Head Start Teacher Floater at Catholic Charities Community Services

“Helping our community’s most vulnerable with solutions that permanently improve lives”

Catholic Charities Community Services is currently seeking a passionate individual who has an engaging classroom presence to work in our Head Start program providing support to our staff and children.

JOB SUMMARY: Under the guidance and supervision of a Teacher Licensing Supervisor or designee, the Head Start Teacher is responsible for ensuring student progress as described in the Head Start Early Learning Outcomes Framework. The Head Start Teacher is required to demonstrate competencies needed to effectively implement curriculum, plan and facilitate high quality learning activities, and provide an engaging and secure learning environment in which children can form a strong foundation for school readiness and later school success. Assignment is for the school year (10 months) with scheduled breaks identified at the beginning of each program year as dictated by program requirements and site calendar.

ESSENTIAL DUTIES: 

Child Development, Health, and Safety

1. Plans and implements a designed bilingual, multicultural curriculum for children assigned to the classroom that advances the intellectual and physical development of the children and improves their readiness for school

2. Develops children assigned to the classroom in their: literacy, phonemic and print awareness; understanding and use of their primary language, including increasingly complex and varied vocabulary; appreciation of books; understanding of early math and science; problem-solving abilities; and approaches to learning

3. Creates and maintains a welcoming, inclusive, safe, and developmentally supportive environment to encourage the cognitive, language, social/emotional, and physical development of children and families

4. Meets the individual needs of each child by providing an environment that allows for the inclusion of children with special needs and children who speak a home language other than English

5. Effectively serves children with disabilities and their families; making appropriate adaptations for any disabilities and achieving goals and objectives set forth in the child’s Individualized Education Plan (IEP)

6. Models use of proper English grammar for all children, particularly children acquiring English as a second language, to support proper language development

7. Translates and interprets daily activities and events to the child’s home language and/or uses additional strategies when lacking proficiency in the child’s home language to ensure conceptual understanding and support dual language learning

8. Completes developmental and social/emotional screenings within 45 days of enrollment and accurately documents required health information

9. Completes regular and on-going assessments according to program guidelines to identify proficiencies, strengths, possible concerns, and/or delays by monitoring children’s progress and performing all necessary observations

10. Utilizes information from child screenings, assessments, observations, and parent input to establish individualized child goals and plan learning activities for children

11. Develops lesson plans that include at least one (1) home task and one (1) food experience per month

12. Follows specialized physical health care procedures and, as needs of students dictate, provides first aid and performs cardiopulmonary resuscitation (CPR)

13. Implements approved emergency plan and conducts/documents monthly fire drills

14. Complies with all Child/Adult Care Food Program (CACFP) guidelines and completes daily, weekly and end-of-the-month food services documentation and reporting

Family Engagement

1. Builds positive relationships with parents/guardians and encourages family involvement in center activities

2. Implements the Strong Fathers Strong Families (SFSF) curriculum and engages fathers and other male guardians to contribute to the education of their children through their participation in center activities

3. Conducts two (2) parent conferences and two (2) educational home visits for each child assigned to the classroom each academic year to build a strong home to school connection and support child/family growth and development

4. Maintains awareness of and contact with community based organizations and service agencies to utilize when coordinating parent conferences and meetings

5. Provides advocacy for participant families and links them to needed community services and resources

6. Provides families with information about community organizations and events and encourages their participation and further involvement in community groups and activities to promote building parents as advocates and leaders

7. Includes and involves parents in planning Parent Center Committee meetings and facilitates committee meetings with the Family Support Specialist (FSS)

8. Evaluates the needs and identifies the interests of participant families and coordinates parent education activities in support of these needs and interests

Teamwork, Communication, and Professional Standards

1. Maintains appropriate communication with and seeks out information and assistance from supervisors, managers, other Head Start staff, and parents as needed to provide services and fulfill job responsibilities

2. Works closely with other Head Start staff to promote and maintain a high level of parent participation in program activities and ensures that parents are aware of and understand the full range of options available to them in becoming actively involved in Head Start

3. Understands the requirements of Mandated Reporter Laws and demonstrates the importance of informing their supervisor/manager of any concerns about children and suspicions of child abuse and/or neglect

4. Demonstrates dependability by arriving to work on time, maintaining regular work attendance, and following program procedures when needing to be absent from work

5. Accepts responsibility for participating in the planning and achievement of team goals and objectives

6. Plays an active role in continuous self-assessment and evaluation of program services

7. Demonstrates an ability to adapt to changing needs, problem solve, and incorporate innovations to fulfill program requirements and improve program services

8. Accurately completes detailed paperwork and submits all required documentation and periodic reports within provided timelines

9. Maintains confidentiality of personal information and the integrity of the record keeping process

10. Participates in staff development activities including in-service, training sessions, and meetings as required

11. Identifies own training needs for the purpose of fulfilling professional development requirements and individual growth

12. Supports and assists other personnel in the completion of their work activities as may be required

13. As program needs dictate, may be called upon to fill in as a substitute in another classroom or at another site to ensure uninterrupted service delivery to children and families

14. Inventories and orders needed supplies monthly 

15. Promotes ongoing commitment to excellence and continual quality improvement to ensure the highest quality of services to children, families, and staff

16. Other duties as assigned

 

REQUIREMENTS: 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, skills, and/or abilities required.

Knowledge

1. Knowledge of child development theory; specifically early childhood development

2. Understanding of the scholastic structures required for the coordination and delivery of a developmentally appropriate early education program

3. Familiarity with Head Start standards, requirements, goals, objectives, policies, and procedures

4. Strategies to motivate children and parents to become involved in activities

5. Understanding of and sensitivity to cultural differences within the community, program, and agency

6. Techniques for accurate record-keeping and data management

7. Awareness of community resources and available support services

8. Understanding of Head Start Act and Performance Standards preferred

Skills

1. Directing individual and group activities for children and families

1. Proper English grammar and usage

3. Communicating effectively with parents and children

4. Using, structuring, and managing time effectively

5. Understanding, following, and carrying out written and oral instructions

6. Critical thinking and resourcefulness to overcome challenges and solve problems

7. Managing change and demonstrating adaptability, flexibility, and responsiveness to varying needs and situations

8. Proficiency in Microsoft Office Applications including Word, Outlook, PowerPoint, and Excel

9. Maintaining cooperative work relationships

10. Bilingual (English/Spanish) skills preferred

Abilities

1. Work successfully with socio-economically disadvantaged and culturally and linguistically diverse pre-school age children and their parents in a fast-paced environment

2. Identify and utilize a variety of materials for use in a pre-school developmental setting

3. Read, understand, interpret, and apply rules, regulations, and policies

4. Maintain a structured schedule, adhere to timelines, and meet deadlines

5. Visually and auditorily assess students/parents to ensure their safety and well-being

6. Stand and/or sit for prolonged periods of time

7. Lift children up to 40 pounds and assist them to the bathroom as necessary

8. Sit on floor and ambulate over uneven floor surfaces including stairs, steps, and playgrounds

9. Other significant physical abilities include lifting/carrying/pulling, stooping/kneeling/crouching, reaching/handling/fingering, talking/hearing conversations and other sounds, near/far visual acuity/depth perception/accommodation/field of vision