Head Start Teacher

Le Jardin Community Center, Inc.•Homestead, FL

6h•$19 - $25

About The Position

Under the supervision of the Curriculum Specialist, the Head Start Teacher provides responsive care, effective teaching, and an organized learning environment that promotes children’s health, development, and skill growth in alignment with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, including for children with disabilities. The role emphasizes nurturing, responsive practices and interactions that foster trust and emotional security; language-rich environments; social, emotional, behavioral, and language development; and children’s engagement in learning experiences. The teacher implements the High/Scope curriculum and related curricular enhancements, plans individualized and group learning experiences, uses child assessment data, and supports children’s development across learning domains. The role also includes conducting screenings and assessments, coordinating referrals when concerns are identified, sharing results and progress with families, and partnering with parents through regular communication, conferences, home visits, and family involvement in classroom activities.

Requirements

At least an associate’s or bachelor’s degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act.
Begin DCF 45-hour training and corresponding exams within 90 days and complete them within one year.
Complete Florida Standards, How to Administer the VPK Assessment, Emergent Literacy for VPK Instructors, and Language and Vocabulary coursework within two months.
Complete Integrating the Standards: Phonological Awareness and VPK Assessment Instructional Implications coursework within three months.
Intermediate computer skills and the ability to use the internet and email.
Ability to use agency resources and technology and conduct action research.
Ability to stand and sit for extended periods, kneel and sit on the floor or at a child’s eye level, and lift 40 pounds.

Nice To Haves

Experience with Head Start programs.

Responsibilities

Provide developmentally, culturally, and linguistically appropriate learning experiences in language, literacy, mathematics, social and emotional functioning, approaches to learning, science, physical skills, and creative arts.
Provide responsive care, effective teaching, and an organized learning environment aligned with the Head Start Early Learning Outcomes Framework, including for children with disabilities.
Use nurturing and responsive practices, interactions, and environments that promote trust and emotional security.
Create language-rich environments and model language through self-talk, parallel talk, and open-ended questions.
Promote critical thinking and problem-solving, support children’s social, emotional, behavioral, and language development, and maximize engagement through interesting activities and opportunities to explore materials.
Support all children’s engagement in learning experiences and activities.
Use the High/Scope curriculum and developmental progress described in the HSELOF to plan organized activities, schedules, lesson plans, and individualized learning experiences.
Integrate child assessment data into individualized and group planning using the Galileo Electronic Management of Learning System and the Classroom Observation Record.
Recognize bilingualism and biliteracy as strengths for dual language learners; support English acquisition and continued home-language development, and request culturally and linguistically appropriate materials from the supervisor.
Maintain well-organized learning environments, developmentally appropriate schedules and lesson plans, and indoor and outdoor learning experiences.
Balance teacher-directed and child-initiated activities; active and quiet activities; and individual, small-group, and large-group learning.
Provide instructional support in concept development, language modeling, and quality feedback.
Accommodate children’s need to nap through intentional, age-appropriate practices, including a regular opportunity to rest without forcing children to nap.
Use snack and meal times as structured learning opportunities that encourage teacher-child interaction and communication, including family-style meals and High/Scope Mealtime Cards or child-initiated discussions.
Allow sufficient time for children to eat and never use food as a reward or punishment.
Use routines such as hand washing and tooth brushing, and transitions between activities, to support children’s growth and development.
Integrate intentional movement and physical activity into curriculum and daily routines; do not use physical activity as a reward or punishment.
Implement the High/Scope curriculum and enhancements, including a social-emotional focus using the Pyramid Model, science-infused learning opportunities, positive climate, teacher sensitivity, and behavior management.
With parent collaboration and consent, obtain a current developmental screening within 45 calendar days of a child’s enrollment to identify developmental, behavioral, motor, language, social, or emotional concerns.
When screening concerns arise, implement the referral process, including notification and collaboration with the Licensed Mental Health and Disabilities Professional and referrals to the local agency responsible for evaluation and IDEA services.
Conduct standardized and structured assessments based on observation or direct assessment to monitor children’s development and progress toward HSELOF outcomes.
Use assessment data to provide individualized instruction for each child and groups of children.
Share assessment results and children’s strengths, interests, growth, progress, and needs with parents and families through parent-teacher conferences and access to the Galileo Parent Portal.
Encourage parents and family members to participate in educational services, volunteer in the classroom and group activities, and provide feedback on curricula, learning activities, and instructional materials; incorporate parental suggestions into daily lesson plans.
Communicate regularly with parents about children’s routines, activities, and behavior; hold at least two parent conferences and conduct at least two home visits per program year; explain screening and assessment purposes and results and discuss children’s progress.