Substitute Teacher

Innovative Network of Knowledge•Jasper, AL

About The Position

The Substitute Teacher works in an Early Head Start infant and toddler classroom, implementing developmentally and linguistically appropriate curriculum and activities that support children’s learning, development, health, and readiness for school. The role includes supervising classroom and outdoor activities, observing and documenting children’s progress, supporting social-emotional development, and coordinating services for children with special needs. The teacher works closely with education staff, families, parent committees, and community agencies while maintaining confidentiality and complying with applicable Head Start, child-care licensing, and other regulations. The position also supports family engagement through parent orientation, conferences, home visits, committee meetings, classroom volunteering, and referrals to local services. Responsibilities include maintaining child and program records, preparing reports, collecting in-kind documentation, and participating in training and professional development. The role may involve travel up to 50%, occasional evenings or weekends, physical activity with children, and exposure to communicable diseases and other workplace hazards.

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 and respond effectively to children’s needs while working well with staff and families.
Extensive knowledge and skills in early childhood development; knowledge of infant and toddler social-emotional development and developmentally appropriate practices.
Computer proficiency with Word and Excel, ability to access email, and willingness to learn new programs.
Ability to supervise classrooms, staff, and volunteers and to plan, organize, and implement classroom activities.
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 maintain confidentiality and accurate records reflecting program requirements and children’s progress.
Ability to communicate with patience and tact and to demonstrate professionalism in daily activities.
Knowledge of basic food preparation, serving, and sanitation procedures.
Knowledge of current car-seat safety regulations and laws applicable to 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 moderate to loud noise and understanding that the position may involve exposure to communicable diseases and hazards such as cigarette smoke, pets, and at-risk neighborhoods.
Ability and consent to travel up to 50% by car, bus, airplane, or train, including possible overnight and out-of-state travel.
Ability to work occasional evenings or weekends for events such as home visits, conferences, parent 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; pursue ongoing professional development.
Stay current on Head Start requirements, child-care licensing regulations, IDEA and Part C/Early On, and developmentally appropriate 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.
Promote positive attachment and model appropriate communication, guidance, and developmentally appropriate practices.
Supervise classroom and outdoor activities, including classroom volunteers as assigned.
Plan and implement the Frog Street Infants & Toddlers curriculum and individualized learning experiences appropriate to children’s ages, languages, cultures, interests, and developmental progress.
Support children’s intellectual, physical, social, and emotional development, including literacy, language, numeracy, problem-solving, positive guidance, and school readiness.
Document and provide Part C service coordination for children with special needs, and communicate coordination efforts with program leadership.
Observe, screen, assess, evaluate, monitor, and document children’s development and health in cooperation with parents and according to applicable timelines and regulations.
Participate in family-style mealtimes to model nutrition and social skills.
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 paperwork and progress reports to the supervisor; maintain complete records of children’s development, behavior, health, parent concerns, referrals, and contacts.
Gather and maintain individual, family, and classroom data for assessment, evaluation, record keeping, and planning.
Document in-kind and other allowable costs; collect monthly parent in-kind records and submit reports.
Build positive, trusting relationships with families and support parent involvement in children’s education and development.
Participate in parent orientation; facilitate and support monthly Parent Committee meetings, including providing child care.
Schedule and document parent-teacher conferences and home visits; arrange parent classroom volunteer opportunities and other participation.
Promote Early Head Start in the community and work with community agencies on shared activities, recruitment, and transitions.
Read and follow Performance Standards, program policies and procedures, child-care licensing regulations, and daily emails.
Follow food preparation, serving, and sanitation procedures, and applicable car-seat safety rules when transporting children and families in approved agency vehicles.