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Posted : Saturday, October 28, 2023 04:25 PM
Description:
POSITION: Teacher
REPORTS TO: Program Coordinator
SALARY: As per calendar/As per agency salary schedule
FLSA: Exempt
HYBRID WORK: Ineligible
ESSENTIAL DUTIES:
Head Start 4-Year-Old Teacher – Bachelor Degree in Child Development, Early Childhood, Elementary Education, Special Education or equivalent coursework.
State of Iowa Teaching license with any of the approved endorsements: 100 PK-3 including special education, 105 PK-K, 106 PK-3, 1001 PK-3 inclusive setting.
Class B conditional license can be applied for from BOEE if teacher is in process of securing required endorsement.
Head Start 3-Year-Old Teacher – Prefer Bachelor Degree in Child Development, Early Childhood, Elementary Education, Special Education or endorsement in early childhood.
At minimum an Associates in Early Childhood, Preschool CDA or equivalent coursework with experience teaching preschool aged children to meet NAEYC equivalency requirements.
Early Head Start Teacher – Prefer Bachelor Degree in Child Development, Early Childhood, Elementary Education, Special Education or endorsement in early childhood.
At minimum a Child Development Associate (CDA) credential or comparable credential and have training or equivalent coursework in early childhood development with a focus on infant and toddler development.
Provide effective and nurturing teacher-child interactions.
Plan and implement learning experiences that ensure effective curriculum implementation.
Use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate.
Excellent written and verbal communication skills.
Ability to be an effective team member.
Knowledge of HS Performance Standards, State Licensing rules, and NAEYC Accreditation.
Certifications: Mandatory Reporter, CPR, First Aid and Universal Precautions.
Limited chauffeur’s license with acceptable driving record to transport children in isolated instances.
Ability to perform medium to heavy physical work, exerting up to 50 pounds of force on occasion, up to 20 pounds frequently, and up to 5-10 pounds constantly, performing such activities as stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, including some duties requiring repetitive motion skills, such as keyboarding and computer use.
Initial physical and one every 3 years thereafter.
KNOWLEDGE, SKILLS AND ABILITIES: Standard #1: Demonstrates ability to enhance academic performance and support for implementation of the program’s school readiness goals.
Utilizes program-wide tools when documenting and sharing evidence.
Uses individual child goals & data to determine educational experiences and referrals.
Shares knowledge with families and support services regarding children’s overall development.
Translates written communication and uses translators with families who do not speak English.
Standard #2: Demonstrates competence in content knowledge appropriate to the teaching position.
Uses visuals to support routines, schedules and transitions.
Provides supports to children’s language development including English Language Learners.
Implements instructional strategies based on current, accurate information focused at the child’s level of understanding.
Builds children’s pride in their culture and family by ensuring classroom materials reflect children’s cultures and communities.
Standard #3: Demonstrates competence in planning and preparing for instruction.
Employs various strategies to collect data about children’s progress over time and across developmental domains.
Carries out and implements project approach a minimum of twice per year.
Participate and follow through with Child Studies.
Individualizes to meet the needs of the group and individual children.
Implements curriculum requirements.
Utilizes GOLD to develop individual and group instruction.
Standard #4: Uses strategies to deliver instruction that meets the multiple learning needs of children.
Analyzes GOLD and district assessment to base instructional modifications.
Standard #5: Uses a variety of methods to monitor children’s learning.
Provides warmth, sensitivity, and nurturance to foster children’s social emotional development.
Evaluates effectiveness of curriculum and learning experiences through monitoring children’s progress through on-going assessment and shares with families.
Shares assessment information with parents and assists in selecting goals for the child.
Identifies children who need referrals.
Teams with program staff, consultants, and the family to plan for on-going services.
Assists in transitions to and from Early Head Start/Head Start by engaging families and members of the community to ensure successful transitions.
Standard #6: Demonstrates competence in classroom management.
Maintains an inviting, well organized classroom to meet the learning needs of children.
Balance classroom and individual needs to support children’s social emotional growth.
Provides positive, descriptive feedback to children.
(skills, behaviors, activities) Expectations are clear, proactive, and provide redirection and affirms children’s attempts and successes.
Uses PBIS strategies to support all children to promote engagement.
Teaches social skills and emotional competency.
Uses effective strategies to respond to behavior and supports children with persistent problem behavior.
Participate in the PTR process for children with persistent problem behaviors.
Transitions between activities are appropriate.
Standard #7: Teacher engages in professional growth.
Open-mindedness, seeks and accepts feedback.
Demonstrates initiative and flexibility to adapt and accept change.
Incorporates and sustains new knowledge from supervision, coaching and training into daily practices.
Responds to family situations appropriately.
Assesses own practices, seeks guidance and/or assistance as needed in achieving professional development/coaching goals.
