Teacher/Advocate

Oregon Coast Community Action•Coos Bay, OR

38d•$20•Onsite

About The Position

PRIMARY PURPOSE: Delivery of high quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Oversight of the day-to-day operations of the classroom, serving children ages three to five and their families. Maintain quality environments with attention to safety and health prevention measures.

Requirements

Must be enrolled in the Oregon Department of Education-Child Care Division Central Background Registry at time of hire and update it as required.
Pediatric First Aid/CPR Certification within 30 days of hire and update it as required.
Oregon Food Handler’s card or ServSafe® Food Safety Certification within 30 days of hire and update it as required.
Health Appraisal within 30 days of hire and update it as required.
A current Oregon Driver’s License is required.
Proof of automobile liability insurance [at] $100,000/300,000 liability limits and maintain such limits.
Reliable transportation for getting to work.
Must be free from illegal drugs, may be subject to suspicion testing.

Nice To Haves

One-year experience working with low-income families preferred
One-year experience with home visitation preferred
Knowledge of community resources
Two years of experience in family support programs or adult education preferred
Experience with special needs children preferred

Responsibilities

Promote children’s growth and development by providing responsive care, effective teaching practices, and an organized learning environment.
Utilize Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals.
Ensure all learning environments include age-appropriate supplies, materials, equipment and space, including accommodations for children with disabilities, with periodic changes to support interests, development and learning.
Use positive guidance strategies to support social-emotional and behavioral health.
Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth.
Complete ASQ-3 and ASQ-SE screening tools with parents. Share purpose and results of all screenings and ongoing assessments.
Promptly facilitate referrals, with parent consent, for further evaluation, if warranted through screenings, parent feedback, teacher observation, or ongoing assessment.
Complete TS GOLD Child Assessments and utilize information to set child goals and individualize lesson plans and home visit strategies. Integrate TS Gold Assessment data in individual and group planning
Complete vision and hearing screenings for each enrolled child.
Identify emergent or recurring developmental, medical, oral or mental health concerns.
Follow Universal Precautions in the event of exposure to blood/bodily fluids. Follow posted diapering, toileting, and handwashing procedures.
Intentionally integrate physical activity into daily lesson plans.
Complete daily health checks to identify symptoms of illness requiring exclusion. Remove child from direct contact with other children and contact parents to pick up children who have emergent symptoms.
Properly store and administer medication. Complete medication administration training as needed.
Assist children in brushing their teeth at least one time daily after meals and facilitate swish and swallow.
Ensure classrooms, equipment and materials are cleaned and sanitized according to policies and procedures.
Provide information to families about preventative medical and dental care. Assist families with information and support related to ongoing access and follow-up.
Notify parents of infectious disease outbreak.
Ensure children are supervised at all times and never left alone with volunteers.
Ensure children are signed in and out of class and bus and released only to authorized adults.
Ensure a daily classroom and playground safety check is completed.
Maintain appropriate ratios and group size at all times.
Ensure culturally and linguistically appropriate materials are available in classrooms.
Partner with Early Intervention/ECSE providers to deliver appropriate services. Attend and provide input and family support, as requested, at IFSP meetings.
Provide English Language Skills and Home Language Assessments for children whose primary language is not English.
Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model.
Provide families with information regarding language development, including dual language development.
Identify and plan for special health needs, including asthma, diabetes, emotional or other conditions that may require additional service provisions.
Track daily attendance for each child. Contact parents within one hour of class start, if a child is unexpected absent.
Promote strong attendance habits with information/education to parents.
Conduct a home visit for children with two or more consecutive unexcused absences.
Provide individualized attendance support for families, including direct contacts, intensive case management, attendance plans, etc.
Provide family-style meal service with sufficient time for children to eat.
Sit with children to provide supervision, socialization and choking prevention during meals.
Follow food safety guidelines for all food service.
Ensure children have access to safe drinking water throughout the program day.
Conduct 2 educationally focused home visits in the family’s home environment with assigned families per year.
Conduct 2 parent-teacher conferences with assigned families per year.
Support parents as primary educators of their child.
Provide support and information to families during referral, evaluation, and IFSP meeting processes.
Regularly share information with families regarding their child’s routines, activities, and behaviors (conversations, phone calls, notes home, etc)
Provide information to families in understandable formats, including individuals with low literacy, and provided in the family’s primary language. Use translated materials and qualified bilingual staff or consultants. Utilize interpreters if staff is not available.
Welcome parents into facilities during program hours and provide opportunities for parents to volunteer.
Encourage parent participation and invite parents to join meal-times.
Engage parents in site parent committees for each center and support Policy Council representatives.
Share responsibility with Family Engagement Specialist in planning and implementing parent meetings and activity days.
Begin transition planning with parents for EHS-HS transitions six months prior to each child’s third birthday to provide transitions as soon as possible after the child turns three, as appropriate.
Provide information and support to families related to Kindergarten transitions.
Provide classroom activities to support Kindergarten transitions, including classroom visits and activities to familiarize children with transition to Kindergarten.
Collaborate with parents, ECSE, and local school districts to support transition planning for children with IFSPs or IEPs.
Document services provided into appropriate data base systems.
Ensure child and family files are complete and up-to-date.
Meet federal, state and program documentation requirements with accurate, objective, complete, timely and well organized records.
Facilitate on-going communication, promote problem solving and conflict resolution within assigned team(s).
Facilitate communication with others by using available technologies (e.g., phone, fax, e-mail, file sharing)
Establish consistent weekly schedule including time for team communication and availability to parents.
Collaborate with team members to identify approaches to solving issues, develop follow-up plans, and prepare for home visits and other family contacts.
Ensure family confidentiality by limiting conversations about families and access to their records to those directly involved in providing services to them.
Provide supervision to assigned staff, community and parent volunteers, and practicum students
Provide constructive ongoing feedback
Conduct evaluations as outlined in the Employee Performance Evaluation Process
Support and encourage staff in their professional growth
Prepare Teacher Assistant to maintain and carry on in absence of Teacher
Work with Area Manager to develop an individualized training plan for supervised staff
Complete performance paperwork as required by appropriate program
Orient all volunteers to classroom emergency procedures
Attend staff meetings, center meetings, and/or other workshops/meetings as notified
Maintain a positive attitude regarding ORCCA and all its programs along with the Head Start program and philosophy
Model behaviors that demonstrate an understanding, acceptance and welcoming of diversity
Maintain respect and positive communication regarding all children, families and staff.
Maintain confidentiality of client and staff information.
Maintain open, two-way communication with staff
Accept suggestions and guidance from supervisor and other management staff
Seek feedback on job performance and evaluate suggestions and guidance to incorporate in performance
Commit to further training. Develop an individual training plan using program tools, as appropriate.
Communicate with supervisor regarding any needed changes or concerns with work schedule.
Adhere to agency procedures as a mandated child abuse reporter
Regular attendance is a requirement of the position.
Ability to perform the job with or without reasonable accommodations