Early Head Start Teacher

Brazos Valley Community Action Prog; Bryan (TX); On-site; USD 30,000 - 42,000; Full time

Job summary

Brazos Valley Community Action Prog is seeking an Early Head Start Teacher to provide high-quality education and care for children aged 0 to 3. You will create a nurturing, engaging classroom and partner with families to support school readiness.

You will follow the agency's curriculum, adapt plans to individual needs, conduct home visits, and collaborate with Family Advocates and staff to coordinate services.

Qualifications

• Excellent written and verbal communication skills.
• Bilingual English/Spanish is a plus.
• Knowledgeable in computer skills, word processing, and e-mail.

Responsibilities

• Follows agency-adopted curriculum and uses effective learning strategies.
• Prepares classroom environment and materials for developmentally appropriate plans.
• Assesses needs and plans for individual and group learning.
• Conducts home visits with families.
• Coordinates with Family Advocates and staff to support services.
• Promotes English language development for dual-language learners.
• Maintains positive classroom climate and consistent daily schedule.
• Documents attendance and interactions per agency requirements.

Skills

Communication skills

Bilingual ES/EN

Computer skills

Education

CDA - Infant/Toddler

Degree in ECE or Child Development

Job description

Description

Job Summary:

An Early Head Start Teacher is responsible for providing high-quality early childhood education and care to children aged 0 to 3 years. The role involves creating a nurturing and stimulating environment that fosters the physical, social, emotional, and cognitive development of young children. Early Head Start Teachers work with families and other educators to ensure the well-being and school readiness of children in their care.

Duties and Responsibilities:

• Classroom Time / School Readiness
• Follows agency-adopted curriculum, using effective strategies to guide learning.
• Prepares the classroom environment and materials to support developmentally appropriate curriculum plans and learning experiences.
• Assesses individual and group needs, attending to specific interests, strengths, and concerns.
• Works with appropriate agencies to develop specialized planning for children and families as needed.
• Coordinates with support staff when indicated, developing a collaborative approach that benefits all children in the classroom.
• Adapts curriculum to address and meet individual goals for children as identified in their individualized family service plans (IFSP).
• Develops and utilizes integrated curriculum plans, which reflect mandated elements and components, familial and cultural influences, and promote the social, emotional, physical, and cognitive development of Head Start children.
• Establishes weekly goals that promote individual and group educational plans and include other Head start components.
• Participates in integrated service meetings to support planning and effective delivery of collaborative services across all components.
• Establishes a positive classroom climate.

• Family Engagement and Community Partnerships
• Provides an atmosphere that promotes and reinforces family and volunteer engagement.
• Supports the role of families as the first and primary teachers of their children.
• Supports families’ safety, health, financial stability, life goals, and aspirations.
• Conducts home visits with individual families.
• Helps plan and participates in family activity events.
• Coordinates with the Family Advocates (FAs) as needed to assist families to complete follow-ups (i.e. dental, medical, physical, and mental health needs of families, etc.)
• Coordinates with the Education and Disabilities Manager and FAs to provide families with timely information and referrals appropriate to their needs.
• Monitors and document attendance concerns.
• Provides learning opportunities for dual language in the classroom and in the home.
• Always supervises and monitors children and responds appropriately to crisis or emergency situations that may occur
• Guides the behavior of children in positive, effective ways.
• Follows a consistent schedule which includes small and large group experiences, choice time, music and movement, large and small motor activities, skill development, meals, and effective transitions between activities.
• Encourages experimentation, exploration, problem solving, cooperation, socialization, and decision-making; asks open-ended questions and follow-up questions to promote further learning and thinking.
• Promotes English language acquisition of children who are English- and Dual-Language learners.

• Documentation
• Utilizes agency-adopted tools for ongoing assessment and documentation.
• Ensures all federal, local, state and/or agency documentation is completed accurately.
• Documents all family contacts and home visits.
• Monitors and reports suspected child abuse/neglect.
• Releases children only to individuals with appropriate signed consent

Requirements

Qualifications:

• A current national infant and toddler center-based CDA credential issued by the Council for Professional Recognition or a comparable certificate or credential that meets or exceeds the national infant and toddler center-based CDA credential requirements
• Preferred a degree in child development or early childhood education (ECE) as well as training or coursework with a focus on infant and toddler development or a degree in a related field as well as training or coursework with a focus on infant and toddler development
• Prefer two years of experience in working with infants/toddlers.
• Must have the flexibility to schedule and accommodate the needs of families.
• Excellent written and verbal communication skills.
• Bilingual English/Spanish skills is a plus.
• Knowledgeable in computer skills, word processing, and e-mail.
• Must be able to obtain CPR & First Aid certification within 30 of employment.
• Excellent communication skills with parents, teachers, and other staff.
• Ability to be patient and understanding when working with children and interacting with parents
• Position is contingent upon the successful completion of a federal background check

Physical Requirements:

The physical demands described herein are represented by those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions. The employee is regularly required to stand, reach with hands and arms, and talk or hear. The employee is frequently required to walk, sit, and use hands to handle or feel. The employee is regularly required to stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to forty-five pounds. The employee must have specific vision abilities required for this job include close vision, distance vision, peripheral vision, and depth perception.