Long Term Substitute Teacher

Innovative Network of Knowledge•Poteet, TX

About The Position

The Long Term Substitute Teacher works in an Early Head Start classroom serving infants and toddlers. The role plans and implements developmentally and linguistically appropriate learning experiences and curriculum, supports children’s intellectual, physical, social, and emotional development, and provides positive guidance. The teacher observes, screens, assesses, evaluates, monitors, and documents children’s development and health in cooperation with parents, following Head Start, child-care licensing, and other applicable requirements. The position works closely with families, education staff, Parent Committee members, and community agencies. Responsibilities include building trusting relationships with parents, supporting family involvement and parent education, facilitating meetings and conferences, making referrals, coordinating services for children with special needs, and maintaining accurate child, family, classroom, and program records. The teacher also supervises classroom activities and volunteers, attends required training and meetings, and contributes to program planning and compliance.

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 knowledge, including Microsoft 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 family cultures.
Ability to respond to children’s needs and work effectively 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.
Ability to demonstrate knowledge, skills, and a positive attitude in early childhood education.
Patience and tact when communicating with children, families, staff, management, referral sources, and the public.
Professional conduct 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 that may include 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, including possible overnight travel.
Ability to work occasional evenings or weekends for events, home visits, conferences, meetings, field trips, and other activities.
Valid driver’s license.
Complete and pass a health examination.
Confirm eligibility to work in the United States; applicants must be authorized to work for any U.S. employer. The employer cannot sponsor or take over sponsorship of an employment visa.
Successfully pass a driving history check.
Clear a criminal background check.

Nice To Haves

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

Responsibilities

Attend required training, workshops, online sessions, and staff meetings.
Keep current on Head Start requirements, child-care licensing rules, IDEA and Part C/Early On, developmentally appropriate practices, and other applicable guidance.
Work with education staff, parents, and Parent Committee members to implement meaningful curriculum that meets children’s individual goals and program needs.
Maintain confidentiality concerning children, families, and staff.
Collaborate with parents on opportunities to learn about 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 development, including training sessions and early childhood education classes.
Use environmental rating scales and appropriate screening, assessment, and evaluation instruments.
Supervise classroom and outdoor activities.
Plan and implement the Frog Street Infants & Toddlers curriculum and other experiences appropriate 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 and school readiness, including literacy, phonemic and print awareness, numeracy, vocabulary, book handling, and problem-solving.
Implement lesson plans and individualization based on children’s needs, interests, and developmental progress.
Support children’s social-emotional development and use positive guidance and discipline.
Participate in family-style mealtimes as a curriculum activity, modeling nutrition and social skills.
Observe, screen, assess, evaluate, monitor, and document children’s development and health in cooperation with parents and within required 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 required paperwork and progress reports to the supervisor accurately.
Maintain complete records of each child’s development, behavior, health, parental concerns, referrals, and contacts related to special needs.
Gather and maintain individual, family, and classroom data for documentation, ongoing assessment, evaluation, record keeping, and planning.
Document in-kind and other allowable costs toward nonfederal share requirements, collect monthly in-kind records from parents, and submit reports to the supervisor.
Maintain a system for parent involvement in the classroom and establish trusting, productive relationships with families.
Participate in parent orientation throughout the year and facilitate, provide child care for, and support monthly Parent Committee meetings.
Schedule and arrange parent-teacher conferences and home visits, and document them as required.
Involve parents in program educational activities, supporting their role as primary caregivers and their understanding of child development.
Arrange opportunities for parents to volunteer in classrooms and other program activities.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Supervise classroom volunteers, including parents, as assigned.