Community Action Corporation of South Texas
Infant/Toddler Teacher
Community Action Corporation of South Texas, Corpus Christi, Texas, United States, 78417
General Summary
Responsible for the care and education of a group of children as part of a teaching team and functions as a team leader or co‑leader. Implements and plans the curriculum with active participation of other members of the caregiving team, working with parents and assessing the needs of individual children.
Primary Responsibilities
Implement screening procedures that identify concerns in the developmental, behavioral, motor, language, social, cognitive, and emotional skills of each child in the classroom within 45 calendar days of the child’s entry into the Program.
Implement a research‑based curriculum with effective teaching practices that promote positive outcomes by promoting growth in the developmental progression described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five. Integrate child assessment data and developmentally appropriate learning experiences in planning and implementing a collaboratively designed lesson plan.
Conduct parent‑teacher conferences at least twice per center visit and twice per home visit, with more frequent conferences as appropriate.
Demonstrate verbally and by role modeling a sound knowledge of good teaching practices of child growth and development. Participate in team lesson planning, modify lesson plans for the developmental needs of individual children and implement lesson plans and activities to support each child’s development and positive child outcomes. Plan and implement a program geared to infants and toddlers. Set up the physical environment to meet the changing needs of assigned children and to ensure active supervision.
Implement the classroom’s emergency procedures, including the posting of procedures, locations and telephone numbers of emergency response systems, emergency evacuation routes, notifying families of emergencies and other procedures, and the maintenance of up‑to‑date family contact information and authorization for emergency care. Conduct and document monthly fire drills. Conduct and document severe weather and lockdown drills four times per year.
Implement the classroom’s medication administration procedures, including storing all medication under lock and key, administering medication and maintaining individual records of dispensed medication.
Assure that the child’s outdoor and indoor environments are safe and clean at all times, including storing outdoor equipment such as wagons and tricycles and storing dangerous materials and potential poisons under lock and key. Work with the Child Care Assistant in cleaning duties such as sweeping, mopping, disinfecting, washing dishes and other required duties.
Supervise and ensure the safety and well‑being of all children in the classroom at all times, including active supervision. Maintain child/staff ratio and ensure that no child is left alone or unsupervised. Assure that the classroom’s environment is developmentally appropriate for each child.
Assist the Family Advocates in making referrals for services for children and their families and in obtaining physicals, dentals, immunizations and other necessary documentation from parents.
Conduct activities in the classroom to conform to the Program’s written program plans, Performance Standards, Head Start Early Learning Outcomes Framework: Ages Birth to Five, Minimum Standards for Licensing, CACOST’s Head Start Birth to Five Program policies and procedures, School Readiness Goals and the Parent, Family and Community Engagement Framework.
Assure that the classroom maintains full enrollment and that average daily attendance is at least 85% of enrollment.
Support parent involvement and development by maintaining open communication with parents concerning their child’s needs and strengths, conducting Center meetings and offering opportunities for parents and family members to be involved in the program’s education services and in obtaining in‑kind documentation.
Ensure the implementation of children’s IFSPs or Plans of Care for children with disabilities.
Document attendance, education, health, nutrition, mental health, transition, and parent/family engagement and disabilities into the appropriate program software, portfolio, or child’s file.
Comply with the Program’s confidentiality policies.
Perform any other duty as assigned by the Cluster Manager.
Work Experience
Good communication skills, in written and oral forms, are necessary.
Computer skills and experience in maintaining automated record‑keeping systems are required.
Bilingual ability (Spanish/English) is preferred.
Must have a valid driver’s license, a safe driving record and acceptance by the Agency’s vehicle insurance carrier are required.
Must pass TDFPR background check.
Must pass a pre‑employment physical.
Education/Certifications/Licensure
As prescribed in section 648A(a)(3)(B) of the Head Start Act, a minimum of a Child Development Associate Credential (CDA) or comparable credential and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.
An Associate Degree in child development, early childhood education or equivalent to a major related to early childhood education, with experience teaching preschool‑age children.
Must attend 24 clock hours of professional development and staff training per year to include: active supervision, safety practices, training that improves child and family outcomes, training on methods to handle suspected or known child abuse and neglect cases that comply with applicable federal, state, and local laws, and any other training as outlined by the Head Start Performance Standards and Child Care Regulation from the State of Texas.
Skills
Frequent significant decision and problem‑solving abilities.
Good communication skills are necessary.
Ability to supervise pre‑school children and ensure a safe environment including the ability to monitor and respond to events going on at all times in classroom and outdoor play areas. 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 insure their safety or the safety of others in the environment.
