Long Term Substitute Teacher

Innovative Network of Knowledge•Dora, AL

47d

About The Position

The Long Term Substitute Teacher works in an Early Head Start infant and toddler classroom, implementing a developmentally and linguistically appropriate curriculum and supporting each child’s learning, health, and social-emotional development. The role includes supervising classroom and outdoor activities; observing, screening, assessing, documenting, and individualizing learning experiences; supporting children with special needs and coordinating Part C services; and promoting positive relationships and attachment among caregivers, children, and families. The teacher works closely with families, education staff, Parent Committee members, and community agencies. Duties include supporting parent involvement, facilitating meetings, arranging parent-teacher conferences and home visits, referring families to services, and maintaining confidential and accurate child, family, classroom, and program records. The position also contributes to eligibility, recruitment, enrollment, attendance, and program documentation processes, and participates in required training and professional development. The role requires a high school diploma or GED and completion of an Infant/Toddler CDA within six months of employment, measured from the date of provision of services. First Aid and CPR certifications must be obtained and maintained. The position requires a valid driver’s license, health examination, work eligibility confirmation, driving history check, and criminal background check. Travel may be up to 50%, sometimes overnight, and occasional evening or weekend work may be required for program events.

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 skills 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 regulations concerning child abuse and neglect and DFPS Child Care licensing requirements.
Knowledge of local resources and families’ 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.
Knowledge, skills, and a positive attitude in early childhood education; patience, tact, and professionalism in communications and 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 moderate to loud noise and potential exposure to communicable diseases and other hazards, including cigarette smoke, pets, and at-risk neighborhoods.
Ability and consent to travel by car, bus, airplane, or train up to 50% for conferences, meetings, and other duties, including occasional overnight travel.
Ability to work occasional evenings or weekends for home visits, conferences, meetings, community events, and social events such as field trips.
Valid driver’s license.
Complete and pass a health examination; confirm work eligibility; successfully pass a driving history check and criminal background check.
Applicants must 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 in Spanish.
Qualified current or former Head Start employees, students, and parents receive hiring preference.

Responsibilities

Attend required trainings, workshops, online sessions, and staff meetings; stay current on applicable Head Start, child care licensing, IDEA, and Part C/Early On requirements and practices.
Collaborate with education staff, parents, and Parent Committee members to implement a curriculum that meets children’s individual goals and program needs.
Maintain confidentiality concerning children, families, and staff in accordance with policies and legal requirements.
Use developmentally appropriate practices and knowledge of infant and toddler social-emotional development; model appropriate communication, guidance, and caregiving practices.
Collaborate with parents to identify opportunities to learn about their children’s growth and development and promote positive attachment between caregivers, children, and families.
Supervise classroom and outdoor activities, including classroom volunteers as assigned.
Plan and implement the Frog Street Infants & Toddlers curriculum and learning experiences appropriate to the ages, languages, and cultures of the children served.
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 and implement learning experiences that support infants’ and toddlers’ intellectual and physical development, literacy, numeracy, language, problem-solving, and readiness for school.
Implement lesson plans and individualization based on children’s needs, interests, and developmental progress.
Support children’s social-emotional development and provide positive guidance and discipline.
Participate in family-style meals as a curriculum activity, modeling good nutrition and social skills.
In cooperation with parents, observe, screen, assess, evaluate, monitor, and document children’s development and health according to applicable timelines and regulations.
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 paperwork and progress reports to the supervisor accurately and as required.
Maintain complete records of children’s development, behavior, health, parental concerns, referrals, and contacts related to special needs; gather and maintain individual, family, and classroom data for assessment, evaluation, recordkeeping, and planning.
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 systems for parent involvement and build positive, trusting relationships with families.
Participate in parent orientation to Early Head Start throughout the year; facilitate and support monthly Parent Committee meetings, including providing child care.
Schedule and document parent-teacher conferences and home visits as required.
Involve parents in educational activities and support their role as primary caregivers and their knowledge of child development.
Arrange opportunities for parents to volunteer in the classroom and participate in other volunteer activities.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Continue professional growth through training and early childhood education coursework.
Follow applicable Performance Standards, program policies and procedures, child care licensing regulations, and daily communications.