Infant/Toddler Teacher

Catholic Charities Comm•Peoria, AZ

3h•Onsite

About The Position

Under the direction of the Teacher Licensing Supervisor or designee, the Early Head Start (EHS) Teacher is responsible for developing, maintaining and ensuring an engaging and secure learning environment that promotes the growth and development of infants and toddlers through a variety of experiences and interactions which form a foundation for Head Start readiness and later school success. Early Head Start Teachers are required to demonstrate competencies needed to provide effective and nurturing teacher-child interactions, plan and execute high quality learning experiences for infants and toddlers that ensure effective curriculum implementation and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework. Assignment is year-round (12 months) with scheduled breaks identified at the beginning of each program year as dictated by program requirements and site calendar.

Requirements

Knowledge of child development theory; specifically early childhood development
Understanding of the scholastic structures required for the coordination and delivery of a developmentally appropriate early education program
Familiarity with Head Start standards, requirements, goals, objectives, policies, and procedures
Strategies to motivate children and parents to become involved in activities
Understanding of and sensitivity to cultural differences within the community, program, and agency
Techniques for accurate record-keeping and data management
Awareness of community resources and available support services
Directing individual and group activities for children and families
Proper English grammar and usage
Communicating effectively with parents and children
Using, structuring, and managing time effectively
Understanding, following, and carrying out written and oral instructions
Critical thinking and resourcefulness to overcome challenges and solve problems
Managing change and demonstrating adaptability, flexibility, and responsiveness to varying needs and situations
Proficiency in Microsoft Office Applications including Word, Outlook, PowerPoint, and Excel
Maintaining cooperative work relationships
Work successfully with socio-economically disadvantaged and culturally and linguistically diverse pre-school age children and their parents in a fast-paced environment
Identify and utilize a variety of materials for use in a pre-school developmental setting
Read, understand, interpret, and apply rules, regulations, and policies
Maintain a structured schedule, adhere to timelines, and meet deadlines
Visually and auditorily assess students/parents to ensure their safety and well-being
Stand and/or sit for prolonged periods of time
Lift children up to 40 pounds and assist them to the bathroom as necessary
Sit on floor and ambulate over uneven floor surfaces including stairs, steps, and playgrounds
Other significant physical abilities include lifting/carrying/pulling, stooping/kneeling/crouching, reaching/handling/fingering, talking/hearing conversations and other sounds, near/far visual acuity/depth perception/accommodation/field of vision
Must meet one of the following educational requirements: Minimum of a Child Development Associate (CDA) credential or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development. Associate degree in Early Childhood Education (ECE) or other directly related discipline. Associate degree with 12 credit hours of approved ECE coursework. Associate degree and a current Arizona Department of Education Teaching Certificate that includes qualification to teach preschool age children. Bachelor or higher degree in ECE or other directly related discipline. Bachelor or higher degree with 12 credit hours of approved ECE coursework. Bachelor or higher degree and a current Arizona Department of Education Teaching Certificate that includes qualification to teach preschool age children.
Demonstrated competency in the following areas: Providing effective and nurturing teacher-child interactions; Planning, facilitating, and evaluating learning experiences that ensure effective curriculum implementation; Promoting children’s progress as described in the Head Start Early Learning Outcomes Framework and applicable State early learning and development standards, including children eligible for services under the Individual Disability Education Act (IDEA)
One year of preschool experience with AA and six months with BA/BS.
Meets Arizona Department of Health Services (AZDHS) requirements for licensure
Possesses or acquires, and maintains, Arizona Department of Public Safety Level One Fingerprint Clearance
Provides approved documentation of a negative result for a tuberculin (TB) skin test or chest x-ray
Meets federal Head Start employment requirements including physical examination at hire
Possesses or completes verified training in First Aid and CPR (within ninety (90) days of hire) and remains current in the certification
Possesses or acquires, and maintains, valid Maricopa County Environmental Services Food Service Worker Certificate or the Manager Certification
Possesses and maintains valid Arizona driver license (An individual must be 21 years of age or older to drive on behalf of Catholic Charities Community Services Westside Head Start)
Reliable personal transportation and ability to show proof of current/valid vehicle registration and insurance with state minimum liability coverage.

