Early Childhood Lead Teacher

HirefinderRPO; Miami (FL); On-site; USD 35,000 - 55,000; Full time

Job summary

Join a forward-thinking educational organization as an Early Childhood Lead Teacher, where you will create a nurturing environment that fosters children's growth in all aspects—social, emotional, physical, and intellectual. Collaborate with experienced educators to design and implement a reflective curriculum that meets the developmental needs of young learners. This exciting role offers the chance to make a significant impact on children's lives while working closely with families and the community. If you are passionate about early childhood education and eager to contribute to a supportive team, this opportunity is perfect for you.

Qualifications

• Bachelor's degree in early childhood education or related field required.
• Experience in curriculum design and child development essential.

Responsibilities

• Design and implement a developmentally appropriate curriculum.
• Observe and document each child's development and needs.
• Communicate daily with families about their child's progress.

Skills

Child Development

Curriculum Design

Communication

Data Analysis

Flexibility

Education

Bachelor's Degree in Early Childhood Education

Infant/Toddler CDA

Job description

Position Summary

Our company is hiring for an Early Childhood Lead Teacher to join our team. As an Early Childhood Lead Teacher, the ideal candidate provides a safe and nurturing environment for children that encourages their social, emotional, physical, and intellectual development. In collaboration with the Demonstration School director and the lead teacher, design and implement a developmentally appropriate curriculum according to the guidelines and key elements established by UWM and NAEYC.

Essential Duties and Responsibilities

Teacher/Child Interactions:

• Provide experiences that build on children's prior experiences by drawing on children's curiosity and encouraging them to come up with their own questions, theories, and hypotheses.
• Encourage and model appropriate behavior and expectations.
• Be attentive, flexible, and supportive of children and their families.
• Capitalize on opportunities to help children build vocabulary by asking a series of follow-up questions to gain a deeper understanding from the children.

Program:

• In collaboration with the Mentor Teachers, design and implement a reflective curriculum, materials, experiences, and environments daily that support a child's learning.
• Responsible for observation, documentation, and all aspects of the data-gathering process of each child's development.
• Use observations to plan and respond to the individual needs of the children and the group.
• Demonstrate cultural sensitivity and respect towards persons of different cultural, ethnic, and socio-economic backgrounds.
• Design a thoughtful classroom environment to optimize small and large group interactions, social learning, and constructive play.
• Analyze and interpret the learning process and share with colleagues and children.
• Demonstrate knowledge of the Head Start performance standards and Educare model.
• If having a child with an I.E.P. (Individual Education Plan) or I.F.S.P. (Individual Family Service Plan), seek clarification for any aspects that are not well understood to be able to follow the goals of the plan.
• Serve as a mentor for teachers of other programs.
• Follow a reflective planning cycle.

Faculty/Parent Interactions:

• Acknowledge and respond to all parents and visitors in a friendly, courteous, and professional manner.
• Communicate daily with families including conferences, events, and meetings.
• Share resources with parents.
• Schedule, develop plans, and conduct home visits in collaboration with the Family Engagement Staff.
• Use home visits and parent/teacher conferences to discuss the child's individual development and progress.
• Keep information confidential and only share with pertinent staff. Engage parents in ongoing communication about their child's development screenings and assessments.
• Implement the touchpoint guiding principles and assumptions.

Use of Data:

• Use data and share with families to individualize instruction and create action plans if needed.
• Engage parents in ongoing communication about their child's development screenings and assessments and provide activities designed to enhance their child's development based on assessment results.
• Look at overall summary scores, subscales, and individual items from screening and assessments.
• Create plans based on data to work with individual children in areas of strength, typical development, or need.

Leadership:

• Guide the team in developing classroom goals and action plans.
• Ensure that daily responsibilities are complete and jobs are shared.
• Implement reflective supervision with the teaching team.
• Supervise children, following all safety and health rules and knowing the number of children in the group at all times.
• Maintain a safe, organized, and accessible classroom environment.
• Complete appropriate documentation to report incidents and accidents.

Professionalism:

• Keep abreast of the latest trends and research in the early childhood field.
• Demonstrate knowledge and flexibility in childcare practices, continuing ongoing professional growth.
• Attend all required meetings/trainings and be punctual.
• Protect the confidentiality of children; no information about a child or family is meant to be shared with other staff members.

Knowledge, Skills, and Abilities

Teamwork:

• Establish and maintain a relationship of cooperation and respect, and maintain confidentiality.
• Participate in classroom and Center events.
• Be open to communication and collaboration at all times.

Decision-Making Authority:

• Take action but must inform the Director or Master Teacher when caring for a child with a significant injury, acknowledging and listening to a parent's concern, filling a neglect and abuse complaint, or recording an unusual incident.

Other Essential Knowledge/Skills:

• Flexibility. Understand concepts around Visible Thinking, Multiple Intelligence, Dual Language, Inclusion, Early Literacy strategies, and Reflective Supervision.

Education & Experience

• A minimum of a bachelor's degree or equivalent in early childhood education, child development, elementary education, or early childhood special education that encompasses child development and learning of children birth through kindergarten; family and community relationships; observing, documenting, and assessing young children.
• Infant/Toddler CDA. 45 CDS hours/15 in-service hours per year.

Seniority Level: Not Applicable

Employment Type: Full-time

Job Function: Education

Industries: Education