Teacher-Early head start (Substitute)

Position purpose

• Under the supervision of the Site Supervisor or Teacher, assists in the instruction of the pre-school aged children.
• Examples
• OF
• Essential
• DUTIES: The duties listed below are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to this position. Assists in developing weekly lesson plans, which integrate activities that are developmentally appropriate for preschool children, reflect an integrated Head Start curriculum and philosophy, and comply with the Performance Standards; Assists in developing and maintaining a safe and pleasing environment for the children which facilitates their ability to grow physically, socially, emotionally, and intellectually; Provides breaks and planning time for Teachers, and other classroom staff; Assists in screening each child using appropriate assessment tools; Assists in developing IEP’s for children with special needs; Prepares monthly reports on attendance, excused absences, daily sign in/out sheets, in-kind, CACFP meal count; Assists in ensuring that daily hygiene needs are met by modeling such routines as tooth brushing, hand washing, use of the bathroom, and meal times; Conducts home visits and parent/teacher conferences; Participates in cross-component tasks; works with community resources to identify child/family needs and refers to proper resources for assistance; Supervises outdoor play environment and field trips; Assists in ensuring the safety of the classroom as well as the outdoor playground; Provides emotional support and encourages high self-esteem in the children; Must be available on an on-call basis, expecting an email/phone call as early as 6:30 a.m.; Performs other related duties as assigned by current supervisor.
• KEY
• RESULT
• AREAS: Provide substitute teaching for pre-school age children; Provide environment and experiences that maximize learning of each child at his or her development level; Involve parents in child's activities in and out of the classroom; Assist in planning and supervising daily classroom activities; Assist in maintaining student data; Assist in providing educational enrichment activities for children; Assist in supporting parents through meetings and in-service training.
• DESIRED
• MINIMUM
• QUALIFICATIONS: Knowledge of appropriate child development theories and practices; Ability to create and maintain a safe learning environment for children and others; Ability to work effectively with children, parents, family, and community; Effective oral and written communication skills; Must be sensitive to the needs of culturally and ethnically diverse groups.
• Education and/or
• Experience: Completion of an associate or bachelor’s degree from an accredited college/university; plus possession of a valid Teacher (or higher level) permit or the ability to obtain permit within 90 days of hire. Three (3) units of demonstrated coursework in Infant and Toddler required.
• Language
• Skills: Ability to read, analyze, and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to read, write and speak English. Ability to effectively present information and respond to questions from Area Directors/Site Supervisors, staff, and parents.
• Reasoning
• Ability: While performing the duties of this job, a substitute is regularly required to use written and oral communication skills; observe; and interact with staff, clients, children and parents.
• SPECIAL
• Requirements,
• Licenses &
• CERTIFICATES: Certification in Pediatric First Aid and CPR must be met within 90 days of assignment. Must meet and maintain state law, and county licensing requirements regarding employment in a childcare center (fingerprints, TB, physical, immunizations).
• Physical
• AND
• MENTAL
• DEMANDS: The physical and mental demands described here are representative of those that must be met by employees to successfully perform the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Physical
• Demands: While performing the duties of this class, an employee is regularly required to use hands to finger, handle, feel or operate computers, objects, tools or controls and reach with hands and arms, and taste or smell. The employee occasionally is required to climb, stoop, kneel, or crouch. The employee frequently is required to talk or hear. The employee may be required to lift up to fifty (50) pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus to view documents.
• Mental
• Demands: While performing the duties of this class, employees are regularly required to use written and oral communication skills; read and interpret data, information and documents; analyze and solve problems; use math and mathematical reasoning; learn and apply new skills and information; perform highly detailed work on multiple, concurrent tasks; and establish and maintain effective working relationships with Association staff and others encountered in the course of work.
• WORK
• ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this class. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.