Nice To Haves

Understanding of Head Start Act and Performance Standards preferred
Bilingual (English/Spanish) skills preferred

Responsibilities

Delivers developmentally appropriate site-based services to infants and toddlers during operational hours.
Plans and implements a designed bilingual, multicultural curriculum for children assigned to the classroom that advances the intellectual and physical development of the children and improves their readiness for school
Develops children assigned to the classroom in their: literacy, phonemic and print awareness; understanding and use of their primary language, including increasingly complex and varied vocabulary; appreciation of books; understanding of early math and science; problem-solving abilities; and approaches to learning
Creates and maintains a welcoming, inclusive, safe, and developmentally supportive environment to encourage the cognitive, language, social/emotional, and physical development of children and families
Meets the individual needs of each child by providing an environment that allows for the inclusion of children with special needs and children who speak a home language other than English
Effectively serves children with disabilities and their families; making appropriate adaptations for any disabilities and achieving goals and objectives set forth in the child’s Individualized Education Plan (IEP)
Models use of proper English grammar for all children, particularly children acquiring English as a second language, to support proper language development
Translates and interprets daily activities and events to the child’s home language and/or uses additional strategies when lacking proficiency in the child’s home language to ensure conceptual understanding and support dual language learning
Completes developmental and social/emotional screenings within 45 days of enrollment and accurately documents required health information
Completes regular and on-going assessments according to program guidelines to identify proficiencies, strengths, possible concerns, and/or delays by monitoring children’s progress and performing all necessary observations
Utilizes information from child screenings, assessments, observations, and parent input to establish individualized child goals and plan learning activities for children
Develops lesson plans that include at least one (1) home task and one (1) food experience per month
Follows specialized physical health care procedures and, as needs of students dictate, provides first aid and performs cardiopulmonary resuscitation (CPR)
Implements approved emergency plan and conducts/documents monthly fire drills
Complies with all Child/Adult Care Food Program (CACFP) guidelines and completes daily, weekly and end-of-the-month food services documentation and reporting
Builds positive relationships with parents/guardians and encourages family involvement in center activities
Implements the Strong Fathers Strong Families (SFSF) curriculum and engages fathers and other male guardians to contribute to the education of their children through their participation in center activities
Conducts two (2) parent conferences and two (2) educational home visits for each child assigned to the classroom each academic year to build a strong home to school connection and support child/family growth and development
Maintains awareness of and contact with community based organizations and service agencies to utilize when coordinating parent conferences and meetings
Provides advocacy for participant families and links them to needed community services and resources
Provides families with information about community organizations and events and encourages their participation and further involvement in community groups and activities to promote building parents as advocates and leaders
Includes and involves parents in planning Parent Center Committee meetings and facilitates committee meetings with the Family Support Specialist (FSS)
Evaluates the needs and identifies the interests of participant families and coordinates parent education activities in support of these needs and interests
Maintains appropriate communication with and seeks out information and assistance from supervisors, managers, other Head Start staff, and parents as needed to provide services and fulfill job responsibilities
Works closely with other Head Start staff to promote and maintain a high level of parent participation in program activities and ensures that parents are aware of and understand the full range of options available to them in becoming actively involved in Head Start
Understands the requirements of Mandated Reporter Laws and demonstrates the importance of informing their supervisor/manager of any concerns about children and suspicions of child abuse and/or neglect
Demonstrates dependability by arriving to work on time, maintaining regular work attendance, and following program procedures when needing to be absent from work
Accepts responsibility for participating in the planning and achievement of team goals and objectives
Plays an active role in continuous self-assessment and evaluation of program services
Demonstrates an ability to adapt to changing needs, problem solve, and incorporate innovations to fulfill program requirements and improve program services
Accurately completes detailed paperwork and submits all required documentation and periodic reports within provided timelines
Maintains confidentiality of personal information and the integrity of the record keeping process
Participates in staff development activities including in-service, training sessions, and meetings as required
Identifies own training needs for the purpose of fulfilling professional development requirements and individual growth
Supports and assists other personnel in the completion of their work activities as may be required
As program needs dictate, may be called upon to fill in as a substitute in another classroom or at another site to ensure uninterrupted service delivery to children and families
Inventories and orders needed supplies monthly
Promotes ongoing commitment to excellence and continual quality improvement to ensure the highest quality of services to children, families, and staff
Other duties as assigned