Teacher (ECE)

Description: To create a classroom environment that will promote the growth and development of children as individuals through the implementation of best practices developmentally; to develop relationships with families that supports their position as primary educators of their children to partner with Social Service Staff and Program Administration in engaging families in the life of the Head Start, Early Head Start, School Readiness and Early Childhood Programs and to monitor service quality to children and families. Primary Duties and Responsibilities (others may be assigned based upon program needs): Knowledge of and compliance with organization and departmental policies and Federal, State and Head Start Performance standards, OEC Guidelines, Head Start Early Learning Outcomes Framework, Connecticut Early Learning Development Standards and NAEYC Accreditation. Knowledge of current best practices for all children under six years of age. Supervise and evaluate Teacher Assistants and volunteers in the classroom. Adhere to universal precautions and principals of hygiene and safety as appropriate for children, families and staff. Demonstrate regard for others through communication and encounters that promote a positive image of the program and agency – oral and written. Demonstrate the ability to communicate adequate and complete explanations. Create and implement developmentally appropriate curriculum and submit complete required forms, reports and projects accurately and on time. Demonstrate regard for children by communicating praise and respect, engaging them at eye level, etc. Demonstrate an understanding of program policies and procedures regarding communication at all levels. Ensure all materials are prepared in advance and equipment is safe. Ensure adequate supervision by reviewing daily sign-in, conducting a name to face count and knowing number of children in your care at all times. Supervise daily classroom experiences, including outdoor play activities; model and supervise other using positive discipline techniques to ensure a safe and healthy environment. Other duties as assigned. Minimum Requirements: Must be at least 20 years of age and meet one of the following requirements: A Bachelor’s Degree in Early Childhood Education or a related field with 30 Credits in Early Childhood Education from a College or University and at least two years’ of teaching experience in-group care of unrelated children less than six years old. OR An Associate’s Degree in Early Childhood Education and minimum of one year of experience in-group care of unrelated children less than six years old. Knowledge/Skills/Abilities: Knows child development characteristics for age group(s) served. Knows current best practices in the areas of child development. Knows diverse and appropriate activities for children in various developmental groups. Knows the elements of good classroom organization and scheduling of activities. Knows the Performance Standards particularly as they relate to the implementation of all service and components within the classroom. Knows and is able to administer and interpret screening and assessment data and use these data to report child outcomes and address individualization. Knows and is sensitive to watch child’s and family’s values, beliefs, traditions, cultural influences, make-up and circumstances within the classroom environment. Knows all elements necessary to create a health, safe and clean environment that is interesting and inviting with properly labeled interest areas. Knows elements necessary to create an environment that is interesting and inviting with properly labeled interest areas. Knows elements of developmentally appropriate lesson plans and classroom activities that also reflect diversity, particularly as it is reflected in the children and their families. Knows elements of developing appropriate individualized lesson plans. Knows the special education process particularly as it relates to Individual Family Service Plans (IFSP) and the Individualized Education Plan (IEP). Knows the health and nutrition needs of children including CACFP guidelines and regulations. Knows the aspect of positive discipline and behavior management in classrooms. Knows the best practices for use and supervision of Teacher Assistants, Assigned Classroom Aides and classroom parent volunteers. Has a self-understanding of personal values, experiences and biases that facilitate and present barriers in working with a diverse population including low-income families. Ability to work as a team member collaborating with parents and community resources. Ability to supervise and monitor children at all times to ensure a safe environment. Ability to problem solve and respond appropriately to an emergency or crisis situation. Must possess personal qualities necessary to relate to parents and staff with the ability to be empathetic, non-judgmental, respectful and professional. Must have strong interpersonal and organizational skills with excellent written and verbal communication skills. Must have strong documentation skills. Classroom Management: Create an environment that is healthy, safe and clean that is interesting, inviting and which facilitates developmentally appropriate activities. Create an environment that is interesting and inviting with properly labeled interest areas. Develop and implement of lesson plans and classroom activities that are developmentally appropriate, culturally diverse and address aspects of health, mental health and nutrition and individualization for all children. Develop and implement lesson plans and classroom activities that encourage experimentation, exploration, problem solving, cooperation, socialization and choice making. Implement Individualized Education Plans (IEP’s) on behalf of children with disabilities. Develop classroom schedules that are appropriate to the children being served and consists of: small and large group experiences; choice time; music and movement; large and small moor activities; meal and snack times; effective transitions between activities. Use positive discipline practices and behavior management in classrooms. Effectively utilize the Teacher Assistant(s) in the implementation of classroom and other support activities. Parent Involvement: Promote and support parent involvement and leadership throughout the program. Collaborate with Social Services Staff in coordinating and facilitating parent meetings. Send home a monthly newsletter that informs parents of upcoming curriculum topics, field trips, workshops and community events. Complete a minimum of two home visits per child each year, two parent conferences per child each year and additional conferences as needed. File Management: Maintain accurate, comprehensive, and orderly classroom files and, when required, electronic files that include assessment and screening results, anecdotal observations and other required forms. Annotate the Central File as required by the Teacher and per program’s policies and procedures for doing so. Assess classroom file information to assure quality and timely service delivery in all areas and to generate outcome information. Maintain proper regard for the housing of files. Advocacy: Function as mandated reporter on behalf of children about whom there is the suspicion of abuse or neglect. Bring child development issues to the Quality Service Review Team and the Case Management Team in order to institute or strengthen child supports toward age appropriate developmental progress. Monitoring and Supervision: In collaboration with Head Teachers, monitor all aspects of Teacher Assistant and classroom parent activities. Provide regular performance feedback to staff along with any necessary support for professional development. Report areas of strength and weakness on the part of the Teacher Assistant to the Education/Disabilities Manager who will conduct staff disciplinary action in accordance with policies and with a proactive posture when necessary. Collaborate with Education/Disabilities Manager in developing, in a constructive manner, the annual performance evaluations and signs the performance evaluation. Participate in pre-service and in-service training days as well as, other workshops deemed necessary by the Administration including CPR (cardiopulmonary resuscitation) First Aid and the use of Universal Precautions. Physical/Mental Requirements: Frequent, significant decisions to assure developmental progress of children. Supervise pre-school children and ensure a safe learning environment including the ability to monitor and respond to events going on at all times in classroom, outdoor play areas and on field trips. This includes the physical ability to move quickly in order to respond to children who are very active and may need restraint or redirection in order to ensure their safety or the safety of others in the environment. Respond appropriately (both mentally and physically) to an emergency or a crisis situation. Ability to kneel, stoop, bend, and sit on the floor on a daily basis in order to attend to the children. Ability to lift up to fifty (50) pounds. Language Requirements: Ability to read, write and speak English. HRA of New Britain, Inc. is an Affirmative Action/Equal Opportunity Employer, including Disabilities/Vets Comprehensive Benefits Package: Medical Dental Vision 401K Paid Holidays Paid Time Off (Vacation, Sick, Personal) AFLAC Policies