Long Term Substitute Teacher

Innovative Network of Knowledge•Cordova, AL

13d

About The Position

It's a great feeling to work for a company that does so much good for others around the world! Academic Requirements: Required - High School Diploma or GED and must complete an Infant/Toddler CDA (Child Development Associate) certification within 6 months of employment based on date of provision of services. Certifications: Obtain and maintain First Aid and CPR certifications. Work Experience: Prefer 2 years of related experience in the Early Head Start preschool classroom setting. Current or former Head Start employees, students, and parents will receive hiring preference, if qualified. Prefer bilingual (Spanish). Critical Action Items & Measurable Deliverables: 1. Attend all required training, including on-line training sessions, workshops, and staff meetings. 2. Remain up to date on information that pertains to the needs of the children in the program including Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations and other applicable regulations and practices including IDEA & Part C/Early On. 3. Work as a team member with all education staff, parents, and Parent Committee members to implement curriculum that is meaningful and meets the individual goals of each child and program needs. 4. Maintain strict confidentiality with respect to Early Head Start children, families, and staff in accordance with established policies and procedures and other legal requirements i.e., FERPA & HIPPA. 5. Keep up to date on Developmentally Appropriate Practices. 6. Knowledge of developmentally appropriate social-emotional development of infants & toddlers. 7. Collaborate with parents in identifying opportunities to learn about the growth and development of their children. 8. Promote positive attachment between caregivers, children, and families. 9. Model appropriate communication skills, guidance techniques, and developmentally appropriate practices. 10. Continue professional growth by participating in training sessions, ECE classes, etc. 11. Remain familiar with environmental rating scales and implementing appropriate assessment screenings. 12. Develop knowledge of the screenings, assessment, and evaluation instruments. 13. Supervise all classroom activities and outdoor activities. 14. Plan and implement the developmentally and linguistically appropriate curriculum (Frog Street Infants & Toddlers) and experiences in the manner appropriate to the ages, languages and cultures of children served. 15. Document and provide Part C Service Coordination for children with special needs. Communicate Service Coordination efforts with Director of Family Engagement and Managers. 16. Plan and implement learning experiences that strengthen the intellectual and physical competencies of infants and toddlers, supporting their readiness for school through literacy, phonemic print, and numeracy awareness. Use of enriched language to further their understanding of increasingly complex and varied vocabulary. Exposure to various books, demonstrates developmentally appropriate book handling skills, and support emerging problem-solving abilities. 17. Implement education lesson plans and individualization for infants & toddlers in accordance with his/her needs, based on a method of observing and recording their interests and developmental progress. 18. Support social and emotional development and provide positive guidance and discipline. 19. Maintain a commitment to professionalism and continue personal professional development so that decisions are based on knowledge of early childhood theories and practices. 20. Participate in family style mealtimes with the children as a curriculum activity to model good nutrition and proper social skills. 21. Ensure a purposeful program responsive to the children’s needs. 22. In cooperation with parent(s), observe, screen, assess, evaluate, monitor and document infants and toddler’s development, health, dental and social-emotional health using appropriate child screenings, assessments and evaluations adhering to the timeliness outlined in the Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, and other applicable regulations and practices including IDEA & Part C/Early On. 23. Refer families to local service agencies when additional services/support are needed. 24. Document and report suspected instances of child abuse as required by law. 25. Develop knowledge of and participate in the eligibility, recruitment, selection, enrollment, and attendance processes. Other Responsibilities: 1. Accurately submit paperwork and progress reports to the supervisor as required. 2. Maintain a complete record keeping system on each child’s developmental progress, behavior and health, and parental concerns, referrals and contacts made for special needs. 3. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation, and record keeping for successful individual and program planning. 4. Understand, generate and document In-Kind and other allowable costs applied toward the nonfederal share requirements. 5. Maintain an individual system to assure program’s needs for parent involvement in each classroom are maintained. 6. Establish positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children. 7. Participate in the orientation of parents to Early Head Start throughout the year. 8. Facilitate, provide child-care, and support monthly Parent Committee meetings at the center. 9. Schedule and arrange meetings and documents parent-teacher conferences and home visits as required. 10. Involve parents in the educational activities of the program: a) to emphasize their role as the primary caregiver of the child’s education and development, b) to support parents with increasing their knowledge, understanding and skills in basic child development. 11. Identify and arrange for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities. 12. Collect monthly In-Kind records from parents and submit reports to their supervisor. 13. Positively promote Early Head Start in the community. 14. Supervise classroom volunteers, including parents as assigned. 15. Work closely with community agencies, as appropriate, for shared activities, recruitment, and transition.

