Long Term Substitute Teacher

Innovative Network of Knowledge•Jasper, AL

About The Position

The Long Term Substitute Teacher works in an Early Head Start infant and toddler classroom to provide developmentally and linguistically appropriate learning experiences and individualized support. The role plans and implements curriculum using Frog Street Infants & Toddlers, supports children’s intellectual, physical, social-emotional, and language development, and supervises classroom and outdoor activities. The teacher observes, screens, assesses, evaluates, monitors, and documents children’s development and health in cooperation with parents, following applicable Head Start, IDEA/Part C, and child-care licensing requirements. The position works closely with families, education staff, Parent Committee members, and community agencies. Responsibilities include building trusting relationships with parents; involving them in children’s education; supporting parent meetings, conferences, and home visits; coordinating referrals and Part C services; maintaining child, family, classroom, and in-kind records; and reporting suspected child abuse as required by law. The teacher also attends required training and meetings, maintains confidentiality, supports program enrollment and attendance processes, and contributes to professional development and community outreach. The role requires working in diverse classroom and community environments, with possible exposure to communicable diseases and other hazards, cigarette smoke, pets, at-risk neighborhoods, and moderate to loud noise. It involves physical activity including standing, sitting on the floor, bending, squatting, kneeling, lifting children, and engaging in play; the ability to lift 60 pounds is required. Travel of up to 50% may be required, including occasional overnight travel. Occasional evening or weekend work may be required for program events and family activities.

Requirements

High school diploma or GED.
Complete an Infant/Toddler Child Development Associate (CDA) certification within six months of employment, based on the date of provision of services.
Obtain and maintain First Aid and CPR certifications.
Ability to work in diverse environments.
Extensive knowledge and skills in early childhood development.
Computer proficiency with Word and Excel, ability to access email, and willingness to learn new programs.
Ability to supervise classrooms, staff, and volunteers.
Knowledge of state and federal child abuse and neglect regulations and DFPS Child Care licensing requirements.
Knowledge of local resources and families’ cultures.
Ability to respond to children’s needs and work well with staff, children, and families.
Ability to plan, organize, and implement classroom activities.
Ability to maintain confidentiality and accurate records reflecting program requirements and children’s progress.
Knowledge, skills, and a positive attitude in early childhood education; patience and tact in communication; and professionalism in daily activities.
Ability to read and follow Performance Standards, program policies and procedures, DFPS Child Care licensing regulations, and daily emails.
Knowledge of basic food preparation, serving, and sanitation procedures.
Knowledge of current car seat safety regulations and laws for transporting children and families in approved agency vehicles.
Ability to lift 60 pounds and to stand, sit on the floor, bend, squat, kneel, lift children, and engage in physical play.
Ability to work in an environment with potential exposure to communicable diseases, cigarette smoke, pets, at-risk neighborhoods, and moderate to loud noise.
Ability and consent to travel up to 50% by car, bus, airplane, or train for conferences, meetings, and other duties, including occasional overnight travel.
Ability to work occasional evenings or weekends for home visits, parent-teacher conferences, parent meetings, community events, field trips, and other events.
Valid driver’s license.
Complete and pass a health examination.
Confirm eligibility to work in the United States for any employer; visa sponsorship is not available.
Successfully pass a driving-history check and criminal background check.

Nice To Haves

Two years of related experience in an Early Head Start preschool classroom setting preferred.
Bilingual Spanish preferred.
Current or former Head Start employees, students, and parents receive hiring preference if qualified.

Responsibilities

Attend required training, online sessions, workshops, and staff meetings.
Stay current on Head Start standards and regulations, DFPS Child Care licensing requirements, IDEA and Part C/Early On, and applicable practices.
Collaborate with education staff, parents, and Parent Committee members to implement meaningful curriculum that meets children’s individual goals and program needs.
Maintain confidentiality regarding children, families, and staff in accordance with policies and legal requirements.
Use developmentally appropriate practices and support infants’ and toddlers’ social-emotional development.
Collaborate with parents to identify learning opportunities related to their children’s growth and development, and promote positive attachment among caregivers, children, and families.
Model appropriate communication, guidance techniques, and developmentally appropriate practices.
Participate in professional growth and training, and remain familiar with environmental rating scales, screenings, assessments, and evaluation instruments.
Supervise classroom and outdoor activities.
Plan and implement developmentally and linguistically appropriate Frog Street Infants & Toddlers curriculum and experiences suited to children’s ages, languages, and cultures.
Document and provide Part C service coordination for children with special needs, and communicate coordination efforts to the Director of Family Engagement and managers.
Plan learning experiences that support infants’ and toddlers’ intellectual and physical competencies, school readiness, literacy, phonemic and print awareness, numeracy, vocabulary, book skills, and problem-solving.
Implement lesson plans and individualization based on children’s needs, interests, observations, and developmental progress.
Support social and emotional development and provide positive guidance and discipline.
Participate in family-style mealtimes as a curriculum activity, modeling good nutrition and social skills.
Provide a purposeful program responsive to children’s needs.
In cooperation with parents, observe, screen, assess, evaluate, monitor, and document children’s development and health, following applicable requirements and timelines.
Refer families to local service agencies when additional services or support are needed.
Document and report suspected child abuse as required by law.
Develop knowledge of and participate in eligibility, recruitment, selection, enrollment, and attendance processes.
Submit accurate paperwork and progress reports to the supervisor as required.
Maintain complete records of each child’s development, behavior, health, parental concerns, referrals, and special-needs contacts; gather and maintain individual, family, and classroom data for planning and evaluation.
Understand, generate, and document in-kind and other allowable costs toward nonfederal share requirements; collect monthly parent in-kind records and submit reports to the supervisor.
Maintain a system for parent involvement in the classroom and build productive, trusting relationships with families.
Participate in parent orientation to Early Head Start throughout the year.
Facilitate and support monthly Parent Committee meetings at the center, including providing child care.
Schedule and arrange parent-teacher conferences and home visits, and document them as required.
Involve parents in program education activities, emphasizing their role as primary caregivers and supporting their child-development knowledge and skills.
Arrange opportunities for parents to volunteer in classrooms, serve as substitutes, and participate in other volunteer activities.
Promote Early Head Start in the community.
Supervise classroom volunteers, including parents, as assigned.
Work with community agencies on shared activities, recruitment, and transitions as appropriate.