Long Term Substitute Teacher

Innovative Network of Knowledge•Dora, AL

About The Position

The Long Term Substitute Teacher supports 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-emotional, and language development, and works with families and education staff to address each child’s individual goals and needs. The teacher observes, screens, assesses, documents, and monitors children’s development and health, and coordinates or refers families for additional services when needed. The position also maintains children’s records and program documentation, supports family engagement through conferences, home visits, Parent Committee meetings, and classroom volunteering, and collaborates with community agencies. The teacher supervises classroom and outdoor activities, volunteers, and, as assigned, staff. The role requires compliance with Early Head Start, Head Start, child-care licensing, and other applicable requirements, along with confidentiality, professional development, and accurate reporting. The work may involve occasional evening or weekend events and travel of up to 50%, including possible overnight travel. Physical demands include lifting up to 60 pounds and engaging in activities such as standing, sitting on the floor, bending, squatting, kneeling, lifting children, and physical play. The environment may include communicable diseases, other listed hazards, and moderate to loud noise.

Requirements

High school diploma or GED.
Complete an Infant/Toddler Child Development Associate (CDA) certification within six months of employment, based on the date services are provided.
Obtain and maintain First Aid and CPR certifications.
Ability to work in diverse environments and respond effectively to children, staff, and families.
Extensive knowledge and skills in early childhood development.
Computer knowledge of 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 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; communicate with patience and tact; and conduct daily activities professionally.
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 possible exposure to communicable diseases and other hazards, and to handle moderate to loud noise.
Ability and consent to travel up to 50% by car, bus, airplane, or train for conferences, meetings, and other duties, sometimes overnight and in or out of state.
Ability to work occasional evenings or weekends for events, home visits, conferences, meetings, community events, and field trips.
Valid driver’s license; pass a driving history check and criminal background check; complete and pass a health examination; and confirm work eligibility.
Applicants must be authorized to work for any employer in the United States; visa sponsorship is not available.

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; maintain current knowledge of applicable Head Start, child-care licensing, special education, and other regulations and practices.
Work with education staff, parents, and Parent Committee members to implement curriculum that meets children’s individual goals and program needs.
Maintain confidentiality regarding children, families, and staff.
Keep current on developmentally appropriate practices and infant and toddler social-emotional development; promote positive attachment and model appropriate communication, guidance, and practices.
Collaborate with parents about children’s growth and development and involve them in their children’s education.
Plan and implement developmentally and linguistically appropriate Frog Street Infants & Toddlers curriculum and learning experiences for the ages, languages, and cultures served.
Plan learning experiences that support infants’ and toddlers’ intellectual and physical competencies, school readiness, literacy, phonemic and print awareness, numeracy, language, vocabulary, book skills, and problem-solving.
Implement lesson plans and individualized learning based on observation and documentation of children’s interests and developmental progress.
Support children’s social-emotional development and provide positive guidance and discipline.
Supervise classroom and outdoor activities and assigned classroom volunteers, including parents.
Observe, screen, assess, evaluate, monitor, and document children’s development and health in cooperation with parents and within applicable timelines.
Document and provide Part C service coordination for children with special needs, and communicate coordination efforts to the Director of Family Engagement and managers.
Refer families to local 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 accurately and maintain complete child, family, classroom, developmental, behavioral, health, referral, and contact records.
Gather and maintain individual, family, and classroom data for documentation, 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 a supervisor.
Maintain systems for parent involvement and build positive, trusting relationships with families.
Participate in parent orientation; facilitate, provide child care for, and support monthly Parent Committee meetings.
Schedule and document parent-teacher conferences and home visits as required.
Arrange for parents to volunteer in the classroom and participate in other volunteer activities; support parents’ understanding of child development and their role as primary caregivers and educators.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Participate in family-style meals with children to model good nutrition and social skills.
Continue professional development through training, early childhood education classes, and other learning opportunities.