Scope:
Responsible to plan and implement a program of educational activities that promotes the social, emotional, physical and cognitive development of infants and toddlers. Develop individual goals for children, providing on-going assessment on progress, and facilitating transition into Head Start or other educational school settings in partnership with parents.
Essential Functions
- Utilizing the High Scope Curriculum, plan and carry out developmentally appropriate activities and experiences for infants and toddlers to advance children’s development in all areas (social, emotional, cognitive, and physical).
- Coordinate the planning and implementation of daily lessons that incorporate children’s individual goals, parent input, and/or goals identified by an IFSP or IEP.
- Collaborate with teaching partner(s) and program staff to plan for each child’s progress utilizing developmental screenings and assessments, parent input, support strategies, and observations.
- Conduct and record on-going assessment of children through observations, anecdotal notes, and screenings.
- Ensure the health and safety of children, families and staff, per agency, federal, state and local policies, including active participation in agency level Safety Committee
- Ensure no child is left unsupervised at any time.
- Work with and demonstrate a commitment, caring, and respect for children and adults regardless of race, gender, age, and cultural or ethnic background
- A self-starter with the ability to multitask to meet various deadlines and complete tasks.
- Maintain an appropriate and engaging classroom environment. Be actively engaged with children throughout the daily routine. Promote positive adult/child interactions that foster children’s development. .
- Modify the activities and/or environment to meet the changing needs of infants and toddlers.
- Plan and conduct a minimum of two parent/teacher conferences and two home visits in accordance with Head Start Program Performance Standards.
- Establish and maintain a positive communication system with parents using various methods.
- Develop curriculum activities that reflect the ethnic/multi-cultural makeup of the community.
- Promote family and community classroom volunteer opportunities and document participation appropriately.
- Assist each child with diaper changes, toilet learning, feedings, and other personal care tasks.
- Maintain confidentiality of information related to home and school environment.
- Provide activities that foster the development of positive self-image and socialization.
- Conduct and record classroom equipment and supply inventory.
- Work cooperatively as a member of team with other program and supervisory staff.
- Complete and maintain all required documentation i.e. home visits, parent teacher conferences, CACFP, attendance, developmental screenings, assessments and individual learning plans in a thorough and timely manner.
- Comply with all licensing regulations and performance standards.
- Promote parents as their child’s “first and best teacher” through such means as parent/child activities, child development and child management information, use of classroom observation tool, and parent trainings.
- Encourage families to attend trainings, parent meetings, and participate in Policy Council.
- Assist in enrollment and recruitment activities.
- Actively participate in early childhood program employee talent outreach, recruitment and retention efforts.
- Assist in generating non-federal match value through program activities and collaborations for the Head Start program.
- Maintain a positive attitude towards assigned work, clients, and staff, and a willingness to work with others.
- Further professional development by attending national, state, and local meetings of relevance to program goals and complete a minimum of 15 hours clock hours annually.
- Serve as an advocate for low-income persons in the community through means that may include but not be limited to membership in an advocacy group, participation in a professional organization, and efforts to affect present community services in a manner that would insure their greater availability or efficiency. Act as an advocate for agency clients attempting to secure services or assistance from other agencies.
- Ability and willingness to make home visits.
- Ability and willingness to continue personal and professional growth and skill development.
Physical Requirements and Work Environment
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is frequently required to stand; walk, sit, see, talk and hear, and use hands to manipulate. The employee is occasionally required to reach with hands and arms, climb steps, stoop, bend, kneel, or crouch. The employee is required to supervise students requiring the employee to match walking speed that matches the student and may at times require the ability to run to safeguard students. The employee must occasionally lift (up to 50 pounds), carry, and move students. Employee must occasionally move equipment and/or supplies. The job is performed for the most part in a school setting with occasional outside weather conditions. The noise level is that of a typical school setting.
Minimum Qualifications:
- AA Degree from an accredited college or university in Early Childhood /Child Development education preferred;
- AA Degree in progress Early Childhood/Child Development, within one year of completion and/or 18 credit hours.
- Education coursework that includes at minimum 2 courses in early childhood that address the infant-toddler age group.
- Proficiency in a second language is a plus.
- Experience working with infants/toddlers and families preferred.
