chosen curriculum with fidelity, being aware of the big ideas while also following all assigned guidance and resources.
7. Prepare or modify weekly lesson plans and prepare to implement small-group activities, read-alouds, circle time, and other curriculum components.
8. Provide children with a consistent classroom routine and facilitate all parts of the routine to support child learning.
9. Interact with children intentionally throughout the day to provide differentiated support.
10. Collect documentation of children through ongoing observation, embedded and direct assessment activities.
11. Complete quarterly assessment checkpoints, reliably, for each child.
12. Analyze child assessment data and use it to plan and individualize.
13. Complete developmental and social-emotional screenings on all children within prescribed time frames.
14. Complete theme based Individualized Learning Plans to identify specific goals and implement developmentally appropriate strategies for each child in class.
15. Integrate Individual Education Plans (IEPs) or referral action plans for children with diagnosed or suspected special needs.
16. Implement PBS practices and Program Wide Expectations
17. Establish positive and productive relationships with families through building rapport and trust.
18. Schedule and complete two home visits and two parent-teacher conferences each year.
19. Encourage and engage family members to serve as classroom volunteers.
20. Collaborate with family services staff to support families in implementing family life practices, extending learning into the home, and meeting expectations for attendance.
21. Follow all guidance and expectations to support of Shine On, Families initiative.
22. Participate in ongoing reflective coaching and self-assessment.
23. Collaborate with the assistant teacher and other staff in the center.
24. Share pertinent information with family services, disabilities/mental health or health/nutrition staff, as needed, to meet the needs of individual children and families. Participate in case conferences as appropriate.
25. Know and understand School Readiness Goals and strive to help all children achieve them.
26. Provide classroom experiences that are developmentally, linguistically, culturally and age-appropriate for the children served.
27. Establish and maintain a safe, healthy learning environment, including full supervision of children at all times, in accordance with Head Start and childcare licensing requirements.
28. Conduct daily health/safety monitoring of the indoor and (as requested) outdoor environment.
29. Follow all health and hygiene practices, including hand-washing, sanitizing, and universal precautions.
30. Supervise mealtimes and “family style dining” with children.
31. Supervise all classroom field trips and outdoor activities.
32. Maintain required documentation of activities, including child and family information, assessment data, volunteer logs, etc.
33. Participates in assigned meetings, events and training as required.
34. Performs any and all other duties as assigned.
The information presented indicates the general nature and level of work expected of employees in this classification. It is not designed to contain, nor to be interpreted as, a comprehensive inventory of all duties, responsibilities, qualifications and objectives required of employees assigned to this job.
Equal Employment Opportunity Employer, all qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status.
Requires an Associate or Bachelor's degree in Early Childhood Education or a state preschool certification. Candidates must have a valid driver's license, reliable transportation, and the ability to pass background checks and physical exams.
Market context
Classroom teacher roles in Puerto Rico are often competitive because schools look for candidates with current certification in Pet CPR and First Aid from a recognized entity, plus academic preparation or professional experience in a related field. Experience as an educator or workshop facilitator is preferred, so applicants with teaching, training, or classroom leadership backgrounds may stand out. On this platform, job requirements and benefits are AI-summarized from the original job description, saving candidates research time; review the certification details and align your application to any related teaching or facilitation experience.