Early Head Start Teacher

Jefferson Franklin Community Action Corporation•Missouri, MO

3d•Onsite

About The Position

Incorporated in 1965, Jefferson Franklin Community Action Corporation (JFCAC) is a 501(c)(3) non-profit organization committed to assisting low-income individuals, and families, achieve self-sufficiency through quality programs in Jefferson and Franklin Counties. We are a federal, state, and locally funded Community Action Agency. JFCAC offers a variety of impactful programs for eligible individuals and families, from early childhood education, rental and utility assistance to home upgrades that improve energy efficiency and creates safer living environments. To carry out our mission and expand our impact, we are seeking a dedicated individual to step into an important role within our Head Start Program - The Teacher. This is an on-site role. As a Teacher you will be a core member of our Early Head Start team, responsible for creating a safe, nurturing, and engaging learning environment for young children. As a Teacher you will lead classroom instruction and daily activities that support children's growth, development, and school readiness. A Teacher in Early Head Start , is part of a larger Community Action Agency and plays a direct role in supporting children and families from underserved communities and advancing our mission to strengthen families to promote lifelong success. POSITION SUMMARY The Teacher has a responsibility of providing high quality early learning experiences for children in the classroom setting, thus preparing them to have a solid foundation for school readiness. Maintain a general knowledge of the Head Start Performance Standards and comply with the standards.

Requirements

Infant/Toddler or Preschool CDA required or willingness to earn appropriate CDA within 18 months of hire.
Work and/or field experience in early childhood required.
Willing to submit to Criminal Background Screenings
Must have a valid/active driver’s license
Must have reliable transportation
Travel to/from clients' homes
Travel to/from meetings/trainings throughout Jefferson and/or Franklin County

Nice To Haves

Associate's Degree in Early Childhood Education, Child Development, Elementary Education, or a closely related field with a minimum of 9 ECE credits.
Experience working with special needs children.
Experience working with low-income families, childcare, health or education.
Ability to problem solve, handle crisis, and work with families and children of various cultures and low-income backgrounds.
Able to maintain a calm and nurturing demeanor when working with children.
Ability to establish positive working relationships with families, agency staff, and community members.
Physically able to stand for long periods of time as well as stooping, squatting, running, and lifting an estimated 50 lbs.
Advanced computer skills and ability to navigate email, internet, Microsoft Word, and other computer programs.

Responsibilities

Integrate the High Scope curricula into daily practice, using effective strategies to guide children’s learning.
Prepare the classroom environment and materials to support developmentally appropriate lesson plans and learning experiences.
Assist in collaborative lesson planning and assessment with the School Readiness Coach and Classroom Coach, engaging in the planning goals for individual children based on specific strengths, needs, and interests.
Obtain initial screening data on each child, review information, and collaborate with parents and staff to refer children with potential delays.
Assist School Readiness Coach in completing ongoing child assessments, reviewing data, and adjusting teaching practices to support each child’s unique learning style.
Modify curriculum and lesson plans to meet individual children’s needs based on IEP/IFSP goals or concerns identified through referrals for potential delays.
Participate in IEP/IFSP meetings as needed; review IFSP/IEP documents to ensure appropriate curriculum and lesson plan modifications are in place to meet children’s IFSP/IEP goals.
Takes on responsibilities of Lead Teacher in their absence.
Provide an atmosphere that promotes and reinforces family and volunteer engagement.
Support the role of families as the first and primary teachers of their children.
Collaborate with Family Coach to support families’ safety, health, financial stability life goals and aspirations.
Maintain regular communication with families regarding child’s development.
Assist the Lead Teacher in attending required parent conferences and home visits for the purpose of sharing screening and assessment information, and developing shared goals and strategies with the family to support child’s growth and development in both the home and class setting.
Help plan and participate in family activity events.
Coordinate with the Family Coach as needed to assist families in completing health follow ups as needed.
Monitor and document attendance concerns and follow up with appropriate staff.
Provide learning opportunities for dual-language learning in the home and classroom setting as appropriate.
Follow all supervision policies and procedures regarding child health and safety.
Assist the Lead Teacher in the development and implementation of a daily routine zoning chart, follow consistently, and provide feedback to the Lead Teacher if revisions need to be made to meet individual children.
Monitor for child safety, document and report any injuries and incidents, following agency policies and procedures.
Understand and follow all health and safety policies and procedures for reducing illnesses in the classroom.
Follow policies and procedures to ensure children are released only to individuals with appropriate signed consent.
Monitor and report any suspected child abuse and/or neglect.
Utilize agency tools for ongoing assessment and documentation.
Ensure all federal, local, state, and/or agency documentation is completed accurately.
Document all family contacts, lesson plans, and home visits in the agency database.
Document and keep record of individualized plans and curriculum modifications for referred children and children with existing IEP/IFSP’s.
Keep updated records and files of each enrolled child.
Attend and participate in training and professional development activities; attend extensive training in TBRI, Autism, and other trainings specific to supporting children with disabilities.
Attend and participate in meetings.
Engage in team and/or individualized coaching meetings, self-reflecting on teaching practices and solution-based problem-solving strategies.