Title: Teacher
Immediate Supervisor: Site Eduction Manager II or III

GENERAL SUMMARY OF WHAT THE POSITION DOES

This is a 40 week; 40 hrs per week position. This position serves as the lead worker in a classroom of Head Start children by planning, implementing, and supervising all classroom activities. This position works with typically developing children and children with disabilities.  Because this position is one part of a large system of services provided to children and families, this position also serves as a social service referral person and shares responsibility for parent involvement in the program. The position of Teacher works in tandem with the rest of the parts of the system as an integrated team to support the goals of the program. This position requires proficiency in the upkeep and entry of data into online and software-based systems, pulling monthly reports as required (or more often as needed) and for maintaining current and complete documentation of all assigned classrooms. The position may be reassigned to various classrooms/centers as deemed necessary for program operations.

DUTIES AND RESPONSIBILITIES OF THE POSITION

Duties of the position are described in major functional areas listed below.  Additional duties may be assigned.

EXAMPLES OF SPECIFIC JOB DUTIES
Program Development

1. Direct supervision of the children in the classroom setting is required at all times. At no time when children are present should any classroom teaching staff be in the office taking a break, making phone calls, checking emails or any other situation that may arise. Supervision of children is the priority.
2. Attends all required training and workshops to include but not limited to 15 hours of classroom focused professional development and methods that comply with applicable State and local laws for identifying and reporting child abuse and neglect.
3. Remains up-to-date on information that pertains to the needs of the children in the program including Head Start Program Performance Standards, child care licensing regulations and other applicable regulations and practices.
4. Works as a team member with the other education staff, parents and Parent Committee members to develop a curriculum that is meaningful and meets the individual and program needs.
5. Responsible for the weekly preparation of daily lesson plans, which includes objectives to be posted for parents, volunteers and visitors in the classroom.
6. Develops an individual plan for each child to include goal setting based on identified needs and prescriptions for objectives and activities to meet established goals (outcomes).
7. Schedules home visits and parent-teacher conferences with families as required and on an as-needed basis and documents these events.
8. Maintains strict confidentiality with respect to Head Start children, families and staff in accordance with established policies and procedures.
9. Prepares and maintains a safe, healthy learning environment for children that are positive, developmentally appropriate and experientially-based.

Preschool Program Implementation

1. Implement the program Curriculum and Assessment systems fully; including using authentic child observations and portfolio samples to guide individual developmental goals for every child. Assessment information (child progress on individual goals) will drive future lesson and activity planning as well as new individual goals for each child.
2. Document all child observations, individual goals, assessments, etc. in the online system (for example, TS GOLD) per the expected due dates set by the Education Director and Disabilities Manager.
3. Plans and provides a developmentally and linguistically appropriate curriculum and experiences in a manner appropriate to the ages, languages and cultures of children served.
4. In coordination with the Site Education Manager, directs any special needs problems to the appropriate content area specialist.
5. Integrates suggestions into the curriculum or classroom management strategies as provided by the Education Director and Disabilities Manager to include the strategies outlines on the individual Positive Behavior Support Plans.
6. Plans and implements learning experiences that advance the intellectual and physical development of children including improving the readiness of children for school by developing their literacy and phonemic, print and numeracy awareness, their understanding of the use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, their understanding of early math and early science,  their problem solving abilities and their approaches to learning.
7. Implements education lesson plans and daily activities for children in accordance with each child's need, based on a method of observing and recording children’s interests and current levels of functioning.
8. Supports social and emotional development and provides positive guidance and discipline.
9. Maintains a commitment to professionalism and continues own professional development so that decisions are based on knowledge of early childhood theories and practices.
10. Shares pertinent information with the Site Education Manager and Family Services Tech to ensure coordinated services that meet the needs of individual children and families.
11. Supervises and partakes of nutritionally prepared meals with the children, to model good nutrition and proper social skills.
12. Provides a stable classroom routine and environment.
13. Ensures a well-run, purposeful program responsive to participant needs.
14. Screens, observes and documents children as required.
15. Supervises all classroom activities and outdoor activities.
16. Implements all component area curriculums as required by CEEN (examples: I am Moving, I am Learning, Pyramid Model, etc.)
17. Responsible for the direct supervision of all children during all transitions to include transitioning to outdoor time and in the classroom.

