ASSISTANT TEACHER, EARLY HEAD START GROUP LEADER

Pittsburgh Public Schools; Pittsburgh (Allegheny County); Vor Ort; USD 32.000 - 42.000; Vollzeit

Zusammenfassung

Pittsburgh Public Schools seeks an Assistant Teacher, Early Head Start Group Leader to plan and implement daily activities aligned with Head Start standards and the Early Childhood Philosophy. You will coordinate with Educational Assistants to support growth in infants and toddlers.

Requires a Bachelor's in Early Childhood Education with Infant/Toddler credits and at least 2 years of related experience. Strong collaboration with families and staff is essential.

Qualifikationen

• Observes and documents children's daily performance and development.
• Plans weekly lessons aligned with early learning standards.
• Engages families in child progress and program activities.
• Maintains classroom routines and supports holistic development.

Aufgaben

• Create a safe, nurturing classroom environment.
• Coordinate with Educational Assistants, volunteers, and staff.
• Complete developmental records and IFSP coordination as needed.
• Participate in conferences and professional development.

Kenntnisse

Observation/Assessment

Lesson Planning

Family Engagement

Youth Development

Ausbildung

Bachelor's degree in Early Childhood Education with Infant/Toddler credits

Jobbeschreibung

ASSISTANT TEACHER, EARLY HEAD START GROUP LEADER

Job Description

POSITION TITLE

Assistant Teacher, Early Head Start Group Leader

JOB DESCRIPTION SUMMARY

The Assistant Teacher, Early Head Start Group Leader is directly supervised by the Early Head Start Supervisor and is responsible for planning and implementing daily program activities in accordance with the Early Childhood Philosophy and Head Start Performance Standards and coordinating these activities with the Educational Assistants in the classroom, for the growth and development of all children.

WORK MONTHS

10

ESSENTIAL FUNCTIONS

1. 1. Provide children with a learning environment and the varied experiences that will help them develop socially, intellectually, physically and emotionally in a manner appropriate to their age and stage of development toward the ultimate goal of social competence.
2. 2. Provides easy and natural transitions for children moving from one activity to another.
3. 3. Maintains a wide range of suitable activities so that the children can make choices according to their own interests and needs.
4. 4. Meets weekly with staff at the center level for the purpose of planning and evaluating the program and assessing the needs of the children.
5. 5. Plans and supervises the activity of the children at all times; and participation of the Education Assistants, observers and volunteers.
6. 6. Ensures that equipment and materials are in good condition and provides a setting that is orderly and attractive.
7. 7. Completes conferences and home visits as mandated by Head Start guidelines during the school year.
8. 8. Completes additional home-visits, socializations, parent events/activities, and professional developments over the summer months (for additional pay) as required by the PPS EHS program.
9. 9. Completes student's developmental records as mandated.
10. 10. Works cooperatively with Alliance for Infants and Toddlers on student IFSPs.
11. 11. Encourages healthy adult/child relationships among children, staff and volunteers.
12. 12. Recognizes individual problems of children and develops skills in handling those behavior problems.
13. 13. Remains alert to the needs and progress of the children.
14. 14. Is responsible for keeping, using and sharing with staff, such records as are necessary.
15. 15. Develops and maintains a sound relationship with parents, scheduling conferences regarding student's developmental profile, accepts differences due to cultural background and environmental situations, and keeps the parents informed of center activities.
16. 16. Facilitates plans for transition into Head Start / Preschool programs.
17. 17. Participates on various component committees.
18. 18. Responsible for meals consistent with family style service. Confers with the Nutritionist to assure consistent quality of classroom meals.
19. 19. Follows health and safety regulation standards.
20. 20. Coordinates presentations with parents at the center.
21. 21. Attends pre- and in-service training as scheduled.
22. 22. Follows district polices and standards of funding entities.
23. 23. Other relevant duties as assigned by supervisor in support of the department’s or school’s goals and objectives and the District’s mission and Superintendent’s Priority Goals.

EDUCATION REQUIRED

Bachelor’s Degree in Early Childhood Education or related field (such as Child Development, Applied Developmental Psychology, Child Life Studies, etc.) with at least 12 + college level credits in Infant/Toddler education and/or child development required.

