Long Term Substitute Teacher

Innovative Network of Knowledge•Johnson City, TX

About The Position

The Long Term Substitute Teacher works in an Early Head Start infant and toddler classroom, implementing developmentally and linguistically appropriate curriculum and learning experiences responsive to children’s ages, languages, cultures, developmental progress, and individual needs. The position supports children’s intellectual, physical, social-emotional, and school-readiness development and promotes positive relationships among caregivers, children, and families. The role involves observing, screening, assessing, evaluating, monitoring, and documenting children’s development and health in cooperation with their parents; supporting families’ participation in children’s education; coordinating referrals and services; maintaining accurate records; and working with education staff, parents, volunteers, and community agencies. The teacher must follow applicable Head Start, child-care licensing, child-abuse reporting, confidentiality, and other program requirements. The position requires a high school diploma or GED and completion of an Infant/Toddler CDA within six months of employment, as well as current First Aid and CPR certifications. The posting indicates travel of up to 50%, occasional evening or weekend work, and physical activity including lifting up to 60 pounds.

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.
Extensive knowledge and skills in early childhood development.
Computer proficiency with 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 communicate patiently and tactfully with children, families, staff, management, referral sources, and the public, and to conduct daily activities professionally.
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 up to 50% by car, bus, airplane, or train, including possible overnight travel and in- and out-of-state trips.
Ability to work occasional evenings or weekends for events such as home visits, conferences, meetings, community events, and field trips.
Valid driver’s license.
Complete and pass a health examination.
Confirm eligibility to work in the United States; applicants must be authorized to work for any U.S. employer, and visa sponsorship is unavailable.
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.
Keep current on Head Start standards and laws, DFPS Child Care licensing regulations, IDEA and Part C/Early On, developmentally appropriate practices, and other applicable requirements.
Collaborate with education staff, parents, and Parent Committee members to implement meaningful curriculum that addresses each child’s goals and program needs.
Maintain confidentiality of information about children, families, and staff.
Promote positive attachment and model appropriate communication, guidance, and developmentally appropriate practices.
Collaborate with parents to identify opportunities to learn about their children’s growth and development and involve parents as partners in their children’s education.
Supervise classroom and outdoor activities, including classroom volunteers as assigned.
Plan and implement the Frog Street Infants & Toddlers curriculum and developmentally and linguistically appropriate learning experiences for the children served.
Plan learning experiences that strengthen infants’ and toddlers’ intellectual and physical competencies and support school readiness, including literacy, phonemic print, numeracy, language, book handling, and problem-solving.
Implement lesson plans and individualization based on children’s needs, interests, and developmental progress.
Support social-emotional development and provide positive guidance and discipline.
Participate in family-style meals as a curriculum activity, modeling nutrition and social skills.
Observe, screen, assess, evaluate, monitor, and document children’s development, health, dental health, and social-emotional 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; work with community agencies on shared activities, recruitment, and transitions.
Document and report suspected child abuse as required by law.
Participate in eligibility, recruitment, selection, enrollment, and attendance processes.
Submit paperwork and progress reports to the supervisor accurately and as required.
Maintain complete child records, including 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, collect monthly parent in-kind records, and submit reports to the supervisor.
Maintain systems for parent involvement in the classroom and develop trusting, productive relationships with families.
Participate in parent orientation 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.
Arrange parent classroom volunteer participation and other volunteer activities.
Promote Early Head Start in the community.
Continue professional development through training, early childhood education classes, and other learning opportunities.
Read and follow Performance Standards, program policies and procedures, child-care licensing regulations, and emails daily.
Follow food preparation, serving, and sanitation procedures and applicable car-seat safety requirements when transporting children and families in approved agency vehicles.