Requirements

Ability to work in diverse environments.
Extensive knowledge and skills in the field of early childhood development.
Extensive computer knowledge of Word & Excel, also the ability to access e-mail and the willingness to learn new programs as needed.
Ability to supervise classroom, staff, and volunteers.
Knowledge of the state and federal regulations pertaining to child abuse and neglect and DFPS Child Care licensing requirements.
Knowledge of local resources and families’ cultures.
Ability to be responsive to the needs of children and to work well with staff, children, and parents/families.
Ability to plan, organize and implement classroom activities.
Ability to maintain confidentiality.
Ability to maintain accurate records, which reflect the program requirements and progress of children.
Ability to demonstrate knowledge, skills, and positive attitude in the field of early childhood education.
Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
Ability to project professionalism in conducting daily activities.
Ability to read and follow Performance Standards, Program Policies & 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 use when transporting children and families in approved agency vehicles.
Ability to lift 60 pounds.
Ability to stand, sit on the floor, bend, squat, kneel, lift children, and engage in physical play in various learning environments.
Understanding that this position may be exposed to communicable diseases and other hazards such as cigarette smoke, pets, at-risk neighborhoods, etc.
Ability to handle moderate to loud noise level in work environment.
Ability and consent for up to 50% travel by car, bus, airplane, or train to attend conferences, meetings, and other duties carried out at distant locations in and out of state, and in some cases where overnight travel may be required.
Ability to work occasional evening or weekend, as required for events, such as home visits, parent- teacher conferences, parent committee meetings, community events, and social events such as field trips.
Possess a valid driver’s license.
Complete and pass health examination.
Confirm work eligibility status.
Successfully pass driving history check.
Clear criminal background check.

Nice To Haves

Prefer 2 years of related experience in the Early Head Start preschool classroom setting.
Current or former Head Start employees, students, and parents will receive hiring preference, if qualified.
Prefer bilingual (Spanish).

Responsibilities

Attend all required training, including on-line training sessions, workshops, and staff meetings.
Remain up to date on information that pertains to the needs of the children in the program including Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations and other applicable regulations and practices including IDEA & Part C/Early On.
Work as a team member with all education staff, parents, and Parent Committee members to implement curriculum that is meaningful and meets the individual goals of each child and program needs.
Maintain strict confidentiality with respect to Early Head Start children, families, and staff in accordance with established policies and procedures and other legal requirements i.e., FERPA & HIPPA.
Keep up to date on Developmentally Appropriate Practices.
Knowledge of developmentally appropriate social-emotional development of infants & toddlers.
Collaborate with parents in identifying opportunities to learn about the growth and development of their children.
Promote positive attachment between caregivers, children, and families.
Model appropriate communication skills, guidance techniques, and developmentally appropriate practices.
Continue professional growth by participating in training sessions, ECE classes, etc.
Remain familiar with environmental rating scales and implementing appropriate assessment screenings.
Develop knowledge of the screenings, assessment, and evaluation instruments.
Supervise all classroom activities and outdoor activities.
Plan and implement the developmentally and linguistically appropriate curriculum (Frog Street Infants & Toddlers) and experiences in the manner appropriate to the ages, languages and cultures of children served.
Document and provide Part C Service Coordination for children with special needs. Communicate Service Coordination efforts with Director of Family Engagement and Managers.
Plan and implement learning experiences that strengthen the intellectual and physical competencies of infants and toddlers, supporting their readiness for school through literacy, phonemic print, and numeracy awareness. Use of enriched language to further their understanding of increasingly complex and varied vocabulary. Exposure to various books, demonstrates developmentally appropriate book handling skills, and support emerging problem-solving abilities.
Implement education lesson plans and individualization for infants & toddlers in accordance with his/her needs, based on a method of observing and recording their interests and developmental progress.
Support social and emotional development and provide positive guidance and discipline.
Maintain a commitment to professionalism and continue personal professional development so that decisions are based on knowledge of early childhood theories and practices.
Participate in family style mealtimes with the children as a curriculum activity to model good nutrition and proper social skills.
Ensure a purposeful program responsive to the children’s needs.
In cooperation with parent(s), observe, screen, assess, evaluate, monitor and document infants and toddler’s development, health, dental and social-emotional health using appropriate child screenings, assessments and evaluations adhering to the timeliness outlined in the Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, and other applicable regulations and practices including IDEA & Part C/Early On.
Refer families to local service agencies when additional services/support are needed.
Document and report suspected instances of child abuse as required by law.
Develop knowledge of and participate in the eligibility, recruitment, selection, enrollment, and attendance processes.
Accurately submit paperwork and progress reports to the supervisor as required.
Maintain a complete record keeping system on each child’s developmental progress, behavior and health, and parental concerns, referrals and contacts made for special needs.
Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation, and record keeping for successful individual and program planning.
Understand, generate and document In-Kind and other allowable costs applied toward the nonfederal share requirements.
Maintain an individual system to assure program’s needs for parent involvement in each classroom are maintained.
Establish positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children.
Participate in the orientation of parents to Early Head Start throughout the year.
Facilitate, provide child-care, and support monthly Parent Committee meetings at the center.
Schedule and arrange meetings and documents parent-teacher conferences and home visits as required.
Involve parents in the educational activities of the program: a) to emphasize their role as the primary caregiver of the child’s education and development, b) to support parents with increasing their knowledge, understanding and skills in basic child development.
Identify and arrange for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities.
Collect monthly In-Kind records from parents and submit reports to their supervisor.
Positively promote Early Head Start in the community.
Supervise classroom volunteers, including parents as assigned.
Work closely with community agencies, as appropriate, for shared activities, recruitment, and transition.