CERTIFICATION/LICENSURE REQUIRED

N/A

YEARS OF EXPERIENCE

At least 2-years work experience in the infant/toddler setting, and experience in mentoring and/or counseling teen parents preferred.

KNOWLEDGE, SKILLS, & ABILITIES

• Documenting/Recording Information:
  • Observe and evaluate children's daily performance, behavior, social development, and physical health, via anecdotal notes.
  • Assess children according to established assessment schedule.
  • Plan weekly lesson plans, aligning with federal and state early learning standards.
  • Organize and follow a posted daily schedule.
• Performing Administrative Activities and Organizational Ability:
  • Follow PPS and program policies and procedures.
  • Report to work and depart on time daily.
  • Report personal absences according to established procedures.
  • Maintain confidentiality surrounding child records and sensitive parent information.
  • Attend scheduled professional development activities and workshops.
• Technical Proficiency:
  • Implement curriculum according to curriculum guidelines and state & federal regulations.
  • Teach uniformly in all pre-academic domains: language & literacy, mathematics, science, health & personal/social skills and physical.
  • Establish and maintain positive classroom & child management utilizing appropriate behavior management strategies.
  • Provides for the safety, health and well-being of all children.
  • Provide a variety of materials and resources for children to explore, manipulate and use, both in learning activities and in imaginative play.
  • Identify children showing signs of emotional, developmental, or health-related problems, and discuss them with supervisors, parents or guardians, and child development specialists.
  • Attend to children's basic needs by feeding them, dressing them, and changing their diapers; and attending to other health related/medical needs, whenever necessary.
  • Implement child's IFSP in coordination with the Alliance for Infants and Toddlers staff. Review IFSPs on a weekly basis.
  • Differentiate instruction for all children according to individual skills and abilities.
  • Communicate positively and effectively with teaching team in order to meet children's needs and create a safe classroom atmosphere.
• Workflow management:
  • Maintain all established timelines and deadlines.
  • Managing one's own time and the time of others.
• Stakeholder Relations:
  • Welcome child and parent/guardian each morning upon entering classroom and departing at end of the day.
  • Maintain frequent contact with families regarding child progress and daily activities.
  • Meet with parents and guardians to discuss their children's progress and needs, determine their priorities for their children, and suggest ways that they can promote learning and development.
• Other Related Essential Skills and Abilities:
  • Active Listening: Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Speaking & Oral Expression: Talking to others to convey information effectively. The ability to communicate information and ideas in speaking so others will understand. The ability to speak clearly so others can understand you.
  • Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Reading Comprehension: Understanding written sentences and paragraphs in work related documents.
  • Learning Strategies: Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Writing: Communicating effectively in writing as appropriate for the needs of the audience.
  • Social Perceptiveness: Being aware of others' reactions and understanding why they react as they do.
  • Critical Thinking: Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
  • Monitoring: Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
  • Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
  • Written Comprehension & Expression: The ability to read and understand information and ideas presented in writing. The ability to communicate information and ideas in writing so others will understand.
  • Self Control: Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
  • Dependability: Job requires being reliable, responsible, and dependable, and fulfilling obligations.
  • Concern for Others: Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
  • Integrity: Job requires being honest and ethical.
  • Cooperation: Job requires being pleasant with others on the job and displaying a good‑natured, cooperative attitude.
  • Social Orientation: Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
  • Adaptability/Flexibility: Job requires being open to change (positive or negative) and to considerable variety in the workplace.
  • Stress Tolerance: Job requires accepting criticism and dealing calmly and effectively with high stress situations.
  • Leadership: Job requires a willingness to lead, take charge, and offer opinions and direction.
  • Initiative: Job requires a willingness to take on responsibilities and challenges. Enthusiastic about the fundamental goal of advancing student achievement in an urban public school district.
  • Value, demonstrate, and promote diversity, equity, and inclusion .

WORKING CONDITIONS & PHYSICAL REQUIREMENTS

The working conditions and physical requirements described here are representative of, but not limited to, those that must be met by an employee to successfully perform the essential functions of this position. Reasonable accommodation may be made.

• Varies based on the needs of the supervisor

APPLICANT ELIGIBILE CRITERIA

N/A

CITY OF PITTSBURGH RESIDENCY REQUIREMENT

This position requires does not have a residency requirement.