Substitute Early Head Start Teacher

Position description

Position

• Substitute
• Early
• Head
• Start
• Teacher
• Reports to:
• Early
• Head
• Start
• Site
• Supervisor
• SUMMARY: To provide a successful, safe and supervised educational setting with children with stable and supportive relationships including developing strong, consistent relationships while they are in the Early Head Start environment. Promote the social, emotional, physical, and cognitive development of Early Head Start children. Provide frequent contact with the families of EHS in the classroom and at home. To keep accurate written notes in relation to developing goals for children, while providing on-going assessments and facilitate successful transition into and out of the program.
• Essential
• Functions: ·
• 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. · Supervise and monitor children at all times. · Integrate all Early Head Start components into classroom time. · Develop and utilize planning and individualized forms, which reflect mandated elements, parental and cultural influences, and promote the social, emotional, physical, and cognitive development of Early Head Start children. · Conduct development screenings and individualize one-to-one and group activities to reflect the unique needs and strengths of all children in the classroom. · Follow a daily schedule, which includes small and large group experiences, individual exploration, music and movement, creative development, large and small motor activities, outside and inside play, individual feeding and sleeping times, and effective transitions. · Encourage experimentation, exploration, problem solving, cooperation, socialization, and choice making; ask open-ended questions and listen respectfully to the answers. · Responsive care giving with acceptance and nurturance of temperament, cultural sensitivity and family practice while promoting feelings of security and trust. · Communicate and collaborate with parents daily to provide best practice for children. · Provide an atmosphere that promotes and reinforces parental involvement in the classroom. · Integrate parent services with other LFRC programs. · Work with appropriate agencies and people in developing (IFSP) Individual Family Service Plans. · Coordinate disabilities staff in the classroom and develop a collaborative approach that benefits all children in the classroom and meets needs as specified on the IFSP. · Respond to crisis or emergency situations that may occur. Provide fist aid or CPR, prevent the spread of blood borne pathogens, and access emergency services as needed. · Maintain effective relationship with formulas, encouraging parent involvement. Written Documentation · Maintain accurate written records; including anecdotal records, observations, daily communications, assessments, IFSP documentation, screening instruments, and other required forms. · Maintain accurate attendance records for USDA meal reimbursement. Home Visiting/Conferences/Meetings · Participate in regularly scheduled team meetings to plan for and deliver collaborative services across components. · Meet regularly with parents, and other staff regarding each child’s status and progress. · Conduct two home visits a year for purposes of assessment and support, and to share information on parenting, educational strategies, and classroom progress. · Share information regarding child progress with team members, and gather information on home issues. · Plan and conduct a minimum of two parent conferences a year. Curriculum Development · Assess individual and group needs, attending to special needs, specific interests, strengths and concerns. · Develop balanced lesson plans, with parental involvement, which are developmentally appropriate and culturally sensitive. · Establish daily and weekly lesson plans, which will promote individual and group educational plans and include other Early Head Start components. · Prepare classroom materials to support lesson plans; change and create learning areas as needed. · Adapt curriculum to address individual goals for children as identified in the IFSP. Miscellaneous · Attend meetings, training’s and appropriate professional development activities. · Assure general maintenance and security of facility. · Assist in inventory of all site equipment. · Other duties as assigned. Communications · Effective communication with children, parents and staff for purposes of education and exchange of information. · Frequent telephone contact with parents, staff and community providers to solve problems, and share information. · Written memos to staff and parents. · Meetings with team members to collaborate on planning and delivery of services. · Meetings with disability coordinator to include infants and toddlers with IFSP, coordinate adult roles in the classroom and share information that could be useful to parents. Knowledge · Knowledge of infant and toddler development, safety issues in care and reducing the risk of SIDS.
• Position
• SPECIFICATIONS: Demonstrated ability to supervise and ensure a safe learning environment for children in the Early Head Start setting, and the ability to apply Early Childhood Development theory in daily classroom activities. Ability to visually scan and monitor events in the area where the children are, including the classroom, outdoor play area and learning trips. Frequent significant decisions to assure developmental progress of children. Ability to respond to an emergency situation, should arise. Demonstrated ability to adapt curriculum to meet the needs of all children including at risk, special need, gifted and culturally diverse populations. Working knowledge of best practices for infant/toddler care. Knowledge of the available resources and Early Head Start components and retain the mission. Excellent communication skills, especially good listening skills. Work as a team member in a cooperative atmosphere building. AS Degree in Child Development with Infant/Toddler units/or bachelor’s degree in early childhood education. Must have at least 12 Early Childhood Education units along with 6 Infant/Toddler specific units. Two years’ experience is Commitment to obtaining an associate’s degree or equivalent in Infant/Toddler Development within one year of hire. Valid California
• Driver’s
• License and proof of
• Lifting up to 40
• Phsycial/Mental
• DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to stand; walk, use hands to finger, handle, or feel object, tools, or controls; and to talk or hear. The employee frequently is required to reach with hands and arms, stoop, kneel and crouch. The employee is occasionally required to climb or balance; crawl; and taste or smell. The employee must regularly lift and/or move up to 10 pounds. The employee frequently lifts and/or moves up to 40 pounds and occasionally lifts and/or moves up to 75 pounds. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus. Must be able to promote an integrated service delivery model to Early Head Start Families in combination with other service areas and have the ability to problem solve with staff members.

Benefits

On-call positions are not eligible for benefits. Lake Family Resource Center is an Equal Opportunity Employer