Substitute Pre-School Teachers

LOCATION The Center

Department: The Center Early Childhood Programs
Job Title: Lead Teacher Revised
Work Year: Early August – Late May
Reports To: Director of Early Childhood Programs

JOB SUMMARY
The Lead Teacher is responsible for insuring that her/his classroom delivers high quality, data-driven instruction and positive relationships with children and families. Plan, organize, and implement developmentally appropriate educational experiences for preschool age children (3-5 years) based on the individual developmental needs of children. Provide active supervision and support the safety of preschool aged children in all environments. By using a variety of teaching strategies and materials in accordance with curriculum objectives, developmentally appropriate practice, Head Start Performance Standards, State of Colorado Child Care Licensing Regulations, other funded programs and program philosophy, these experiences will encourage the development of the whole child.

SUPERVISORY RESPONSIBILITIES
Instruct and oversee the work of the assistant teacher. Plan and coordinate the work of the assistant teacher, parents, and volunteers in the classroom or on field trips.

ESSENTIAL DUTIES AND RESPONSIBILITIES
Include the following. Other duties may be assigned.

D 20% Plan and execute developmentally appropriate “individual” education experiences in the fields of Social Emotional, Physical, Cognitive, and Language Development. Use effective approaches, strategies, and best practices in the classroom which correlate to the goals and objectives of the Creative Curriculum in the classroom environment and children’s to children’s daily experiences.

D 5% Oversee and delegate work to the Assistant Teacher. Lead the teaching team and the classroom by facilitating good communication, effective instruction and the completion of high quality work that is delivered on time. Provide ongoing support and feedback to the Assistant Teacher on a regular basis.

W 5% Create an effective classroom environment. Make physical changes to the classroom regularly in order to promote development and encourage learning. Create an effective environment for learning through the use of visuals, selected resources, intentional selection of learning materials for centers, and displayed children’s work.

D 1% Work the days and hours to perform all assigned responsibilities and tasks, be punctual and timely in meeting all requirements, including but not limited to, attendance standards and work deadlines

D 15% Observe, assess, and record child’s developmental progress on a daily basis. Facilitate checkpoints and finalizing of data in the Fall, Winter, and Spring. Individualize the curriculum to meet the child’s needs and report progress to families three times a year through home visits and parent/teacher conferences. Participate with families in setting individual goals for their children based on what is learned through the assessment.

D 3% Integrate literacy into all areas & provide “intentional” literacy activities.

D 2% Work as a team member with the Assistant Director of Education to set goals for improvement in the classroom and strive to meet the goals & expectations of the Creative Curriculum and CLASS around the quality educational experiences and best practices. Collaborate with supervisor to create a professional development plan that will assist you in meeting your educational goals.

D 20% Supervise children’s actions to ensure their safety and program accountability.

D 3% Set up effective routines and procedures that lead to a smooth classroom transitions. Implement identified Pyramid Model program strategies to support foundational structures for effective classroom environments and emotional literacy. Teach and enforce classroom rules and expectations, as well as respect and care for school property and each other. Collaborate with the Special Education Specialist and Assistant Director of Education to identify strategies and develop and implement individual plans (including behavior plans) for children as needed.

D 10% Promote and supervise both long and short range activities which encourage the development of “the whole child” and support children in their home language by using the Head Start Early Learning Outcomes Framework (ELOF), Creative Curriculum, and Teaching Strategies GOLD, along with Developmentally Appropriate Practices for school readiness.

D 5% Promote positive self-concepts and independence by teaching or encouraging skills related to children’s emotional, social, intellectual, and physical health, and promote appropriate approaches to learning.

D 1% Maintain a positive, constructive relationship with parents that support the bond between child and family. This will include planning and attending home visits and parent/teacher conferences twice per year, monthly parent contacts and in-home learning ideas.

D 1% Involve parents in the program in ways that enhance their abilities to support their children’s growth and development and promote the clear expectation that opportunities for involvement are intended to include fathers, mothers and other caregivers. Document all inkind.

D 1% Maintain a neat and organized classroom, in accordance with program goals and philosophy.

D 1% Model and assist children with good nutrition habits which include family style serving and recording meals

D 5% Document teaching procedures through weekly lesson plans and calendars for parents and maintain appropriate records which include making a daily check list related to safety, attendance, individualization through portfolios, classroom sign-in sign-out sheets, home visit and parent/teacher documentation, mental health and child development assessments, and/or other subjects.

M 1% Attend school functions, trainings and mandatory staff meetings. Become aware and knowledgeable of regulations, guidelines & procedures for The Center Early Childhood Programs contained in the Colorado State Childcare Regs, Employee Health & Policy Handbook, Employee Code of Conduct and Head Start Performance Standards.

D 1% Maintain confidentiality and professional boundaries. Report any suspected child abuse to supervisor and DHS as required.

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION AND TRAINING
BA/BS in Early Childhood Education/Related Field or AA in Early Childhood Education/Related Field

EXPERIENCE 6 months documented experience preferred

SKILLS, KNOWLEDGE, & EQUIPMENT
Communication, interpersonal, CPR, and First Aid skills. Ability to work with children and adults. Must pass CBI fingerprint and background check prior to hire.

CERTIFICATES, LICENSES, & REGISTRATIONS
CPR and First Aid certifications required within three months after hire. Must obtain physical and TB test within 30 days after hire.

SUPERVISION/TECHNICAL RESPONSIBILITY
Responsible for supervising assistant teacher and children while at The Center. Act as a resource for the assistant by supporting classroom management skills and recordkeeping. Assist children and parents with activities that provide information regarding children’s activities and/or progress.

JUDGMENT AND DECISION MAKING
Daily work is assigned by the Child Care Director and Director of Early Childhood Programs. Requires independent judgment and application of professional standards to effectively execute education programs, monitor children’s progress, assess success of activities/program, monitor children’s safety, and/or manage classroom. Decision making is guided by The Center Employee Handbook and Head Start Performance Standards. Decision making requires collaboration with The Center Leadership Team. Errors in decision making could impact children’s education opportunities, children’s safety, relationships with parents, and/or the public image of the programs. Supervisor is involved only in major decisions.

DIVERSITY OF DUTIES
Duties require cross training in child development, teaching strategies and team building. Duties extend within assigned building on a daily basis.

PHYSICAL DEMANDS
The physical demands, work environment factors, and mental functions described below are representative of those that must be met by an employee 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 job, the employee is regularly required to stand, walk, stoop, kneel, crouch, or crawl, and talk or hear. The employee frequently is required to use hands to finger, handle, or feel and reach with hands and arms. The employee is required to sit or be at eye level with the child. 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 and ability to adjust focus.

WORK ENVIRONMENT
While performing the duties of this job, the employee is occasionally exposed to outside weather conditions. The noise level in the work environment is usually moderate to loud.

MENTAL FUNCTIONS
While performing the duties of this job, the employee is regularly required to communicate copy, instruct, use interpersonal skills, and negotiate. Frequently required to compare, analyze, coordinate, evaluate, and synthesize. Occasionally required to copy, compute, and compile.

Interested applicants, contact Tanya Lenhard