Lead Teacher l

Family Services Association•Lake Elsinore, CA

13h

About The Position

SUMMARY: The Lead Teacher I assumes responsibility for the general supervision, development, education, and assessment of children assigned to their care. Ensure that Title 22 and Title 5 regulations are followed through the organization of the educational environment, and the development and supervision of the team of educators.

Requirements

Associate Degree in Early Childhood Education or Child Development. For Infants and Toddlers, at least one course in the care or development of infants and toddlers
A minimum of the Teacher Level Permit
A minimum of 1 years’ experience within the last four years in center-based care. For infants and Toddlers, at least 6 months of the experience with the age group is required
CLASS Training to be completed within 6 months of hire. For Infant/Toddler Teachers - Training in PITC within 1 year of hire (Internal or external training)
DRDP Rater Certification must be obtained within three months of hire and remain valid during employment.
ERS Training within 6 months of hire for CDSS educators
Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed
Maintain a clear and active status with Community Care Licensing for the duration of employment with FSA
Participate in activities that furthers own professional growth and development, averaging a minimum of 21 hours per year to maintain permit and keeping skills current
Ability to work with disabled or challenging children and diverse populations
Must be willing to work flexible hours to meet the needs of the program
Pass a health screening test, immunized against: Influenza annually (ability to decline with a signature), Pertussis and Measles, TB test and Drug screening Clearance
Maintain Pediatric first aid & CPR, mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assigned

Nice To Haves

Monitor children’s development and learning and adjust learning experiences throughout all domains of learning while teaching so that children continue to be actively engaged in learning
Apply knowledge of children and families, including their prior experiences, interests, and social-emotional learning needs, their background knowledge, and cultural, language, and socioeconomic backgrounds, to engage them in learning
Identify and/or recognize when a child may need additional diagnosis and/or services and are knowledgeable of the types of services available to children and/or families, including services related to suspected or identified special needs, trauma, homelessness, abuse, foster care, parental incarceration, and/or are medically fragile. Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
Identify and implement strategies to prevent and/or address young children’s challenging behaviors, and implement strategies to help children learn to resolve conflicts
Understand and demonstrate how to adjust curriculum to meet the needs of young children and to address differences in young children’s skill levels and learning styles, as well as how to adjust the curriculum and learning activities to address children’s individualized learning plans for young children with special needs
Recognize own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers
Act in an ethical manner, with honesty and integrity, and with children’s and families’ well-being as the central concern, demonstrate professional responsibility for all aspects of children’s learning and classroom management, including responsibility for the learning outcomes of all children, along with appropriate concerns and policies regarding the privacy, health, and safety of children and families, and conduct themselves with integrity and model ethical conduct for themselves and others

Responsibilities

Plan, supervise and implement the program in accordance with the policies and philosophy of FSA Child Development Services, Community Care Licensing, and NAEYC Program Standards
Develop and follow a daily schedule that allows for a variety of activities that support all aspects of the child’s development, with required and appropriate percentages of time for indoor and outdoor activities, supporting both large and small/fine motor development and allows for creative expression
Engage and lead the educators to engage in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions
Develop and maintain relationships with the children and their families. Strive to learn about the family and community of each child to integrate developmentally appropriate learning throughout the curriculum
Lead and Participate in the New Family Orientation, Family Language Interviews, and transition plan processes, helping families and children acclimate to new environments, and begin building solid relationships
Complete and maintain the following reports and documents including but not limited to health checks, ratios, meal counts, injury reports, unusual mark reports, DRDP, ERS (For CDSS classrooms, ERS Checklist for CDE classrooms), ASQ, and learning plans. For Infants – Daily meal records, sleep records, and quarterly needs and service plans
Maintain the classroom, environment, and interactions with a minimum of a good ERS rating (CDSS applicable)
Organize the opening and/or closing routines, including preparation for the current or next day’s program activities, ensuring the environment is always ready for the children
Review and evaluate the performance of the Associate Teacher(s) and Classroom Assistant(s)
Lead the assessment process for all children, including DRDP assessments and portfolios through Learning Genie, ASQ-3 and ASQ-SE, and the parent conferences for both DRDP and ASQ. Download a new group report with the completion of each individual DRDP assessment. Compile a DRDP Summary of Findings twice per year, as assigned by the director
Conduct ERS observation / Scoring as assigned, and complete the correlating summary of findings (CDSS applicable)
Assign Associates and Assistants to complete some DRDP portfolios and assessments within the guidelines of their job descriptions. Provide oversight and guidance to each educator throughout the process
Use the DRDP Group and Individual reports, along with the CA Learning Foundations and Curriculum Frameworks to assess the needs of the children and develop learning plans
Create and maintain a NAEYC classroom portfolio demonstrating compliance with the NAEYC standards for high quality programs
Lead appropriate nap / rest periods. Children in full day programs are to be provided the opportunity to rest, but if do not fall asleep within a reasonable timeframe, they are to be provided alternate activities while their peer’s nap. Children are not to be forced to stay on their cot once they have rested or awakened. For staff working in an infant licensed classroom – Safe sleep training and procedures must be strictly followed
Monitor and participate in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed). This includes toilet training of any child, regardless of age
Train the educators under direct supervision to perform lead teacher responsibilities in their absence and provide opportunities for them to improve their skills, thus essentially preparing Assistants and Associates to be prepared for promotion opportunities. Complete a documented bi-monthly supervision record for each (more frequently if needed)
Take over the duties of the Site Director and/or the Assistant Director in their absence as assigned
Conduct and document fire, earthquake, and intruder drills
Ensure a safe environment for the children that is free of hazards
Maintain children’s legal sign-in cards by ensuring families sign in and out as required and assisting the office staff in collecting need documentation from the families
Maintain confidentiality of family and children’s information with staff and the community
Timely and regular attendance
Completion of a professional development plan in accordance with CDE, CDSS, and NAEYC standards
Adhere to and maintain the NAEYC Code of Ethical Conduct and FSA’s Code of Conduct
Assist at FSA Child Development locations other than the primarily assigned location when needed and as assigned
Other duties as assigned and necessary