Recordkeeping

1. Submits CLASS and Outcome Goals to the supervisor and/or Education Director and Disabilities Manager as scheduled and/or requested.
2. Supervises or orders supplies as needed and takes inventory as requested.
3. Reads and maintains child records in central file in cooperation with the Family Services Tech.
4. Gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation and recordkeeping for successful individual and program planning.
5. Maintains a collection of meaningful monthly samples of preschool children’s work to show progress and growth over
6. Completes individual child screenings and records screening results in the child’s central files.
7. Documents children’s individual goals and supporting activities on the Lesson Plans; observes and records the progress made on the goals. Maintains all Lesson Plans in a binder for three years.
8. Identifies (name/face-to list), Counts and Records the number of children present on the Sign-in Sheets every 30 minutes; before transitions and after transitions.
9. Records and reports children’s incidents, injuries and/or illnesses.
10. Records children’s individual progress and inputs observations in the assessment system daily.

Parent Involvement and Community Relations

1. Sets up system to assure program's needs for parent involvement in each classroom are met. Ensures that parents and children are greeted upon arrival.
2. Establishes positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children.
3. Participates in the orientation of parents to Head Start throughout the year.
4. Facilitates and supports monthly Parent Committee meetings at the center.
5. Schedules and arranges meetings, and documents parent-teacher conferences and home visits as required.
6. Participates in the training of parents as requested.
7. Involves parents in the educational activities of the program:
   1. to emphasize their role as the principal influence on the child's education and development; and
   2. to assist parents to increase their knowledge, understanding, skills and experience in basic child development.
8. Identifies and arranges for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities.
9. Collects monthly in-kind records from parents participating and submits to Site Manager monthly.
10. Provide direct orientation and training for all classroom volunteers assigned in cooperation with the FCP/ERSEA Manager for program volunteers.
11. Works closely with local school system(s), as appropriate, for shared activities, registration and smooth transition.
12. Encourages the involvement of the families of the children in a Head Start program and supports the development of relationships between children and their families.
13. Implements the curriculum suggestions found on the Parent Curriculum Input sheets into the classroom curriculum on a monthly basis.

Management

1. Makes daily job assignments within the classroom, provides instruction in performing job duties and models appropriate classroom practices.
2. Sets the standards of the classroom and goals for staff members supervised and other classroom staff, monitors progress toward goals, provides regular feedback and submits performance appraisals in a timely manner.
3. Provides daily management of all classroom staff, monitors employee performance and classroom activities. Shares competency assessments and views on individual performance evaluation of classroom staff with Site Ed. Manger.

Examples of General Job Duties

1. Understands, generates and documents in-kind and other allowable costs applied toward the non-federal share requirement. Monthly report will be turned in to the Site Education Manager.
2. Attends all workshops and meetings as deemed necessary by the immediate supervisor.
3. Attends all required staff and parent meetings and activities.
4. Responsible for understanding Head Start Program Performance Standards and local child care licensing regulations.
5. Expected to be knowledgeable of the regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination.
6. Positively promotes Head Start in the community.
7. Models and exercises supervisory authority to support other employees in the execution of work duties in a manner consistent with CEEN Head Start standards for compliance with all applicable laws, rules and regulations, including CEEN Head Start policies and procedures reflecting best practices. Adherence to the procedure for Policy Council approval or disapproval of hiring and termination decisions made by CEEN Head Start as described in the Head Start Performance Standards is required.  In addition, supervisors are expected to model exemplary standards of ethical behavior and exercise careful stewardship of program funds, and support those they supervise in adhering to those standards.
8. Becomes thoroughly familiar with CEEN Head Start Human Resources Policies and Procedures and all other CEEN HS handbooks, manuals and resources and adheres to them.
9. Plans and directs the work of the staff supervised. Observes and gives feedback to staff or volunteers supervised where applicable and other staff as assigned on at least a weekly basis.
10. Makes appropriate personnel decisions that do not require higher approval and submits others as a recommendation to the supervisor.
11. Determines appropriate training needs to meet the program goals and objectives and makes the necessary recommendations.
12. Maintains strict confidentiality with respect to Head Start children, families and staff in accordance with established policies and procedures.
13. Develops and implements a plan and system of continuous ongoing monitoring and evaluation of activities within the program.
14. PERFORMS OTHER DUTIES AS ASSIGNED.

