Teacher I

Head Start inc.; Billings (MT); On-site; USD 32,000 - 45,000; Full time

Job summary

Head Start, Inc. seeks a Teacher I to provide high-quality, individualized education to children in a center-based setting and to guide parents in home learning to foster family involvement and positive self-esteem.

The role emphasizes planning developmentally appropriate lessons, using standardized assessment tools to monitor progress, and collaborating with Education Coach and staff for student success. The position requires typical entry-level teaching credentials, a bachelor's or associate

Qualifications

• Bachelor’s in child development or ECE or equivalent with 1 year teaching experience
• Associate degree in child development or ECE with 2 years teaching experience
• Montana Early Childhood Practitioner Registry membership required/benefits

Responsibilities

• Plan, organize and execute daily lesson plans based on developmentally appropriate practices.
• Individualize lessons using observations and data.
• Implement Positive Guidance Plans when needed.
• Supervise and provide a safe learning environment.
• Collaborate with staff and parents to support child development.
• Use TS Gold, DECA, and Speed DIAL 4 tools to monitor progress.
• Communicate with families and coordinate home visits and conferences.

Skills

Self-control

Clear communication

Organization

Cultural sensitivity

Teamwork

Advocacy for Head Start

Computer literacy

Parent engagement

Education

Bachelor’s in child development or early childhood education

Associate degree in child development or early childhood education

Montana registry membership (ECE)

Tools

TS Gold

DECA

Speed DIAL 4

Job description

Teacher I

JOB DESCRIPTION

POSITION: Teacher I

DEPARTMENT: Child & Family Services – Education

SUPERVISOR: Education Coordinator

STATUS: Exempt

BAND: Band 4, Level 1

JOB SUMMARY:

Provides high quality, individualized education to Head Start, Inc. Children in a center environment. Encourages and trains parents in the task of teaching their own children in the home environment to foster positive self-esteem and maximum family involvement.

ESSENTIAL FUNCTIONS:

Planning:

• Prepare the learning environment so that it encourages discovery, experimentation and creative play.
• Plan, organize and execute daily lesson plans based on developmentally appropriate practices and using research-based methods and materials.
• Use observations and data to individualize lessons to meet children’s developmental needs.
• When required, develop classroom interventions and/or Positive Guidance Plans for children who need more specific or individually directed instruction.
• If classroom interventions are not successful, make appropriate referrals for further assessment and additional support of children’s needs.

Supervision & Guidance:

• Implement a positive approach to guidance and behavior management that focuses on a child’s strengths, takes a developmental view of behavior, and helps the child to learn new behavioral and social skills.
• Provide classroom structure and routines that assist young children in learning self-regulation and developing independence in self-care.
• Supervise children at all times to ensure a healthy and safe learning environment for children inside and outside the classroom.
• Apply Active Supervision principles at all times when supervising children.

Teaching:

• Actively participate with children daily, both indoors and outdoors.
• Incorporate both child-guided and adult-guided educational experiences, taking advantage of both planned and unexpected learning opportunities.
• Encourage every child to explore, experiment, and be creative.
• Instill a love of learning.

Assessment:

• Using the TS Gold system, regularly collect and record observations and data on children’s progress.
• Utilize the DECA tool to maintain accurate records and create targeted plans to support children’s behaviors and positive outcomes.
• Utilize Speed DIAL 4 Tool to assess cognitive, speech & language, and motor development of children.

Collaboration:

• When a child is involved in the special education process, participate in the multi-disciplinary assessment and the Individualized Education Program (IEP) meetings.
• Welcome parents, community visitors and volunteers into the classroom.
• Work collaboratively with classroom staff to plan activities, determine roles of each staff member, implement lessons, and reflect on results.
• Complete required two Home Visits and two parent-teacher conferences to reinforce the role of the family in their child's development.
• Communicate regularly and clearly with parents and classroom team to share curriculum and individual goals for children, and ways that parents can support their children’s education.
• Share developmental outcomes and progress reports with parents/guardians and set appropriate goals with families that incorporate any special needs of the children.

Other:

• Use personal safety strategies while executing home visits.
• Regularly communicate with supervisor regarding classroom status.
• Must maintain regular job attendance during the program year.

