Early Head Start Teacher

Position Summary:

The Early Head Start Teacher is responsible for planning, implementing, and documenting an effective, comprehensive child development program and developing and maintaining partnerships with families. All services must be provided and documented accurately, in compliance with Federal and State Standards and as outlined in the Agency?s Operations Plan.

Essential Duties and Responsibilities:

1. Plan, document, and implement a daily age-appropriate program which meets the developmental needs of children, which reflect the language, culture, and traditions of families, and which ensures children?s individual needs are met.
2. Ensure the safety of children at all times. Never leave a child unattended or unsupervised.
3. Ensure the provision of and/or access to required health and development screenings/services for all assigned children.
4. Utilize the Creative Curriculum for Infants, Toddlers and Twos and Teaching Strategies GOLD assessment system and other adopted models that support our curriculum implementation.
5. Participate in the enrollment process as needed to support effective transition into the program for assigned families.
6. Develop, maintain, and document partnerships with each assigned family that support family strengths, assist in identification of needs, incorporate existing family plans, develop family/child focused goals and timelines utilizing the Family Partnership Agreement, facilitate their knowledge of child development concepts and practices, enhance their role and skill in the child's development and, keep parents informed of the child's progress.

1. Meet regularly with the Family Services Coordinator to review, assess, and develop family service care plans with designated families.
2. Assist parents in becoming aware of their rights and responsibilities as primary advocates for their child/family.

1. Maintain accurate, up-to-date records and documentation to ensure timely submission where applicable.
2. Complete two home visits and two parent teacher conferences with all assigned families. Maintain regular, ongoing communication which supports family focused programming and parent involvement in the program.
3. Support the EHS Lead Teacher to provide training and technical assistance to staff and volunteers. Promote the understanding/implementation of the Agency?s Infant Toddler Guidance Practices and Code of Conduct.
4. Support the nutrition philosophy and health policies of the Agency as outlined in Guidelines for Feeding Children and Health Policies and Procedures and by modeling good health habits and integrating health/safety education into the classroom curriculum.
5. Assist the EHS Lead Teacher in arranging the classroom into definite interest centers that encourage small group, large group, and individual activities. Maintain a clean, neat, organized, interesting, and stimulating environment.
6. Encourage, support, and facilitate parent participation in all areas of the program. Work with team members to plan, coordinate, and attend Center parent meetings, activities, and trainings within established guidelines.
7. Plan, support, and facilitate smooth transition activities for assigned families as they move into and through the early care and education programs as stated in the Child and Family Transition Plan.
8. Provide leadership and establish and maintain effective working relationships with staff, parents, community providers, volunteers, and public school personnel.
9. Meet on a regular basis with supervisor and management to ensure effective communication that supports family focused programs.
10. Participate in Individualized Family Service Plan (IFSP)/Individualized Education Program (IEP) meetings for assigned children. Communicate closely with EHS Lead Teacher to ensure timely tracking and follow-up of related services.
11. Work with consultants/therapists as necessary.

Non-Essential Duties and Responsibilities:

1. Perform all other related tasks as assigned.

To maintain a commitment to professionalism:

1. Join the Maine Roads to Quality Registry, as applicable.
2. Possess or apply for an Education Technician Certification from the Maine Department of Education within 30 days of employment, as applicable.
3. Attend meetings, staff pre and in service trainings, and other trainings, as required. Additional training requirements for teachers who work in infant/toddler programs:

1. Infant/Toddler development
2. Safety Issues (i.e. Sudden Infant Death Syndrome (SIDS), etc.)
3. Method for communicating effectively with infants and toddlers, their parents and other staff members.
4. Participate in State of Maine Early Childhood Learning Guidelines and Supporting Maine?s Infants/Toddlers: Guidelines for Learning and Development training, as applicable.

1. Provide leadership and maintain effective working relationships with staff, families, consultants and the general public.
2. Practice reliability and dependability and maintain a professional attitude in all aspects of employment, as outlined in the Agency?s Operation Plan and the Code of Conduct.
3. Maintain accurate organized paperwork as defined by policy and procedure.
4. Engage in ongoing staff development to improve personal and professional skills.

General Expectations:

1. Promote and commit to the philosophy and mission of SKCDC.
2. Adhere to attendance requirements.
3. Work in harmonious relationships with all employees, applicants, co-workers, management, clients, community partners and visitors.
4. Maintain confidentiality and protect the Agency by keeping information concerning clients, employees and the Agency itself confidential.
5. Client-Centered Focus: Conduct that demonstrates commitment to providing excellent service to recipients of SKCDC services.
6. Personal and Professional Conduct: Actions characterize high ethical and moral standards and behavior towards others at work and that portray the organization in a positive and professional manner.
7. Teamwork: Conduct through which working relationships are effectively established and continuously improved.
8. Initiative/Creativity: Conduct demonstrating originality and imagination to identify new, efficient, useful methods or improvements to implement SKCDC philosophy.
9. Technology: Use technology effectively, as appropriate to the position.
10. Comply with human resource laws, policies, procedures, and practices.

Physical Requirements:

The physical requirements described here are representative of those that must be met by the Incumbent to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this position, the employee is regularly required to stand and talk or hear. The employee frequently is required to walk; use hands to finger, handle, or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl. The employee is occasionally required to sit and taste or smell. The employee must regularly lift and/or move up to 10 pounds, frequently lift and/or move up to 25 pounds, and occasionally lift and/or move up to 50 pounds. Specific vision abilities required by this job include close vision, peripheral vision, and ability to adjust focus.

Work Environment:

The work environment characteristics described here are representative of those the incumbent encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Work is performed in a classroom setting. The potential exists to be exposed to blood borne pathogens. The incumbent must have the competency to work effectively with the diverse needs of all children including those with challenging behaviors and special health care needs.

Qualifications Needed for Position:

Experience and Skill Requirements: The following experience and skills are considered essential:

1. Prior experience teaching children ages birth -5 required.
2. Experience in Human Services preferred.
3. Must be reliable and conscientious.
4. Must have an interest in working with young children in a supportive and meaningful manner.
5. Ability to effectively communicate, both orally and in writing.
6. Ability to establish and maintain effective working relationships.
7. Ability to effectively work with parents.
8. Must have knowledge of computer applications relative to the software utilized by the Agency and a general knowledge of computer functions.
9. Possess sincere interest in commitment and ability to the provision of quality programs for children and families.
10. Must possess a valid Maine driver?s license with a good driving record and must have an adequately insured vehicle, if conducting Agency business.

Minimum Education Requirements: The following education requirements are considered essential:

1. Infant/Toddler CDA, Infant/Toddler Credential or comparable credential and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.
2. Associate?s or Bachelor?s degree in Early Childhood is a plus.