Early Head Start Teacher - CDA

Elite School Staffing; Norton; On-site; CAD 35,000 - 55,000; Full time

Job summary

An established industry player is seeking a dedicated Early Head Start Teacher to create a nurturing learning environment for infants and toddlers. This role involves planning activities that promote developmental growth, ensuring safety, and collaborating with families to support individual children's needs. The ideal candidate will have a strong educational background in early childhood education, a CDA credential, and experience working with young children. Join a passionate team committed to fostering a supportive atmosphere where every child can thrive and prepare for their educational journey.

Qualifications

• Associates or higher in early childhood education preferred.
• CDA credential or commitment to obtain within one year.

Responsibilities

• Maintain a safe, healthy classroom environment for infants/toddlers.
• Implement health and safety practices ensuring children's safety.
• Collaborate with families to develop individual goals for children.

Skills

Child supervision

Emergency response

Communication skills

Cultural diversity awareness

Education

Associates in Early Childhood Education

Child Development Associate (CDA)

Tools

MS Office Suite

Job description

About the Opportunity:

Immediate Opening! Salary is negotiable and based on Experience!

Elite School Staffing is an affirmative action and equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, disability, age, sexual orientation, gender identity, national origin, veteran status, or genetic information.

Elite School Staffing is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, its services, programs, and activities.

Position Title – Early Head Start Teacher CDA

SUMMARY:

The EHS Assistant Teacher provides a safe, nurturing learning environment for children and their parents. They plan for, assess, and meet children's general and individual needs. The teacher plans specific activities reinforcing the program philosophy, promoting developmentally appropriate activities, and ensuring children are ready for school. The EHS Teacher also works with a co-teacher and volunteers in the classroom to build a team approach to educating children. At all times, the EHS Teacher provides active supervision for all children.

REPORTING RELATIONSHIP:

The Early Head Teacher reports to the designated Manager and/or Early Head Start/Head Start/GSRP Director.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

• Maintain a safe, healthy classroom environment appropriate for infants/toddlers, and ensure the cleanliness of the facilities.
• Respond swiftly and appropriately (both mentally and physically) to an emergency or crisis situation.
• Implement active supervision health and safety practices that ensure children are kept safe at all times, as determined by program policy.
• Work in collaboration with families to develop individual goals for all children.
• Gear the program to the needs of individual children with concern for their developmental level, interests, special needs, special talents, and individual style and pace of learning.
• Provide for the physical needs of infants/toddlers, including diapering and feeding.
• Supervise, guide, and facilitate learning for infants and toddlers.
• Ensure that all Early Head Start component areas are included in the planning of daily lessons and classroom/outdoor environment: physical, cognitive, social/emotional development; health; safety; nutrition, and culture.
• Treat children and families with dignity and respect.
• Encourage and support family involvement in all aspects of the Early Head Start program.
• Help children develop social awareness appropriate for their age and developmental level.
• Follow a consistent schedule that meets the individual needs, including small and large group experiences, choice time, music and movement, small and large motor activities, skill development, meals, and effective transitions between activities.
• Complete the daily sanitation log and classroom health and safety checklist.
• Conduct two parent conferences and two home visits to share information with families in all areas of their child’s development.
• Ensure that all developmental screenings are completed within 45 days of enrollment.
• Use appropriate observation, ongoing assessment, and tracking to ensure positive child outcomes.
• Maintain ongoing anecdotal notes to monitor children’s individual development.
• Input COR notes into the database system within the timeline set by the program.
• Maintain adequate safeguards for the privacy and confidentiality of information.
• Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner.
• Stay abreast of current issues and trends by participating in grantee-sponsored training, center pre-service and in-service training, and other continuing education, career, and professional development opportunities; read and review regulations and other resources.
• Must be willing to “fill in” where needed.
• Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES: None

REQUIRED EDUCATION and/or EXPERIENCE:

• Associates or higher in early childhood education or child development preferred.
• A minimum Child Development Associate (CDA) credential or comparable credential, and trained or have equivalent coursework in early childhood development with a focus on infant and toddler development. (or commitment to obtain a CDA credential within one year of hire).
• One year of experience working with infants and toddlers is preferred.
• Able to assist and supervise infants/toddlers and ensure a safe learning environment, including the ability to monitor and respond at all times in the classroom and outdoor play areas. This includes the physical ability to move quickly, keep in visual contact, and assess situations with good judgment.
• Knowledge of Birth-to-Three Early Childhood Education and Development.
• Strong working knowledge of Head Start Program Performance Standards and Michigan Childcare Licensing Regulations.
• Effective in an environment of cultural diversity; comfortable in a collaborative, team-based work setting.

LANGUAGE SKILLS:

• Ability to read, analyze, and interpret program policies and procedures.
• Ability to write per-program policies and procedures.
• Ability to interpret various instructions furnished in written, oral, diagram, or schedule form.

WORKING AND ENVIRONMENTAL CONDITIONS:

Possible exposure to blood and bodily fluids or tissues; Possible exposure to communicable diseases; Job may require lifting to 45 pounds, sitting, standing, walking, squatting, kneeling, climbing, and bending for periods of time.

OTHER SKILLS and ABILITIES:

• Ability to apply knowledge of current research and theory in a specific field.
• Ability to establish and maintain effective working relationships with students, staff, and the community.
• Ability to communicate clearly and concisely in oral and written form.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.
• Knowledge, skill, and ability in the use of MS Office Suite and e-mail.