Teacher

Pinal Gila Community Child Services•Florence, AZ

11d•Onsite

About The Position

The Teacher works directly in a classroom with children ages 3 to 5 and collaborates with the assistant teacher, team members, and families to operate a school-readiness classroom serving 15–20 children. The role plans, monitors, and implements curriculum and supports outcomes for children of all abilities within the Head Start Program. The Teacher is expected to demonstrate the skills, dispositions, and behaviors required for the position and for agency employees generally. The role also includes maintaining a safe, engaging, developmentally appropriate classroom; supporting children's learning, health, emotional development, and cultural identity; communicating with families and colleagues; and meeting applicable legal and regulatory requirements.

Requirements

Associate degree in Early Childhood Education; or an associate degree in a related field with coursework equivalent to a major relating to Early Childhood Education and experience teaching preschool-age children; or a baccalaureate degree and admission to the Teach for America Program. Education must be from an accredited institution. PGCCS may obtain a Teacher Education Waiver from the Office of Head Start as needed.
Be at least 18 years old; the Person in Charge (PIC) must be at least 21 years old under BCCL requirements.
Arizona driver's license, proof of insurance, fingerprint card, Social Security card, CPR and First Aid credentials, and a food handler credential if required; provide a vehicle for program business.
Complete a health questionnaire at hire and update it every three years.
Meet agency, state, and federal immunization requirements or have an approved exemption on file.
Intermediate to advanced computer skills, including internet and email.
Ability to speak, read, write, and understand English.
Obtain a Food Handler's Card or Certificate within 30 calendar days of hire.
Knowledge of Head Start Program Performance Standards and applicable BCCL licensing requirements.
Knowledge of the Child and Adult Care Food Program (CACFP) and its classroom implementation.
Knowledge of early childhood development theory and developmentally appropriate practice, including strategies for dual-language learners and children with disabilities or special needs.
Skill implementing developmentally appropriate curriculum across content areas, including language, literacy, math, science, technology, social studies, and the arts.
Skill in observing, documenting, and planning individually to support children's development.
Strong oral and written communication skills and proficiency with virtual platforms for communication and collaboration.
Ability to use technology tools and classroom software effectively and accurately, completing required tasks with minimal errors.
Ability to supervise preschool-age children safely and apply early childhood development theory to individual needs.
Ability to make frequent, significant decisions and solve problems, including responding appropriately to emergencies or crises.
Ability to build warm, positive, responsive relationships with children and families while honoring each child's identity.
Ability to interact respectfully with people of diverse ages, backgrounds, and lifestyles, adapt positively to change, and pursue continuous learning.
Ability to demonstrate or understand the DCS reporting system and recognize signs and symptoms of child abuse and neglect.
Ability, with or without reasonable accommodation, to meet the stated vision, hearing, speaking, movement, lifting, carrying, running, and exercise requirements.

Nice To Haves

Two years of preschool classroom teaching experience with children ages 3–5.
Two years of Head Start preschool teaching experience.
Two years of adult supervisory experience.
Bilingual English/Spanish skills.

Responsibilities

Provide a safe environment and teach children safe practices to prevent and reduce injuries.
Teach children about good nutrition and practices that promote health and wellness.
Arrange the classroom and establish routines that consider children's developmental and individual needs and help reduce behavior issues.
Use positive interactions, classroom space, materials, schedules, and routines to create a secure, engaging environment that promotes learning, play, and exploration for all children, including children with disabilities and special needs.
Implement developmentally appropriate curriculum, materials, learning experiences, and teaching strategies that promote curiosity, reasoning, problem-solving, physical development, and cognitive skills.
Promote children's learning in language, literacy, mathematics, science, technology, social studies, and the arts.
Use curriculum and strategies to help children communicate thoughts and feelings, regulate emotions, build positive relationships, and cooperate with peers.
Support dual-language learners' progress in understanding and speaking English and their home language.
Build warm, positive, supportive, and responsive relationships with children and support their individual and cultural identities.
Build cooperative relationships with families, communicate with them in both directions, encourage family involvement, and support children's relationships with their families.
Communicate and collaborate with staff, parents, and community members from culturally and ethnically diverse populations.
Observe and document children's development and use planning to individualize classroom experiences.
Make decisions using research-based early childhood practices and promote high-quality school-readiness services.
Assist children with differing abilities in daily routines, including diapering and feeding as needed.
Incorporate IEP/IFSP goals into classroom activities.
Recruit families for all PGCCS options, including maintaining a waiting list.
Manage, monitor, and supervise the classroom to meet legal and regulatory requirements.
Maintain confidentiality of child, family, and staff information.
Use virtual platforms to facilitate communication and collaboration.
Perform other tasks and duties as assigned.