SUPERVISION EXERCISED
Immediate supervision means those employees the position assigns, directs and evaluates.

Positions supervised:   None
Provides training and support in education content area to all classroom staff.

PERSONAL CONTACTS

Major internal and external contacts.

Internal                                                     External

See Organizational Chart                          Head Start Parents – daily

                                                                  Community Partners – as needed

DECISIONS AND COMMITMENTS
This section will describe the kinds and impact of decisions and commitments; the effects, influence and significance of these decisions; the consequence of error and the limitation of the finality of decision-making.

Decisions and commitments involving the education program are very important and affect the children and continued funding of the programs.  Following the guidelines and the regulations of the program are of the utmost importance to ensuring quality services for the children and families.

SUPERVISION RECEIVED
The job description serves as a guideline. Assistance is received from other agency staff as needed.  Outside assistance can be received from other related resources.  Head Start effectively uses the teamwork approach.  All content areas are interwoven so as to better assist and support families.  The immediate supervisor is responsible for appraisals of this position.

KNOWLEDGE AND ABILITIES

1. Knowledge: Extensive knowledge and skills in the field of early childhood development.  Knowledge of various service resources in the community.  Some knowledge of the basics of supervision. Knowledge of the state and federal regulations pertaining to child abuse and neglect and child care licensing requirements.  Knowledge of local resources, languages and customs helpful.
2. Abilities: Ability to be perceptive of the needs of children and to work well with staff, children and parents/families.  Ability to organize and direct classroom activities.  Ability to maintain confidentiality.  Ability to maintain accurate records which reflect the needs and progress of children.  Ability to demonstrate knowledge, skills and a positive attitude in the field of early childhood education.

Language Skills

• Ability to speak, read, and write English well enough to understand and be understood by others.
• Ability to communicate ideas and instructions in English both orally and in writing.
• Ability to write reports and business correspondence in English.
• Ability to read, analyze, and interpret general educational journals in English.
• Ability to present to a group in English.
• Some Bilingual fluency helpful (English/Spanish or English and other languages present in the local area).

Mathematical Skills

• Ability to calculate figures and amounts such as percentages and overtime.

Reasoning Skills

• Ability to define problems, collect data, establish facts and draw valid conclusions.
• Ability to interpret an extensive variety of instructions.
• Ability to summarize conclusions and instructions, then make recommendations and develop implementation strategies.
• Ability to maintain strict confidentiality at all times, including the ability to recognize situations in which confidentiality is required.

Other Skills and Abilities

• Ability to exhibit patience and tact when communicating with children, families, staff, management, referral sources and the public.
• Ability to project professionalism in conducting daily activities.

EDUCATION AND EXPERIENCE
Minimum qualification is one of the following:

1. An associate, baccalaureate or advanced degree in Early Childhood Education with at least 910 clock hours of verified experience in an early childhood setting teaching preschool-age children; or
2. An associate degree in a field related to Early Childhood Education and coursework* (15 ECE credits) equivalent to a major relating to Early Childhood Education with at least 910 clock hours of verified experience in an early childhood setting teaching preschool-age children; or
3. A baccalaureate or advanced degree in any field and coursework* (30 ECE credits) equivalent to a major relating to Early Childhood Education with at least 910 clock hours of verified experience in an early childhood setting teaching preschool-age children.

By September 30, 2013, the Improving Head Start for School Readiness Act of 2007 mandates that at least 50% of Head Start teachers nation-wide must have a baccalaureate or advanced degree in Early Childhood Education; or a baccalaureate or advanced degree in any subject, and coursework* (30 ECE credits) equivalent to a major relating to Early Childhood Education with experience teaching preschool-age children.

