Early Head Start Teacher II at Volunteers of America Southwest in El Centro, California

Job Description:

PROGRAM SUMMARY:

Volunteers of America is a federally and stated funded comprehensive early childhood education program with a focus on child development that includes a child’s cognitive, physical and social emotional growth and development. The program fosters Family Engagement in all areas of a child’s development and provides comprehensive resources to low income families in the areas of health, nutrition and community resources.

SUMMARY OF DUTIES:

Under the direction of the Child Development Coordinator, an Early Head Start (EHS) Teacher is a staff person who facilitates safe and healthy learning activities for young children, under 3 years of age. Play based learning promotes social-emotional, physical, and cognitive growth. An Early Head Start Teacher plans individual and group activities according to a child’s age and current developmental levels under the guidelines of Creative Curriculum. Provides children with a learning environment and the varied experiences to develop school readiness skills, appropriate to their age and stage of development. An EHS teacher also involves parents in educational activities of the program to enhance their role as the principal influence on the child’s education and development. Assist parents to increase knowledge, understanding skills, and experience in child growth and development. Identify and reinforce experiences, which occur in the home that parents can utilize as educational activities for their children.

Duties:

Classroom Safety

Develops a plan to ensure the safety of the children within the group utilizing indoor and outdoor facilities completes daily health and safety checklist and reports needed repairs and/or timely maintenance to the Center Coordinator.

• Inspects/facilities for hazardous conditions and unsafe environment and materials and completes daily health and safety checklists. Removes all debris, and all hazardous and unsafe equipment and materials.


• Supervises activities of children to ensure their safety.


• Recognizes and reports accidents, illnesses, and suspected child abuse to appropriate personnel according to timelines.


• Conducts monthly emergency drills


• Maintain a clean and orderly classroom, kept free of garbage and debris.

Effective Teaching Practices

• Plans and conducts classroom activities that encourage healthy habits appropriate to the child.


• Selects and uses materials and equipment that stimulates development in the children.


• Includes materials, which reflect the children’s culture(s) and uses them appropriately.


• Plans and facilitates daily learning activities for children based on children’s interests in alignment with the Creative Curriculum to support School Readiness in all learning domains.


• Writes and maintains accurate records, child observations to complete accurate child assessments (DRDP) 3 times per year


• Designs an individual development plan (IDP) for each child in collaboration with the parent, identifying learning goals and activities for home and school that will support development and achievement of goal (s).


• Provide diaper changes and meeting toileting needs of young children, as needed. Facilitate healthy habits with assistance such as tooth brushing and handwashing


• Conducts staff-parent conferences and home visits to each family with an enrolled child each program year; per requirements; two home visits and two parent teacher conferences.


• Attends all required in service training, and orientations, workshops, seminars, etc.


• Follows approved agency procedures, as well as distributes and maintains them under property security.


• Submits all required reports and administrative forms accurately, completely and timely, including enrollment and attendance information.

Parent-Family- Community Engagement

• Active participant in recruiting, assisting parents who walk in for enrollment information and/or participates in formal recruitment activities as assigned.


• Encourages participation in parent groups at the center and provides opportunities for parents to use their skills and talents in the group.


• In bilingual settings, communicates both verbally and in writing, with both the parents and the children in their language when possible.


• Conducts parent education meetings, which will include orientation, discussion of IPP, child development, curriculum, and parenting skills.

Program Responsibilities

• Attends trainings and meetings, as scheduled and/or assigned.


• Perform special projects and/or other related duties as assigned.


• Abides by Agency Code of Conduct and policies, including applicable laws such as Mandated Reporting

QUALIFICATIONS, EXPERIENCE & SKILLS:

Education:

• Bachelor of Arts (BA) degree in Early Childhood Education, Child Development, or related field.


• 
  EHS Requirement: Must have completed six units in Early Childhood Education with a focus on infant and toddler (I/T) development or commit to completing the six units in ECE I/T in one year in which an educational plan needs to be submitted to the HR Department

Experience:

• At least two years’ experience in a classroom or group setting with infants/toddlers

Knowledge and Skills:

• Ensure effective curriculum implementation and use of assessment data


• Promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate


• Advance children’s intellectual and physical development, including improving the readiness of children for school by developing their literacy, phonemic, and print awareness, understanding and use of language and increasingly complex and varied vocabulary, appreciation of books, understanding of early math and science, problem-solving skills, and approaches to learning


• Establish and maintain a health learning environment


• Support children’s social and emotional development


• Encourage family involvement of the children in a Head Start program and support the development of relationships between children and their families


• Promote infant/toddler development


• Demonstrate knowledge of safety issues in infant/toddler care (such as SIDS)


• Facilitate effective communication with infants, toddlers, parents, and other staff members


• Ability to meet physical requirements of the position per attached in the Physical Demand Section, with or without reasonable accommodation


• Utilizes highly effective teaching practices that support children’s development towards School Readiness

Licenses/Permits/Certifications:

• California Child Development Teacher Permit or higher.


• AB 1207 Mandated Reporter CA certified

SPECIAL REQUIREMENTS:

Eligibility to Work:  All potential employees will be asked to present supporting documents establishing proof of identity and employment eligibility upon completing the I-9 form. *

Medical Examination:  Must submit a medical examination demonstrating capability to perform type of work required; must submit a tuberculin skin test or chest x-ray, and proof of the following immunizations; Influenza, Pertussis TDAP (Whooping Cough), and Measles (MMR).

Fingerprint Clearances:  All potential employees will be subject to obtain fingerprint clearances from the Department of Justice (DOJ), the Federal Bureau of Investigation (FBI), and the Child Abuse Index prior to starting work. *

Other Special Requirement:  Must have the use of an automobile with adequate insurance coverage and a valid California driver’s license, or have available transportation.

*Failure to meet medical standards and/or criminal record clearance may result in withdrawal of job appointment.

PHYSICAL DEMANDS:

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:

• Ability to lift 30 pounds if required.

• Ability to squat, bend, stoop, sit on floor, stand, and walk for required periods of time.

• Use close vision, color vision, peripheral vision and depth perception along with the ability to focus vision.

• Reach with hands, arms, use hands, and fingers to handle objects and operate tools, computers, and/or controls.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

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