Educare DC
Overview
Under the direction of the Mentor Teacher, the Preschool Lead Teacher will develop and implement individual educational plans for children, which support their development socially, intellectually, linguistically, physically, and emotionally in a manner appropriate to their age and stage of development. They will provide a high quality language enriched with early learning experience for children ages three to five, while establishing a developmentally appropriate classroom environment favorable to the development and personal growth of children. The Preschool Teacher will facilitate children’s development of communication abilities, and content knowledge needed for future success in school, in accordance with each child’s ability and based on the Educare core components and local early learning standards. The Preschool Teacher will be held responsible for implementing all program requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.
Responsibilities Program Core Features of the Educare Model: Participate in training to build an understanding of the Educare Model; Provide a high-quality early learning program that incorporates evidence-based curriculum and instructional activities; Implement, document, and demonstrate an understanding of the importance of multiple perspectives and have the skills to be successful in their interdisciplinary efforts.
Participate in Family Child Service Reviews as scheduled; Maintain professional competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and through other professional growth activities.
Meet with the Mentor Teacher on a weekly basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration; Facilitate reflective supervision as a participant and in managing classroom staff and volunteers.
Collaborate with the Family Engagement Specialist and other Educare personnel to promote individual children's goals relating to communication skills, health habits, physical skills, development of self-awareness, and early literacy.
Engage in local evaluation and national Educare Implementation Study, using data feedback for individualized planning for children and families and continuous program improvement.
Create an effective learning environment with displays, interest centers, and exhibits of children’s work; support continuity of care to help children develop secure relationships.
Lead Teachers attend and participate in trainings; engage in coaching cycles with their Assistants/Aides; develop individual plans for professional development.
Provide an enhanced curriculum focused on Language and Literacy, Social/Emotional development, Problem-solving and numeracy, and Integration of the Arts; plan and implement open-ended, developmentally appropriate classroom activities.
Support children’s ideas and creativity; develop and manage an attractive environment that encourages independence and self-selection of activities.
Deliver early learning experiences across literacy, language, mathematics, sciences, social studies, physical education, fine arts, and other subject areas; use instructional materials suitable for a range of abilities.
Meet with Teaching Assistant and Aide to review lesson plans and goals; complete required forms and records (e.g., lesson plans, portfolios, assessments, time sheets, meal reports).
Coordinate work of Aides, Assistants and Volunteers; collaborate with student teachers/interns.
Provide individual and small-group instruction to meet developmental needs; enrich the program through community resource visits and in-classroom visits from resource persons.
Establish and reinforce acceptable child behavior, attitudes, and social skills; use the playground as an extension of the classroom; ensure safety.
Assist in implementing an I.E.P. (Individual Education Plan) and participate in curriculum and development programs as appropriate.
Assess children through ongoing observations and authentic assessments; maintain documentation of progress per Head Start guidelines.
Plan and coordinate Family Child Service Reviews for primary children; conduct home visits and parent conferences; promote parent participation and communication with families.
Experience and Abilities 3 years of relevant experience; knowledge of early childhood curriculum and developmentally appropriate practice for ages 3-5.
Knowledge of Head Start Performance Standards; knowledge of City and State licensing requirements.
Successful experience working in a team; ability to work with a Teacher Assistant and Aide; ability to present a positive image of the organization to the community.
Ability to plan, organize and implement responsibilities; knowledge and experience in early childhood education, emergent literacy and social-emotional development.
Proof of a physical examination within the last six months (including TB test) and compliance with background checks as required by OSSE and ACF (Head Start); supervisory experience with teaching staff is preferred.
Education Requirements
Bachelor’s Degree in early childhood education or a related field.
Additional Job Requirements
Clearance of background checks as required by local, state, and federal regulations. Physical examination and diagnostic tests as required by local, state, and federal regulations. A bi-annual physical exam, drug screen, COVID-19 vaccine and TB test are required as a condition of continual employment.
Essential Job Functions
Must have advanced command of the English language and grammar, both verbal and written; visual and auditory acuity within professionally determined normal ranges (with correction if needed); manual dexterity to operate computer and office equipment; ability to lift 40 pounds; ability to travel; ability to enter and exit a vehicle; ability to withstand exposure to adverse weather; experience working with a culturally diverse staff and clients.
