Long Term Substitute Teacher

Innovative Network of Knowledge•Jasper, AL

About The Position

The Long Term Substitute Teacher supports an Early Head Start infant and toddler classroom by planning and implementing developmentally and linguistically appropriate curriculum and individualized learning experiences. The role promotes children’s intellectual, physical, social-emotional, and language development, supports readiness for school, and provides positive guidance in a safe and purposeful learning environment. 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 and childcare regulations. The role also includes coordinating Part C services for children with special needs and referring families to community resources when needed. The position works closely with education staff, parents, Parent Committee members, volunteers, and community agencies. Responsibilities include building trusting relationships with families; involving parents in children’s education; supporting parent meetings, conferences, and home visits; maintaining accurate child, family, and classroom records; and submitting required paperwork and reports. The teacher supervises classroom and outdoor activities, volunteers, and children during family-style meals, and may travel for program duties and attend occasional evening or weekend events. A high school diploma or GED is required. The employee must complete an Infant/Toddler CDA within six months of employment, based on the date services are provided, and obtain and maintain First Aid and CPR certifications. Applicants must have a valid driver’s license and pass required health, driving-history, and criminal-background checks. Work authorization for any U.S. employer is required; visa sponsorship is not available.

Requirements

High school diploma or GED.
Complete an Infant/Toddler 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 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 families’ cultures.
Ability to respond to children’s needs and work well with staff, children, parents, 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 early childhood education knowledge, skills, and a positive attitude.
Patience and tact in communication 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 email 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; stand, sit on the floor, bend, squat, kneel, lift children, and engage in physical play.
Ability to work in an environment with moderate to loud noise and possible 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 occasional overnight travel.
Ability to work occasional evenings or weekends for home visits, conferences, meetings, community events, field trips, and social events.
Valid driver’s license.
Complete and pass a health examination; pass a driving-history check and criminal-background check.
Confirm work eligibility and be authorized to work for any employer in the United States; visa sponsorship is unavailable.

Nice To Haves

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

Responsibilities

Attend required training, workshops, online sessions, and staff meetings.
Stay current on Head Start requirements, childcare licensing rules, IDEA and Part C/Early On, and other applicable regulations and practices.
Collaborate with education staff, parents, and Parent Committee members to implement meaningful curriculum that supports each child’s goals and program needs.
Maintain confidentiality of information about children, families, and staff.
Use developmentally appropriate practices and support infants’ and toddlers’ social-emotional development and positive attachment.
Model appropriate communication, guidance, and developmentally appropriate practices.
Participate in professional development and maintain knowledge of early childhood theories and practices.
Use environmental rating scales and appropriate screening, assessment, and evaluation instruments.
Supervise classroom and outdoor activities, children, and assigned classroom volunteers.
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 intellectual and physical competencies, literacy, phonemic and print awareness, numeracy, vocabulary, book skills, and problem-solving.
Implement lesson plans and individualization based on observations and records of children’s interests and developmental progress.
Support social-emotional development and provide positive guidance and discipline.
Participate in family-style mealtimes to model nutrition and social skills.
In cooperation with parents, observe, screen, assess, evaluate, monitor, and document children’s development and health in accordance with 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 required paperwork and progress reports to the supervisor accurately.
Maintain complete records of each child’s development, behavior, health, parental concerns, referrals, and contacts regarding special needs.
Gather and maintain individual, family, and classroom data for documentation, assessment, evaluation, record keeping, and planning.
Understand, generate, and document In-Kind and other allowable costs applied toward nonfederal share requirements.
Maintain a system to ensure classroom parent-involvement needs are met.
Build positive, productive, trusting relationships with families and orient parents to Early Head Start throughout the year.
Facilitate and support monthly Parent Committee meetings at the center, including providing child care.
Schedule 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 child’s educators.
Arrange opportunities for parents to volunteer in classrooms, serve as substitutes, and participate in other volunteer activities.
Collect monthly In-Kind records from parents and submit reports to the supervisor.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Participate in required travel and occasional evening or weekend events.