Long Term Substitute Teacher

Innovative Network of Knowledge•Victoria, TX

17d

About The Position

The Long Term Substitute Teacher supports an Early Head Start infant and toddler classroom. The role involves implementing developmentally and linguistically appropriate curriculum, planning individualized learning experiences, supervising children during classroom and outdoor activities, and supporting their intellectual, physical, social, and emotional development. The teacher observes, screens, assesses, evaluates, monitors, and documents children’s development and health in cooperation with parents and in accordance with applicable Head Start, child-care licensing, and special-education requirements. The position also builds partnerships with families, promotes positive caregiver-child attachment, supports parent involvement, facilitates Parent Committee meetings, and coordinates with community agencies and service providers. The teacher maintains confidential and accurate records, completes required paperwork and reports, participates in training and professional development, and supports enrollment, attendance, recruitment, and transition processes. The position may involve travel and occasional evening or weekend work for program events.

Requirements

High school diploma or GED; must 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 and respond effectively to the needs of children, staff, and families.
Extensive knowledge and skills in early childhood development.
Computer knowledge of Word and Excel, ability to access email, and willingness to learn new programs.
Ability to supervise classrooms, staff, and volunteers; plan, organize, and implement classroom activities.
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 maintain confidentiality and accurate records reflecting program requirements and children’s progress.
Ability to communicate patiently and tactfully with children, families, staff, management, referral sources, and the public, and to conduct daily activities professionally.
Ability to read and follow Performance Standards, program policies and procedures, DFPS Child Care licensing regulations, and emails daily.
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 moderate to loud noise and understanding that the position may involve exposure to communicable diseases and hazards such as cigarette smoke, pets, and at-risk neighborhoods.
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 as required for program events.
Valid driver’s license; pass a health examination, driving history check, and criminal background check; confirm U.S. work eligibility.
Applicants must be authorized to work for any employer in the U.S.; visa sponsorship is not available.

Nice To Haves

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

Responsibilities

Attend required training, workshops, online sessions, and staff meetings; pursue ongoing professional development.
Stay current on Head Start standards and regulations, DFPS Child Care licensing requirements, IDEA and Part C/Early On, and developmentally appropriate practices.
Work with education staff, parents, and Parent Committee members to implement meaningful curriculum tailored to children’s individual goals and program needs.
Maintain confidentiality of information concerning children, families, and staff.
Collaborate with parents on children’s growth and development and promote positive attachment between caregivers, children, and families.
Model appropriate communication, guidance, and developmentally appropriate practices.
Use environmental rating scales and appropriate screening, assessment, and evaluation instruments.
Supervise classroom and outdoor activities, including classroom volunteers as assigned.
Plan and implement the Frog Street Infants & Toddlers curriculum and learning 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 awareness, numeracy, vocabulary, book use, and problem-solving.
Implement lesson plans and individualization based on observation and documentation of children’s interests and developmental progress.
Support children’s social-emotional development and provide positive guidance and discipline.
Participate in family-style mealtimes to model nutrition and social skills, and maintain a purposeful program responsive to children’s needs.
In cooperation with parents, observe, screen, assess, evaluate, monitor, and document children’s development and health in accordance with applicable timelines and requirements.
Refer families to local service agencies when additional services or support are needed.
Document and report suspected child abuse as required by law.
Participate in eligibility, recruitment, selection, enrollment, and attendance processes.
Submit required paperwork and progress reports to the supervisor; maintain complete child records and gather individual, family, and classroom data for planning and evaluation.
Understand, generate, and document in-kind and other allowable costs applied toward nonfederal share requirements; collect monthly parent in-kind records and submit reports.
Maintain systems for parent involvement and build trusting, productive relationships with families.
Participate in parent orientation; facilitate, provide child care for, and support monthly Parent Committee meetings.
Arrange and document parent-teacher conferences and home visits as required.
Involve parents in program educational activities and support their role as primary caregivers and their understanding of child development.
Identify and arrange parent volunteer participation in classrooms and other activities.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Travel as needed and work occasional evenings or weekends for home visits, conferences, meetings, community events, and other activities.