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Under the direction of the Mentor Teacher, the Preschool Lead Teacher will develop and implement individual educational plans for children, which support their development socially, intellectually, linguistically, physically, and emotionally in a manner appropriate to their age and stage of development. They will provide a high quality language enriched with early learning experience for children ages three to five, while establishing a developmentally appropriate classroom environment favorable to the development and personal growth of children. The Preschool Teacher will facilitate children’s development of communication abilities, and content knowledge needed for future success in school, in accordance with each child’s ability and based on the Educare core components and local early learning standards. The Preschool Teacher will be held responsible for implementing all program requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.
Responsibilities Program Core Features of the Educare Model: Participate in training to build an understanding of the Educare Model; Provide a high-quality early learning program that incorporates evidence-based curriculum and instructional activities; Implement, document, and demonstrate an understanding of the importance of multiple perspectives and have the skills to be successful in their interdisciplinary efforts.
Participate in Family Child Service Reviews as scheduled; Maintain professional competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and through other professional growth activities.
Meet with the Mentor Teacher on a weekly basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration; Facilitate reflective supervision as a participant and in managing classroom staff and volunteers.
Collaborate with the Family Engagement Specialist and other Educare personnel to promote individual children's goals relating to communication skills, health habits, physical skills, development of self-awareness, and early literacy.
Engage in local evaluation and national Educare Implementation Study, using data feedback for individualized planning for children and families and continuous program improvement.
Create an effective learning environment with displays, interest centers, and exhibits of children’s work; support continuity of care to help children develop secure relationships.
Lead Teachers attend and participate in trainings; engage in coaching cycles with their Assistants/Aides; develop individual plans for professional development.
Provide an enhanced curriculum focused on Language and Literacy, Social/Emotional development, Problem-solving and numeracy, and Integration of the Arts; plan and implement open-ended, developmentally appropriate classroom activities.
Support children’s ideas and creativity; develop and manage an attractive environment that encourages independence and self-selection of activities.
Deliver early learning experiences across literacy, language, mathematics, sciences, social studies, physical education, fine arts, and other subject areas; use instructional materials suitable for a range of abilities.
Meet with Teaching Assistant and Aide to review lesson plans and goals; complete required forms and records (e.g., lesson plans, portfolios, assessments, time sheets, meal reports).
Coordinate work of Aides, Assistants and Volunteers; collaborate with student teachers/interns.
Provide individual and small-group instruction to meet developmental needs; enrich the program through community resource visits and in-classroom visits from resource persons.
Establish and reinforce acceptable child behavior, attitudes, and social skills; use the playground as an extension of the classroom; ensure safety.
Assist in implementing an I.E.P. (Individual Education Plan) and participate in curriculum and development programs as appropriate.
Assess children through ongoing observations and authentic assessments; maintain documentation of progress per Head Start guidelines.
Plan and coordinate Family Child Service Reviews for primary children; conduct home visits and parent conferences; promote parent participation and communication with families.
Experience and Abilities 3 years of relevant experience; knowledge of early childhood curriculum and developmentally appropriate practice for ages 3-5.
Knowledge of Head Start Performance Standards; knowledge of City and State licensing requirements.
Successful experience working in a team; ability to work with a Teacher Assistant and Aide; ability to present a positive image of the organization to the community.
Ability to plan, organize and implement responsibilities; knowledge and experience in early childhood education, emergent literacy and social-emotional development.
Proof of a physical examination within the last six months (including TB test) and compliance with background checks as required by OSSE and ACF (Head Start); supervisory experience with teaching staff is preferred.
Education Requirements
Bachelor’s Degree in early childhood education or a related field.
Additional Job Requirements
Clearance of background checks as required by local, state, and federal regulations. Physical examination and diagnostic tests as required by local, state, and federal regulations. A bi-annual physical exam, drug screen, COVID-19 vaccine and TB test are required as a condition of continual employment.
Essential Job Functions
Must have advanced command of the English language and grammar, both verbal and written; visual and auditory acuity within professionally determined normal ranges (with correction if needed); manual dexterity to operate computer and office equipment; ability to lift 40 pounds; ability to travel; ability to enter and exit a vehicle; ability to withstand exposure to adverse weather; experience working with a culturally diverse staff and clients.
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