MINIMUM QUALIFICATIONS The requirements listed below are representative of the knowledge, skill, and/or ability required. EDUCATION and/or EXPERIENCE High School Diploma or General Education Degree (GED) One of the following: An Infant/Toddler CDA or one-year equivalent certification An Associate's or Bachelor's degree in Early Childhood Education A Bachelor's degree in a related field (Education, Human Development, Family and Consumer Studies, Child and Family Studies, Psychology, Sociology, Social Work) and one years of experience working in early childhood programs. CERTIFICATES, LICENSES, REGISTRATIONS Driver qualifications are required for this position. Valid driver license, insured vehicle available for use on the job, and a satisfactory drive record for the previous three years are required. Successful registration with the Central Background Registry of the Child Care Division. CPR/First Aid Certification or the ability to obtain within 60 days of hire. Food Handlers Card or the ability to obtain within 30 days of hire. Candidate must pass pre-employment physical examination KNOWLEDGE, SKILLS, AND ABILITIES Intermediate proficiencies in Microsoft Word, Excel and Outlook, database software, online tools, and video conferencing platforms. Effective interpersonal communication skills, in both oral and written form. Demonstrates tact, diplomacy and empathy when communicating with parents, staff and community partners. Bilingual or multi-lingual skills are helpful but not required. Bilingual English-Spanish preferred. To qualify as bilingual, staff must pass a bilingual exam demonstrating fluent speaking, reading, and writing in English and Spanish. Required bilingual staff will receive a pay differential based on language test results. *ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This job description is not intended to be all-inclusive. Employee will also perform other reasonably related business duties as assigned by immediate supervisor and other management as required. Classroom (50%) Ensures safety in the classroom at all times, with appropriate supervision of children, utilizing the transition and counting form and procedure. Ensures children are released only to parent/guardians or authorized adults. Records children's daily attendance, working with site team to determine the cause of absences. Creates lesson plans utilizing a variety of curriculum to address children's individual goals, taking into account each child's characteristics, strengths, and needs. Works with classroom team during pre-service, to set up classroom environment, and maintain the environment by regularly changing/rotating materials, supplies and props, utilizing the Creative Curriculum, and the Monthly Environment Checklist. Creates a supportive climate and positive environment with opportunities for children to make connections with other children and staff. Uses positive redirection and strategies to provide children with a safe, secure and enjoyable experience at school. Maintains a spontaneous and flexible attitude in meeting children's individual needs, encouraging children to verbalize their own feelings and ideas. Works with parents whose children require potty training support. Maintains a clean, sanitary, safe, and orderly classroom. Office/Paperwork (35%) Effectively uses the ChildPlus and Teaching Strategies Gold databases to enter or obtain information. Completes Progress Checkpoints for child assessment, using information obtained from child observations. Shares information with program administration and parents. Uses office time efficiently to make and receive parent phone calls, order supplies, preparing children's work to go home, preparing materials for activities, and other office work as needed. Verifies and submits weekly Meal Counts and Attendance forms. Staff Development/Meetings (10%) Attends a variety of classes, workshops, seminars, pre-service training and other Head Start Teacher trainings, and keeps current on developments in early childhood education, and developmentally appropriate practices. Attends a variety of meetings including individual reflection meetings, region meetings, site team meetings, debriefing after observations, and other meetings as necessary. Attends IFSP meetings or Triage meetings when necessary to support children with social-emotional or developmental concerns. Parent Involvement (5%) Supports parents as children transition to and from the program through a variety of transition activities. Develops and maintains relationships with parents/guardians, to ensure consistent and frequent communication.
