Early Head Start Teacher - High Point

It is the responsibility of the teacher to plan, organize and direct the operation of programs for a specific group of children providing a high-quality environment in which each child achieves the highest level of social, emotional, physical, and intellectual competence.   

All GenerationEd Employees

• Reliability/Dependability                •    Problem Solving               •     Customer Service
• Teamwork and Collaboration •     Integrity                            •     Initiative and Growth
• Quality and Timeliness of Work        •      Effective Communication

Role Specific 

• Effective Behavior Management  
• Curriculum Planning and Execution 
• Learning Environment Management  
• Parent and Family Engagement

A.Curriculum

• Organize and use space, materials, and routines to construct an interesting, secure, and enjoyable environment that encourages play, exploration, and learning.
• Develop and implement an integrated program of activities, experiences and opportunities which contributes to the growth and development of each child and are appropriate to the developmental levels of the children being served.
• Use available community resources and age-appropriate activities to enrich the children's experience in the classroom and approved creative curriculum to fidelity. 
• Ensure that the classroom respects and reflects the diverse backgrounds and learning styles of each child.
• Perform any other job-related tasks as assigned.

B. Teacher-Child Interaction

• Maintain a clean and organized learning environment.
• Maintain effective communication with children that fosters physical, social, emotional, and intellectual development.
• Use of questioning, probing and problem solving as interactions which promote learning.
• Interact with children on their eye level using a voice which is pleasant and encouraging.
• Provide opportunities for children to understand acquire and use verbal and non-verbal means of communicating thoughts and feelings.
• Participate with children in small and large groups and individually.
• Use conflict resolution techniques which are appropriate for the developmental level of the child.
• Provide for smooth transition from one activity to another activity without requiring the children to wait.
• Assist children with self-help activities.

C.  Adult-Adult Interaction

• Establish and maintain cooperative relationships with co-workers through open communication, sharing resources and supporting professionaldevelopment.
• Develop supportive relationships with parents by respecting their child-rearing values and by sharing information about the ages and stages of children's development to improve their understanding of their own children.
• Maintain apositiveatmosphere in the workplace by exhibiting a pleasant and cooperative attitude.

D.Assessment

• Observe and assess each child in each developmental area, utilizing an assessment instrument selected by the Education Committee.
• Participate in IEP staffing.
• Participate in cross-component team meetings to develop strategies for promoting optimal development in each child.

E.    Parent Involvement 

• Communicate the activities of the program to parents on a regular basis, i.e., newsletter and activity calendar.
• Conduct and document parent conferences and/or home visits as needed or required.
• Orient parents to classroom and attend parent group functions. 
• Communicate with parents the expectation of and opportunities for their positive involvement in the program- including completion of sunshine forms each morning. 
• Maintain a professional relationship with parentswhich includes the following of all PII guidelines and agency confidentiality.

F.  Program Management

• Use all available resources to ensure an effective operation of the classroom.
• Write and submit appropriate reports accurately and on time.
• Request supplies and equipment when needed and according to procedure.
• Maintain an orderly classroom.
• Report allincidents and suspected child abuse and neglectimmediately to supervisor.
• Complete written lesson plans. 
• Recruit volunteers and in-kind contributions.
• Participate in program wide recruitment.
• Attend all required meetings and training opportunities.
• Supervise and evaluate assigned volunteers.

G.   Professionalism 

• When implementing strategies for meeting the goals of the program, make decisions based on knowledge of child development theories and appropriate practices, includingCLASSandNAEYC  
• Abide by the NAEYC Code of Ethics.
• Continuously assess skills and knowledge and in conjunction with the Center Director, plan strategies for improvement and growth.

Education and Experience:

• As prescribed in section 645A(h) of the Act, a program must ensure center-based teachers that provide direct services to infants and toddlers in Early Head Start centers have a minimum of a Child Development Associate (CDA) credential or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.
• AA in field or out of field with 18 semester hours in ECE/CD

Knowledge, Skills, and Abilities:

• Demonstrated ability to communicate effectively with supervisors, children, parents, and volunteers.
• Demonstrated ability to supervise others, including assistant teachers, parents, students, and volunteers.
• Demonstrated ability to perform effectively the duties required for the job including verbal ability to communicate, auditory capacity to respond to children and adults, visual ability to complete written assignments and physical ability to complete assignments given accommodations as required by law.
• Demonstrated willingness to actively pursue appropriate professional development opportunities.

• Ability to sit, stand, and walk for extended periods throughout the workday.
• Ability to lift and carry up to 35 pounds.
• Ability to bend and stoop and reach.
• Ability to walk extended periods throughout the day monitoring.
• Ability to hear and respond to children, alarms, and safety signals.
• While performing the duties of this position, the employee may be exposed to outdoor weather conditions during occasional tasks.
• Exposure to typical school and classroom environmental conditions, including noise levels that may range from moderate to occasionally high.
• Specific vision abilities required include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

GenerationEd is committed to providing equal employment opportunities to all qualified individuals, including those with disabilities in accordance with ADA.

This job description describes the general nature and level of work performed by the individual assigned to this position and should not be interpreted as all inclusive. It does not state or imply that these are the only duties and responsibilities assigned to the position. The employee may be required to perform other job-related duties. All requirements are subject to change and to possible modification to reasonably accommodate individuals with a disability.

I further understand that my employment with GenerationEd is at will.