Parents as Teachers Educator-North County Primary

North St; Fayetteville (AR); On-site; USD 42,000 - 52,000; Full time

Job summary

The North St. Francois County R-I School District is seeking a Parents as Teachers Educator for the North County Primary location. This role supports early childhood education through home visits, parent education, and community outreach.

You will organize activities, screen developmental progress, and collaborate with the Parents as Teachers Coordinator to promote child readiness for kindergarten. Requires degree with early childhood endorsement and related training.

Qualifications

• Bachelor's degree from a four-year college or university; endorsement in early childhood preferred.
• Must have at least 60 college credit hours.
• Early Childhood Teacher Certification preferred; Foundational and Model Implementation training may be required.

Responsibilities

• Visits the home of every parent in the program according to established schedule.
• Plans presentation of materials for parents and children.
• Plans individual and group activities to stimulate growth in language, social, and motor skills.
• Develops and uses instructional materials suitable for verbal or visual instruction of pupils with wide range of abilities.
• Communicates regularly with parents by means of newsletters, notes, phone calls and conferences.
• Interprets school program to strengthen parental understanding of the pupil's needs and the school's role.

Skills

Language skills

Math skills

Reasoning ability

CPR training

Education

Bachelor's degree + early childhood endorsement

60 college credit hours

Early Childhood Teacher Certification preferred

Job description

Parents as Teachers Educator--North County Primary JobID: 1158

• Position Type: Student Support Services/ Early Childhood
• Date Posted: 9/25/2026
• Location: North County Primary
• Date Available: 10/19/2026
• Closing Date: 10/16/2026

NORTH ST. FRANCOIS COUNTY R-I SCHOOL DISTRICT

Job Description

Position Title: Parents as Teachers Educator

Department: Support Services

Reports To: Parents as Teachers Coordinator

Approved By: Board of Education

Date: February, 2022

SUMMARY

The Early Childhood Developmental Act authorizes state funding to school districts that provide the following education programs and services to families expecting a child or have a child under the age of kindergarten entry:

• Periodic developmental screening for all children birth to kindergarten entry
• Parent education for all families prenatal to kindergarten entry

The general goals of these programs and services are:

• To provide appropriate and useful information and guidance to parents as their child's primary and most important teacher.
• To inform parents of possible delays in their child's development as well as normal progression; and
• To prepare children for success in school and in life

ESSENTIAL DUTIES AND RESPONSIBILITIES

Other duties may be assigned.

• Visits the home of every parent in the program according to established schedule
• Plans presentation of materials for parents and children
• Plans individual and group activities to stimulate growth in language, social, and motor skills such as learning to listen to instructions, playing with others, and using play equipment
• Develops and uses instructional materials suitable for verbal or visual instruction of pupils with wide range of mental, physical, and emotional maturity
• Promotes the development of an awareness of each child's worth as an individual and his role in his family and community
• Encourages pupils to express themselves creatively in art, music, and dramatic play through parent training
• Provides development of appropriate climate to establish and reinforce acceptable pupil behavior, attitudes, and social skills
• Assesses families' needs
• Cooperates and seeks assistance from other professional staff members
• Provides individual and small group instruction designed to meet individual needs of pupils in communications skills, health habits, physical skills, and development of self-concepts
• Communicates regularly with parents by means of a newsletter, notes, phone calls and individual parent conferences and presentations
• Interprets school program to parents in order to strengthen parental understanding of the individual pupil's needs and the school's role in the pupil's life

SUPERVISORY RESPONSIBILITIES

None

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE

Bachelor's Degree from four-year college or university and endorsement in early childhood preferred. Must have at least 60 college credit hours.

CERTIFICATES, LICENSES, REGISTRATIONS

Early Childhood Teacher Certification preferred. Parent educators must have completed the Foundational and Model Implementation training provided by the Parents as Teachers National Center to support services to families with children under the age of three. Parent educators who are also providing services to families with children age three to kindergarten entry must have completed the Foundational 2 Training.

LANGUAGE SKILLS

Ability to read and analyze and interpret general business periodicals, professional journals, technical procedures, or governmental regulations. Ability to write reports, business correspondence, and procedure manuals. Ability to effectively present information and respond to questions from groups of administrators, staff and the general public.

MATHEMATICAL SKILLS

Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry.

REASONING ABILITY

Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.

OTHER SKILLS and ABILITIES

Ability to apply knowledge of current research and theory to instructional programs; ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned. Ability to establish and maintain effective working relationships with students, peers, parents and community; ability to speak clear and concisely in written or oral communication. Knowledge and use of CPR and Heimlich maneuver.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit, stand, walk and talk or hear. The employee is occasionally required to run, stoop and kneel. The employee must occasionally lift and/or move up to 50 pounds. The employee must occasionally push items of 50 lbs. such as pushing children on a bike or moving/rearranging furniture. While performing the duties of the job the employee must be able to visit children's homes. Specific vision abilities required by this job include close vision, distance vision, and depth perception.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually loud and is a standard acceptable level for this environment. Is directly responsible for students' safety, work output and well -being.