EHS Teacher/Advocate - Reedsport

Title:EHS Teacher/Advocate

Location: Reedsport, OR

Program: South Coast Head Start

Reports to: Area Manager

HR Contact: hr[at]orcca.us

Pay Level: Level 5: $20.00 - $26.70, Depending on Experience

Staff Supervised: Teacher Assistant, Classroom Assistant, Volunteers, Students

FSLA Status: Exempt from Overtime

Effective: 06/10/2021

Position Type: Full-Time; Year-Round

Revised: 06/10/2021

External Applicants: Please submit an employment application, cover letter and resume on our website, www.orcca.us or to hr[at]orcca.us.

Internal Applicants: Please submit a letter of interest and resume to hr[at]orcca.us.

Job Description

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.

ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions):

EDUCATION

• 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.

HEALTH

• 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.

SAFETY

• 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.

INCLUSION

• 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.

ATTENDANCE

• 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.

NUTRITION

• 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.

PARENT and FAMILY ENGAGEMENT

• 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.

TRANSITIONS

• 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.

DOCUMENTATION and COMMUNICATION

• 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.

SUPERVISION

• 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

TEAM EXPECTATIONS:

• Teamwork - We join our individual strengths together creating teams and circles of cooperation to promote innovative thinking and bring opportunity to our community.
• Partnerships - We create collaborative community partnerships to best leverage all resources available for the benefit of the community.
• Diversity - We welcome and accept differences and honor our co-workers and clients by treating each person with equality, dignity, and respect.
• Confidentiality & Ethics - We maintain a high standard of ethics and integrity to respect the confidentiality of clients and staff.
• Physical Safety - We respond promptly to address health and safety needs or concerns for clients and staff.
• Communications - We encourage timely, open-minded, respectful, and direct communication to alleviate controversies and foster a safe, productive workplace.
• Health & Sustainability - Recognizing the importance of physical, emotional, and environmental health, we seek to inspire and model healthy, sustainable living.
• Public Relations - We recognize that each of us represents the entire agency in our public interactions and strive to act in a consistently professional and unbiased manner.
• Professional Growth - We provide an environment supportive to personal and professional growth, cross training, and advancement.

INDIVIDUAL EXPECTATIONS:

• 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

EXPERIENCE AND EDUCATION REQUIREMENTS:

Infant & Toddler Program, including Baby Promise (in order of preference)

• BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children
• Oregon Registry Step 10 or higher with direct experience teaching infant, toddler, or preschool children
• AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children
• Oregon Registry Step 9 with direct experience teaching infant, toddler, or preschool children
• Preferred: Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field

Minimum Requirements:

• Current Infant/Toddler Child Development Associate (CDA) with direct experience teaching infant, toddler, or preschool children; or
• Oregon Registry Step 7.5 with direct experience teaching infant, toddler, or preschool children
• Upon hire, enroll in Credential, Certification, or AA/AS or higher in social work, human services, family services, counseling, or related field to be completed within 18 months
• High School Diploma or equivalent also required

Additional competencies/preferences:

• 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

Preschool Program, including Preschool Promise (in order of preference)

• BA in ECE or BA in related field or higher with 23 ECE quarter credits (15 ECE semester credits) with direct experience teaching infant, toddler, or preschool children
• Step 10 or higher on the Oregon Registry with direct experience teaching infant, toddler, or preschool children
• AA in Early Childhood Education (ECE) or AA in related field with 23 ECE quarter credits (12 ECE semester credits) with direct experience teaching infant, toddler, or preschool children (preference given to applicants enrolled in BA program)
• Step 9 on the Orego...