ESSENTIAL SKILLS

• Must maintain self-control and manage difficult or emotional situations with tact and professionalism.
• Must communicate clearly, both orally and in written format.
• Must be organized to ensure timely and accurate documentation of required records and reports.
• Must demonstrate respect and sensitivity at all times for cultural, racial and economic differences.
• Must treat others with respect and consideration to foster a teamwork environment.
• Must support and advocate Head Start, Inc.’s mission and philosophy.
• Must be able to use computer technology and understand its application to organizational and/or departmental function.
• Engages parents and families and forms mutually supportive relationships with them.

SUPERVISION & PROFESSIONAL DEVELOPMENT:

Teacher I is an entry level position and is held to the minimum requirements to be qualified as a Teacher under Head Start standards. They are expected to work collaboratively with the Professional Development Team (consisting of Education Coach, Education Coordinator and Child & Family Services Manager, advised by the HR Director) to determine career ladder level and career path. Requests to consider a career ladder level will be made by the Teacher I, in writing and will include the following:

• A reflection of how the incumbent’s work aligns with the goals of the agency
• Discussion of the incumbent’s accomplishments, including evidence of the career ladder expectations being met
• Personal and professional goals and ambitions

A Teacher I must complete the following before qualifying for Teacher II.

• Successfully complete a mentorship with assigned supporter
• Attend a virtual or local conference in early childhood or a related field
• Have successful performance review(s) with no current corrective action plan
• Demonstrate basic awareness of NSHA’s quality indicators for a Program of Excellence
• Indicators applicable to this position include: QI20, QI21, QI32, QI33, QI39
• Participate in an individualized coaching program with Education Coach
• Implement the Creative Curriculum to fidelity
• Document and monitor each child’s individual progress in TS Gold with consistency and accuracy
• Any employee actively participating in a corrective action plan, PIP, or other form of disciplinary action is not eligible for advancement until the successful completion of the disciplinary term

A Teacher I will typically possess at least three years of experience either at Head Start, Inc. or a similar early childhood education program before moving into a higher-level position.

USING ACTIVE SUPERVISON TO KEEP CHILDREN SAFE:

Head Start, Inc. uses the strategy of Active Supervision to ensure that no child is left unattended while in the care of Head Start, Inc. Incidents of children left unsupervised must be immediately reported to the Executive Director.

All Head Start, Inc. employees are responsible for the safety of children in our program. Active Supervision requires focused attention and intentional observation of children at all times. All employees who care for children position themselves in classrooms, on playgrounds, in hallways, on buses, on field trips and in any space where children are present so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child's development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary.

EDUCATION AND EXPERIENCE REQUIREMENTS:

Bachelor’s degree in child development or early childhood education or equivalent coursework with one-year early childhood teaching experience, or associate degree in child development or early childhood education or equivalent coursework with two years’ early childhood teaching experience. Early Childhood Education (ECE) concentration is preferred.

Teachers are expected to be registered on the Montana Early Childhood Practitioner Registry and maintain membership in the National Association of Education of Young Children and/or Montana Association for the Education of Young Children. Membership costs for these associations are paid for by the agency. Other groups may be approved by supervisor based on agency need and professional development plan.

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 talk, listen, stand, walk, and sit. The employee is also often required to use hands to manipulate objects, tools, or controls, reach with hands and arms, balance, bend, stoop, kneel, crouch or crawl, and move quickly to respond to children’s health and safety needs.

The employee must frequently lift and/or move up to 35 pounds and occasionally lift and/or move up to 50 pounds. Specific vision abilities are required for the job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

WORKING CONDITIONS:

The working environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

While performing the duties of this position, the employee works in busy classrooms or a shared office environment, travels by vehicle, may be exposed to changing weather conditions, and works in varied environments. The noise level is usually moderate.

COMMENTS:

This description is intended to describe the essential job functions and requirements for its performance. It is not an exhaustive list of all duties, responsibilities, and requirements of this position. Other functions and duties may be assigned as determined to be necessary for overall job accomplishment.

SIGNATURE:

As an employee of Head Start, Inc., I am expected to adhere to all agency policies and procedures and to act as a role model in the adherence to those policies and procedures.

I have read and understand this explanation and job description.