Teacher (ECE)

HRA of New Britain Inc•New Britain, CT

About The Position

To create a classroom environment that will promote the growth and development of children as individuals through the implementation of best practices developmentally; to develop relationships with families that supports their position as primary educators of their children to partner with Social Service Staff and Program Administration in engaging families in the life of the Head Start Program and to monitor service quality to children and families.

Requirements

Must be at least 20 years of age and meet one of the following requirements:
A Bachelor’s Degree in Early Childhood Education or a related field with 18 Credits in Early Childhood Education from a College or University and one year of verifiable full day experience in-group care of unrelated children less than six years old.
OR
An Associate’s Degree in Early Childhood Education and one year of verifiable full day experience in-group care of unrelated children less than six years old.
Knows child development characteristics for age group(s) served.
Knows current best practices in the areas of child development.
Knows diverse and appropriate activities for children in various developmental groups.
Knows the elements of good classroom organization and scheduling of activities.
Knows the Head Start Performance Standards particularly as they relate to the implementation of all service and components within the classroom.
Knows and is able to administer and interpret screening and assessment data and use these data to report child outcomes and address individualization.
Knows and is sensitive to watch child’s and family’s values, beliefs, traditions, cultural influences, make-up and circumstances.
Knows all elements necessary to create a health, safe and clean environment that is interesting and inviting with properly labeled interest areas.
Knows elements necessary to create an environment that is interesting and inviting with properly labeled interest areas.
Knows elements of developmentally appropriate lesson plans and classroom activities that also reflect diversity, particularly as it is reflected in the children and their families.
Knows elements of developing appropriate individualized lesson plans.
Knows the special education process particularly as it relates to the Individualized Education Plan (IEP).
Knows the aspect of positive discipline and behavior management in classrooms.
Knows the best practices for use and supervision of Teacher Assistants, Assigned Classroom Aides and classroom parent volunteers.
Demonstrate communication skills that promote a positive image of the program and agency.
Has a self-understanding of personal values, experiences and biases that facilitate and present barriers in working with certain groups of people.
Must possess personal qualities necessary to relate to parents and staff.
Must have excellent written and verbal communication skills.
Must have strong documentation skills.
Frequent, significant decisions to assure developmental progress of children.
Supervise pre-school children and ensure a safe learning environment including the ability to monitor and respond to events going on at all times in classroom, outdoor play areas and on field trips. This includes the physical ability to move quickly in order to respond to children who are very active and may need restraint or redirection in order to ensure their safety or the safety of others in the environment.
Respond appropriately (both mentally and physically) to an emergency or a crisis situation.
Ability to kneel, stoop, bend, and sit on the floor on a daily basis in order to attend to the children.
Ability to lift up to fifty (50) pounds.
Ability to read, write and speak English.

Responsibilities

Knowledge of and compliance with organization and departmental policies and Federal, State and Head Start Performance standards.
Adhere to universal precautions and principals of hygiene and safety as appropriate for children, families and staff.
Demonstrate regard for others in any and all communication and encounters – oral and written.
Demonstrate the ability to communicate adequate and complete explanations.
Complete required forms, reports and projects accurately and on time.
Demonstrate regard for children by communicating praise and respect, engaging them at eye level, etc.
Demonstrate an understanding of program policies and procedures regarding communication at all levels.
Create an environment that is healthy, safe and clean and which facilitates developmentally appropriate activities.
Create an environment that is interesting and inviting with properly labeled interest areas.
Develop and implement of lesson plans and classroom activities that are developmentally appropriate, culturally diverse and address aspects of health, mental health and nutrition and individualization for all children.
Develop and implement lesson plans and classroom activities that encourage experimentation, exploration, problem solving, cooperation, socialization and choice making.
Implement Individualized Education Plans (IEP’s) on behalf of children with disabilities.
Develop classroom schedules that are appropriate to the children being served and consists of: small and large group experiences; choice time; music and movement; large and small moor activities; meal and snack times; effective transitions between activities.
Use positive discipline practices and behavior management in classrooms.
Effectively utilize the Teacher Assistant(s) in the implementation of classroom and other support activities.
Promote and support parent involvement and leadership throughout the program.
Collaborate with Social Services Staff in coordinating and facilitating parent meetings.
Send home a monthly newsletter that informs parents of upcoming curriculum topics, field trips, workshops and community events.
Complete a minimum of two home visits per child each year, two parent conferences per child each year and additional conferences as needed.
Maintain accurate, comprehensive, and orderly classroom files and, when required, electronic files that include assessment and screening results, anecdotal observations and other required forms.
Annotate the Central File as required by the Teacher and per program’s policies and procedures for doing so.
Assess classroom file information to assure quality and timely service delivery in all areas and to generate outcome information.
Maintain proper regard for the housing of files.
Function as mandated reporter on behalf of children about whom there is the suspicion of abuse or neglect.
Bring child development issues to the Quality Service Review Team and the Case Management Team in order to institute or strengthen child supports toward age appropriate developmental progress.
In collaboration with Head Teachers, monitor all aspects of Teacher Assistant and classroom parent activities.
Provide regular performance feedback to staff along with any necessary support for professional development.
Report areas of strength and weakness on the part of the Teacher Assistant to the Education/Disabilities Manager who will conduct staff disciplinary action in accordance with policies and with a proactive posture when necessary.
Collaborate with Education/Disabilities Manager in developing, in a constructive manner, the annual performance evaluations and signs the performance evaluation.
Participate in pre-service and in-service training days as well as, other workshops deemed necessary by the Administration including CPR (cardiopulmonary resuscitation) First Aid and the use of Universal Precautions.