Physical Requirements Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision; specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Hearing or listening in the normal range (corrected) and speaking and giving directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift, carry, push, pull or otherwise move objects up to 10 lbs., and occasionally lift and/or move up to 25 lbs.
#J-18808-Ljbffr
Primary Responsibilities
Implement screening procedures that identify concerns in the developmental, behavioral, motor, language, social, cognitive, and emotional skills of each child in the classroom within 45 calendar days of the child’s entry into the Program.
Implement a research‑based curriculum with effective teaching practices that promote positive outcomes by promoting growth in the developmental progression described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five. Integrate child assessment data and developmentally appropriate learning experiences in planning and implementing a collaboratively designed lesson plan.
Conduct parent‑teacher conferences at least twice per center visit and twice per home visit, with more frequent conferences as appropriate.
Demonstrate verbally and by role modeling a sound knowledge of good teaching practices of child growth and development. Participate in team lesson planning, modify lesson plans for the developmental needs of individual children and implement lesson plans and activities to support each child’s development and positive child outcomes. Plan and implement a program geared to infants and toddlers. Set up the physical environment to meet the changing needs of assigned children and to ensure active supervision.
Implement the classroom’s emergency procedures, including the posting of procedures, locations and telephone numbers of emergency response systems, emergency evacuation routes, notifying families of emergencies and other procedures, and the maintenance of up‑to‑date family contact information and authorization for emergency care. Conduct and document monthly fire drills. Conduct and document severe weather and lockdown drills four times per year.
Implement the classroom’s medication administration procedures, including storing all medication under lock and key, administering medication and maintaining individual records of dispensed medication.
Assure that the child’s outdoor and indoor environments are safe and clean at all times, including storing outdoor equipment such as wagons and tricycles and storing dangerous materials and potential poisons under lock and key. Work with the Child Care Assistant in cleaning duties such as sweeping, mopping, disinfecting, washing dishes and other required duties.
Supervise and ensure the safety and well‑being of all children in the classroom at all times, including active supervision. Maintain child/staff ratio and ensure that no child is left alone or unsupervised. Assure that the classroom’s environment is developmentally appropriate for each child.
Assist the Family Advocates in making referrals for services for children and their families and in obtaining physicals, dentals, immunizations and other necessary documentation from parents.
Conduct activities in the classroom to conform to the Program’s written program plans, Performance Standards, Head Start Early Learning Outcomes Framework: Ages Birth to Five, Minimum Standards for Licensing, CACOST’s Head Start Birth to Five Program policies and procedures, School Readiness Goals and the Parent, Family and Community Engagement Framework.
Assure that the classroom maintains full enrollment and that average daily attendance is at least 85% of enrollment.
Support parent involvement and development by maintaining open communication with parents concerning their child’s needs and strengths, conducting Center meetings and offering opportunities for parents and family members to be involved in the program’s education services and in obtaining in‑kind documentation.
Ensure the implementation of children’s IFSPs or Plans of Care for children with disabilities.
Document attendance, education, health, nutrition, mental health, transition, and parent/family engagement and disabilities into the appropriate program software, portfolio, or child’s file.
Comply with the Program’s confidentiality policies.
Perform any other duty as assigned by the Cluster Manager.
Work Experience
Good communication skills, in written and oral forms, are necessary.
Computer skills and experience in maintaining automated record‑keeping systems are required.
Bilingual ability (Spanish/English) is preferred.
Must have a valid driver’s license, a safe driving record and acceptance by the Agency’s vehicle insurance carrier are required.
Must pass TDFPR background check.
Must pass a pre‑employment physical.
Education/Certifications/Licensure
As prescribed in section 648A(a)(3)(B) of the Head Start Act, a minimum of a Child Development Associate Credential (CDA) or comparable credential and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.
An Associate Degree in child development, early childhood education or equivalent to a major related to early childhood education, with experience teaching preschool‑age children.
Must attend 24 clock hours of professional development and staff training per year to include: active supervision, safety practices, training that improves child and family outcomes, training on methods to handle suspected or known child abuse and neglect cases that comply with applicable federal, state, and local laws, and any other training as outlined by the Head Start Performance Standards and Child Care Regulation from the State of Texas.
Skills
Frequent significant decision and problem‑solving abilities.
Good communication skills are necessary.
Ability to supervise pre‑school children and ensure a safe environment including the ability to monitor and respond to events going on at all times in classroom and outdoor play areas. 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 insure their safety or the safety of others in the environment.
Physical Requirements Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision; specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus. Hearing or listening in the normal range (corrected) and speaking and giving directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift, carry, push, pull or otherwise move objects up to 10 lbs., and occasionally lift and/or move up to 25 lbs.
#J-18808-Ljbffr