Head Start Teacher Assistant

Under the supervision of the Curriculum Specialist, and support from Head Start Teacher, the Head Start Teacher Assistant (HS Teacher Assistant) will work closely with the classroom Teacher to provide responsive care, effective teaching and an organized learning environment that promotes the health development and children’s skill growth aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, (HSELOF) including for children with disabilities. HS Teacher Assistant will emphasize nurturing and responsive practices, interactions and environments that foster trust and emotional security; are communication and language rich; promote social, emotional, behavioral, and language development and support all children’s engagement in learning experiences and activities. (HSPPS 1302.31)

The Head Start Teacher Assistant will:

• Work closely with the classroom Teacher through a Planning Period outlined on the daily classroom schedule.
• Provide and deliver developmentally, culturally and linguistically appropriate learning experiences in language, literacy, and mathematics, social and emotional functioning, approaches to learning, science, physical skills and creative arts. HSPPS 1302.31(b)(1)(i).
• Assist the Teacher by Providing responsive care, effective teaching and an organized learning environment that promote health development and children skill growth aligned with Head Start Early Learning Outcomes Framework, Birth to Five (HSELOF), including for children with disabilities. HSPPS 1302.31(b)(1)(i)
• Provide nurturing and responsive practices, interactions and environments that promote trust and emotional security. HSPPS 1302.31(b)(1)(i)
• Provide environments that are language rich and high quality, language modeling using self-talk, parallel talk, and open-ended questions as outlined in CLASS Language Modeling- Instructional Support. HSPPS 1302.31(b)(1)(i)
• Promote critical thinking and problem-solving, while also providing opportunities for social emotional behavioral and language development. Maximize student’s engagement by implementing interesting activities so that children have the opportunity to explore, utilize materials and gain positive experiences. HSPPS 1302.31(b)(1)(i)
• Support all children’s engagement in learning experiences and activities. HSPPS 1302.31(b)(1)(i)
• Together, the Teacher and Teacher Assistant will focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high-quality learning individualized learning experiences. HSPPS 1302.31(b)(1)(ii)
• Integrate child assessment data in individualized and group planning through the Galileo Electronic Management of Learning System (Galileo) using the Classroom Observation Record (COR). HSPPS 1302.31(b)(1)(ii)
• Recognize that bilingualism and biliteracy are strengths for dual language learners and will implement research-based teaching practices that include: HSPPS 1302.31(2)(ii)
  • A focus on both English language acquisition and the continued development of the home language HSPPS 1302.31(2)(ii)
  • Requests from the supervisor for culturally and linguistically appropriate materials (HSPPS 1302.31(2)(iii)
• Implement well-organized learning environments with developmentally appropriate schedule, lesson plans and indoor and outdoor learning experiences. HSPPS 1302.31(c)(2)
• Provide a balance of teacher-directed and child- initiated activities, active and quiet learning activities and opportunities for individual, small group and large group learning activities. HSPPS 1302.31(c)(2).
• Engage in Instructional Support assisting children in concept development, language modeling and quality feedback (Teachstone CLASS Instructional Support Domain).
• Provide intentional age-appropriate approaches to accommodate children’s need to nap (such as a regular time every day where children are encouraged but not forced to rest or nap). HSPPS 1302.31(e)(1)
• Implement snack and meal times to support development and learning. Snack and meal times will be structure as learning opportunities to support teaching/staff teacher/child interaction and foster communication and conversation through family style meals using the High Scope Mealtime Cards or child initiated discussions. HSPPS 1302.31 (e)(2)
• Provide sufficient time for children to eat and not use food as reward or punishment HSPPS 1302.31 (e)(2)
• Approach routines such as hand washing and tooth brushing and transitions between activities as opportunities for strengthening growth and development. HSPPS 1302.31(e)(3)
• Integrate intentional movement and physical activities into curricular activates and daily routines in ways that support health and learning. HSPPS 1302.31(e)(4)
• The HS Teacher Assistant will implement the High Scope curriculum (a scientifically valid research-based curriculum with standardized training practices - that is aligned with the HSELOF). HSPPS 1302.32(a)
• With collaboration with the Teacher, the HS Teacher Assistant will implement curricular enhancements to include a social and emotional focus

(Pyramid model) with science infused learning opportunities along with Positive Climate, Teacher Sensitivity and behavior management outlined in the Teachstone CLASS Classroom Organization and Emotional Support Domain. HSPPS 1302.32(b)

• In collaboration with each child’s parent and parental consent, obtain a current development screening to identify concerns regarding children’s development, behavioral, motor skills, language development, social and emotional skills, within 45 calendar days from a child’s enrollment. HSPPS 1302.33(a)(1)
• When a concern is noted on the appropriate screenings, the HS Teacher Assistant will implement the referral process HSPPS 1302.33(b) to include
  • Sharing information with the classroom Teacher and the notification and collaboration with the Licensed Mental Health and Disabilities Professional HSPPS 1302.33(b)(1)
  • Referrals to the local agency responsible for evaluation and implementation of IDEA services HSPPS 1302.33(a) (2-4)
• Conduct standardized and structured assessments based on observation or direct assessment – that provide ongoing information to evaluate child’s development a level and progress in child outcomes described in the HSELOF and share the information with the classroom Teacher. HSPPS 1302.33(b)(1)
  • Utilize assessment data to provide individualized instruction for each child and for groups of children HSPPS 1302.33(b)(1)
  • Share the results of these assessments with parents and families focusing on the strengths, interests, growth and progress, and the needs of each child through Parent Teacher Conferences and providing access to the Parent Portal in Galileo. HSPPS 1302.33(b)(2)
• Encourage parents and family members to be involved in the educational services. HSPPS 1302.34(b)
• Regularly communicate with parents so families are well informed about their child’ routines, activities and behavior. HSPPS 1302.34(b)(2)
• Hold parent conferences as need (no less than two timers per program year). HSPPS 1302.34(b)(3)
• Conduct home visits as needed (no less than two times per program year) HSPPS 1302.34(b)(7)
• Encourage parents and family members to volunteer in the class and during group activities. HSPPS 1302.34 (b)(4)
• Encourage parents to provide feedback on selected curricula, leaning activities and instructional material, and will incorporate parental suggestions into the daily lesson plans. HSPPS 1302.34(b)(4)
• Inform parents of the purposes and results of screening and assessment and discuss their child’s progress. HSPPS 1302.34(b)(6)

Qualifications:

• At least a National CDA in Preschool, associate’s or bachelor's degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act.
• DCF – 45 hours and corresponding exams started within 90 days and completed within 1 year
• Within two (2) months, complete the following coursework:
  • Florida Standards
  • How to Administer the VPK Assessment
  • Emergent Literacy for VPK Instructors
  • Language and Vocabulary
• Within three (3) months, complete the following coursework:
  • Integrating the Standards: Phonological Awareness
  • VPK Assessment Instructional Implications
• Experience with Head Start programs preferred.
• Intermediate computer skills, Internet and email capability.
• Ability to utilize agency resources, technology and conduct action research.
• Able to stand and sit for extended periods of time
• Able to kneel and sit on the floor or at a child’s eye level
• Able to lift 40 pounds
• Salary: See the most recent salary schedule.

FLSA Status: Non-Exempt