It is up to each employee to provide to their immediate supervisor, and/or the staff person responsible for human resources, information on the college credit courses taken (e.g., transcripts) and to demonstrate that the courses not specifically in the areas of early childhood education or child development address early childhood education or child development with a focus on children ages three to five (may require a copy of the course syllabus). 

If applicable federal, state or local Head Start or child care regulations, now or as amended in the future, contain additional requirements or qualifications for this position which are not specifically stated in this Job Description, the requirements and qualifications will apply, even if not specifically set forth in this Job Description.

Bilingual preferred (English/Spanish or English and other languages present in the local area).  Within 30 days of employment, must obtain and continually maintain basic first aid and pediatric CPR certification (or sooner if required by local/state regulations). A clear criminal records check (including child abuse registry check), successful completion of the Physical Aptitude screening and an initial health exam are required post job offer and prior to employment. Passing the post offer Physical Aptitude screening is a mandatory requirement for all individuals obtaining employment with CEEN.

Current and former Head Start/Early Head Start parents will receive preference for employment vacancies for which they are qualified.

PHYSICAL DEMANDS AND WORKING CONDITIONS

1. Must be able to lift up to 40 pounds.
2. Some exposure to communicable diseases.
3. Noise level in work environment may be moderate to loud.
4. Travel by car, bus, airplane or train may also be required associated with attendance at conferences, meetings and other duties carried out at distant locations in and out of state and in some cases where some overnight travel may be required.
5. Work is typically performed in a classroom setting and some office work required.
6. Some evenings and weekend work may occasionally be required for events such as home visits, parent-teacher conferences, Parent Committee meetings, social and community events.
7. The physical requirements of this position require your ability to perform the following general tests (as evaluated by CEEN’s post offer screening company):

• Squat
• half kneel
• 10 lb overhead lift
• 40 lb counter lift
• Push/Pull 30 lbs
• 5 minutes of continuous walking
• Cover 75 feet in 10 seconds

Accommodation 

The requirements of your Job Description are important in providing services to children and families, and for keeping you, children and co-workers safe during the work day.  If you are unable to perform any of the functions required in your job description due to a disability, you are invited to direct any requests for accommodation to the Executive Director.

STANDARDS OF CONDUCT

By signing, I agree to abide by the following Standards of Conduct as summarized from the Head Start Performance Standards 1302.90(c)(1)(i-v).

1. I will implement positive strategies to support children’s well-being and prevent and address challenging behavior;
2. I will not Maltreat or endanger the health or safety of children, including, at a minimum, that staff must not:

• Use corporal punishment;
• Use isolation to discipline a child;
• Bind or tie a child to restrict movement or tape a child’s mouth;
• Use or withhold food as a punishment or reward;
• Use toilet learning/training methods that punish, demean, or humiliate a child;
• Use any form of emotional abuse, including public or private humiliation, rejecting, terrorizing, extended ignoring, or corrupting a child;
• Physically abuse a child;
• Use any form of verbal abuse, including profane, sarcastic language, threats, or derogatory remarks about the child or child’s family; or,
• Use physical activity or outdoor time as a punishment or reward;
• Maltreatment of a child
• Lack of supervision
• Inappropriate Discipline or Inappropriate Isolation of a child.
• I will respect and promote the unique identity of each child and family and do not stereotype on any basis, including gender, race, ethnicity, culture, religion, disability, sexual orientation, or family composition;

1. I will comply with program confidentiality policies concerning personally identifiable information about children, families, and other staff members in accordance with subpart C of part 1303 of this chapter and applicable federal, state, local, and tribal laws; and,
2. I will never leave a child alone or unsupervised.

I understand that in addition to the above Standards of Conduct, there is a Code of Conduct: Confidentiality, Conflict of Interest, Guiding Principles and Professional Expectations contained in the CEEN Human Resources Policies and Procedures and that violation of any of these Policies and Procedures, Standards or Codes can result in disciplinary action up to and including termination of my employment with the CEEN Program.

STATEMENT OF UNDERSTANDING

I have read and understand the above position description for the Teacher position.  I assert that I am able to perform the essential job functions, meet the physical requirements of this position, and satisfy the expectation for regular attendance.

_________________________                 _____________________________

Employee Signature                                    Date

__________________________

Employee Printed Name