Early Childhood Educator

2 weeks ago

Billings, Montana, United States Head Start Inc Full time
Are you an enthusiastic educator who understands the significance of early childhood education in shaping young minds and fostering a lifelong passion for learning? Do you possess a genuine desire to nurture the distinct talents and capabilities of each child? If this resonates with you, we have an engaging opportunity for you.

We are looking for a committed and passionate full-time Teacher to guide our preschool students. As an integral member of our educational team, you will have the chance to develop captivating lesson plans, cultivate a nurturing classroom atmosphere, and ignite curiosity and excitement in the hearts of young learners.

If you are eager to impact children's lives positively and help them experience the joy of learning, consider becoming part of our vibrant and supportive community dedicated to educational excellence.

JOB SUMMARY:

Delivers high-quality, individualized education to children in a center-based environment. Encourages and supports parents in their role of teaching their children at home to enhance self-esteem and maximize family involvement.

ESSENTIAL FUNCTIONS:

Planning:
  • Establish a learning environment that promotes exploration, experimentation, and creative play.
  • Design, organize, and implement daily lesson plans based on developmentally appropriate practices utilizing research-based methods and materials.
  • Leverage observations and data to tailor lessons to meet children's developmental needs.
  • When necessary, create classroom interventions and/or Positive Guidance Plans for children requiring more focused or individualized instruction.
  • If classroom interventions prove ineffective, make suitable referrals for further assessment and additional support for children's needs.
Supervision & Guidance:
  • Adopt a positive approach to guidance and behavior management that emphasizes a child's strengths, takes a developmental perspective on behavior, and aids the child in acquiring new behavioral and social skills.
  • Establish classroom structure and routines that assist young children in learning self-regulation and developing independence in self-care.
  • Ensure constant supervision of children to maintain a healthy and safe learning environment both indoors and outdoors.
  • Apply Active Supervision principles consistently while overseeing children.
Teaching:
  • Engage actively with children daily, both indoors and outdoors.
  • Incorporate both child-led and adult-led educational experiences, capitalizing on both planned and spontaneous learning opportunities.
  • Encourage every child to explore, experiment, and express creativity.
  • Instill a passion for learning.
Assessment:
  • Utilize the TS Gold system to regularly collect and document observations and data on children's progress.
  • Employ the DECA tool to maintain accurate records and formulate targeted plans to support children's behaviors and positive outcomes.
  • Use the Speed DIAL 4 Tool to evaluate cognitive, speech & language, and motor development in children.
Collaboration:
  • Participate in multi-disciplinary assessments and Individualized Education Program (IEP) meetings when a child is involved in the special education process.
  • Welcome parents, community visitors, and volunteers into the classroom.
  • Collaborate with classroom staff to plan activities, define roles, implement lessons, and reflect on outcomes.
  • Conduct two Home Visits and two parent-teacher conferences to reinforce the family's role in their child's development.
  • Maintain regular and clear communication with parents and classroom team to share curriculum and individual goals for children, as well as ways parents can support their children's education.
  • Share developmental outcomes and progress reports with parents/guardians and establish appropriate goals with families that consider any special needs of the children.
Other:
  • Employ personal safety strategies during home visits.
  • Maintain regular communication with the supervisor regarding classroom status.
  • Must uphold regular job attendance throughout the program year.
ESSENTIAL SKILLS:
  • Maintain self-control and manage challenging or emotional situations with professionalism.
  • Communicate effectively, both orally and in writing.
  • Demonstrate organizational skills to ensure timely and accurate documentation of required records and reports.
  • Exhibit respect and sensitivity towards cultural, racial, and economic differences at all times.
  • Foster a teamwork environment by treating others with respect and consideration.
  • Support and advocate for the mission and philosophy of Head Start, Inc.
  • Utilize computer technology effectively and understand its application to organizational functions.
  • Engage parents and families, forming mutually supportive relationships with them.
SUPERVISION & PROFESSIONAL DEVELOPMENT:

The Teacher I position is an entry-level role that meets the minimum qualifications to be recognized as a Teacher under Head Start standards. Teachers are expected to collaborate with the Professional Development Team to determine career advancement opportunities. Requests for career ladder consideration must be submitted in writing and include:
  • A reflection on how the incumbent's work aligns with the agency's goals.
  • A discussion of the incumbent's accomplishments, including evidence of meeting career ladder expectations.
  • Personal and professional goals and aspirations.
To qualify for Teacher II, a Teacher I must complete the following:
  • Successfully finish a mentorship with an assigned supporter.
  • Attend a virtual or local conference in early childhood or a related field.
  • Achieve successful performance reviews with no current corrective action plans.
  • Demonstrate basic awareness of NSHA's quality indicators for a Program of Excellence.
  • Participate in an individualized coaching program with the Education Coach.
  • Implement the Creative Curriculum with fidelity.
  • Document and monitor each child's individual progress in TS Gold consistently and accurately.
  • Employees actively involved in a corrective action plan or other disciplinary actions are ineligible for advancement until the successful completion of the disciplinary term.
Typically, a Teacher I will have at least three years of experience in Head Start, Inc. or a similar early childhood education program before advancing to a higher-level position.

USING ACTIVE SUPERVISION TO ENSURE CHILDREN'S SAFETY:

Head Start, Inc. employs Active Supervision strategies to guarantee that no child is left unattended while in our care. Any incidents of children being left unsupervised must be reported immediately to the Executive Director.

All employees are responsible for the safety of children in our program. Active Supervision necessitates focused attention and intentional observation of children at all times. Employees caring for children position themselves in classrooms, on playgrounds, in hallways, on buses, during field trips, and in any area where children are present to observe all children: watching, counting, and listening consistently. They also utilize their understanding of each child's development and abilities to anticipate actions, intervening and redirecting when necessary.

WORKING CONDITIONS:

The working environment characteristics described here represent those an employee may encounter while performing the essential functions of this job.

While executing the duties of this position, the employee works in busy classrooms or shared office environments, travels by vehicle, may be exposed to varying weather conditions, and operates in diverse environments. The noise level is typically moderate.

COMMENTS:

This description aims to outline the essential job functions and requirements for performance. It is not an exhaustive list of all duties, responsibilities, and requirements for this position. Additional functions and duties may be assigned as deemed necessary for overall job accomplishment.

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