Long Term Substitute Teacher

Innovative Network of Knowledge•Johnson City, TX

About The Position

The Long Term Substitute Teacher supports infants and toddlers in an Early Head Start classroom. The role plans and implements developmentally and linguistically appropriate curriculum and learning experiences, individualizes instruction based on children’s needs and progress, supervises classroom and outdoor activities, and supports children’s intellectual, physical, social, and emotional development. The position uses the Frog Street Infants & Toddlers curriculum and promotes school readiness through language, literacy, phonemic awareness, numeracy, books, and problem-solving activities. The teacher partners with families and staff to support children’s development, positive caregiver-child attachment, family involvement, and parent education. Responsibilities also include observing, screening, assessing, documenting, and monitoring children’s development and health; coordinating Part C services for children with special needs; making referrals; and reporting suspected child abuse as required by law. The role maintains confidential and accurate child, family, and classroom records and complies with Head Start, child care licensing, and other applicable requirements. The position participates in training, professional development, family events, parent meetings, conferences, home visits, recruitment and enrollment activities, and community coordination. It may involve travel, occasional evening or weekend work, exposure to communicable diseases and other hazards, and physical activity such as lifting children and engaging in play at floor level.

Requirements

High school diploma or GED.
Complete an Infant/Toddler 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.
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.
Knowledge of state and federal child abuse and neglect regulations and DFPS Child Care licensing requirements.
Knowledge of local resources and family 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.
Demonstrate knowledge, skills, and a positive attitude in early childhood education; 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 tolerate 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 up to 50% by car, bus, airplane, or train, including occasional overnight travel.
Ability to work occasional evenings or weekends as required for events.
Valid driver’s license.
Complete and pass a health examination.
Confirm eligibility to work in the United States for any employer; visa sponsorship is not available.
Successfully pass a driving history check and criminal background check.

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 standards and laws, DFPS Child Care licensing regulations, IDEA, Part C/Early On, and other applicable practices.
Collaborate with education staff, parents, and Parent Committee members to implement meaningful curriculum and meet children’s individual goals.
Maintain confidentiality of information about children, families, and staff.
Use developmentally appropriate practices and knowledge of infant and toddler social-emotional development.
Collaborate with parents on opportunities to learn about their children’s growth and development, and promote positive attachment among caregivers, children, and families.
Model appropriate communication, guidance, and developmentally appropriate practices.
Participate in professional development, including training and early childhood education classes.
Use environmental rating scales and appropriate screening, assessment, and evaluation instruments.
Supervise classroom and outdoor activities, including 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 strengthen infants’ and toddlers’ intellectual and physical competencies and support school readiness, language, literacy, numeracy, book skills, and problem-solving.
Implement lesson plans and individualized learning based on observations 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.
Observe, screen, assess, evaluate, monitor, and document children’s development and health in cooperation with parents and within required timelines.
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 records of each child’s developmental progress, behavior, health, parental concerns, referrals, and contacts related to special needs.
Gather and maintain individual, family, and classroom data for documentation, ongoing assessment, evaluation, record keeping, and planning.
Document In-Kind and other allowable costs toward nonfederal share requirements, and collect monthly parent In-Kind records for supervisor reports.
Maintain a system for meeting parent involvement needs in each classroom and build trusting, productive 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 program educational activities and support their role as primary caregivers and their understanding of child development.
Arrange parent volunteer participation in classrooms, substitute work, and other volunteer activities.
Promote Early Head Start in the community and coordinate with community agencies on shared activities, recruitment, and transitions.
Work occasional evenings or weekends for events such as home visits, conferences, meetings, community events, and field trips.
Travel by approved modes of transportation for conferences, meetings, and other duties, potentially including overnight travel.