Standard #8: Teacher fulfills professional responsibilities established by the program.
Complies with regulatory agencies, UDMO and Head Start Policies and Procedures.
Abides by Ethical Code of Conduct.
Maintains professional boundaries & confidentiality.
Requirements: OTHER DUTIES AND RESPONSIBILITIES: Access, input and retrieve information from computer.
File and organize Head Start information.
Inventory supplies and equipment.
Familiarity with computer knowledge and skills in computer operations.
Attend meetings and trainings as required.
Viable means of transportation, and evidence of insurance, valid Iowa driver’s license and acceptable driving record.
Other duties as assigned.
The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position.
Essential duties are intended to describe those functions essential to the performance of this job, and “other’ duties include those that are considered incidental or secondary to the overall purpose of this job.
This job description does not state or imply that the above are the only duties and responsibilities assigned to this position.
Employees holding this position will be required to perform any other job-related duties as requested by management.
All requirements are subject to possible modification to reasonably accommodate individuals with a disability.
State of Iowa Teaching license with any of the approved endorsements: 100 PK-3 including special education, 105 PK-K, 106 PK-3, 1001 PK-3 inclusive setting.
Class B conditional license can be applied for from BOEE if teacher is in process of securing required endorsement.
Head Start 3-Year-Old Teacher – Prefer Bachelor Degree in Child Development, Early Childhood, Elementary Education, Special Education or endorsement in early childhood.
At minimum an Associates in Early Childhood, Preschool CDA or equivalent coursework with experience teaching preschool aged children to meet NAEYC equivalency requirements.
Early Head Start Teacher – Prefer Bachelor Degree in Child Development, Early Childhood, Elementary Education, Special Education or endorsement in early childhood.
At minimum a Child Development Associate (CDA) credential or comparable credential and have training or equivalent coursework in early childhood development with a focus on infant and toddler development.
Provide effective and nurturing teacher-child interactions.
Plan and implement learning experiences that ensure effective curriculum implementation.
Use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate.
Excellent written and verbal communication skills.
Ability to be an effective team member.
Knowledge of HS Performance Standards, State Licensing rules, and NAEYC Accreditation.
Certifications: Mandatory Reporter, CPR, First Aid and Universal Precautions.
Limited chauffeur’s license with acceptable driving record to transport children in isolated instances.
Ability to perform medium to heavy physical work, exerting up to 50 pounds of force on occasion, up to 20 pounds frequently, and up to 5-10 pounds constantly, performing such activities as stooping, kneeling, crouching, reaching, standing, walking, pushing, pulling, lifting, grasping, including some duties requiring repetitive motion skills, such as keyboarding and computer use.
Initial physical and one every 3 years thereafter.
KNOWLEDGE, SKILLS AND ABILITIES: Standard #1: Demonstrates ability to enhance academic performance and support for implementation of the program’s school readiness goals.
Utilizes program-wide tools when documenting and sharing evidence.
Uses individual child goals & data to determine educational experiences and referrals.
Shares knowledge with families and support services regarding children’s overall development.
Translates written communication and uses translators with families who do not speak English.
Standard #2: Demonstrates competence in content knowledge appropriate to the teaching position.
Uses visuals to support routines, schedules and transitions.
Provides supports to children’s language development including English Language Learners.
Implements instructional strategies based on current, accurate information focused at the child’s level of understanding.
Builds children’s pride in their culture and family by ensuring classroom materials reflect children’s cultures and communities.
Standard #3: Demonstrates competence in planning and preparing for instruction.
Employs various strategies to collect data about children’s progress over time and across developmental domains.
Carries out and implements project approach a minimum of twice per year.
Participate and follow through with Child Studies.
Individualizes to meet the needs of the group and individual children.
Implements curriculum requirements.
Utilizes GOLD to develop individual and group instruction.
Standard #4: Uses strategies to deliver instruction that meets the multiple learning needs of children.
Analyzes GOLD and district assessment to base instructional modifications.
Standard #5: Uses a variety of methods to monitor children’s learning.
Provides warmth, sensitivity, and nurturance to foster children’s social emotional development.
Evaluates effectiveness of curriculum and learning experiences through monitoring children’s progress through on-going assessment and shares with families.
Shares assessment information with parents and assists in selecting goals for the child.
Identifies children who need referrals.
Teams with program staff, consultants, and the family to plan for on-going services.
Assists in transitions to and from Early Head Start/Head Start by engaging families and members of the community to ensure successful transitions.
Standard #6: Demonstrates competence in classroom management.
Maintains an inviting, well organized classroom to meet the learning needs of children.
Balance classroom and individual needs to support children’s social emotional growth.
Provides positive, descriptive feedback to children.
(skills, behaviors, activities) Expectations are clear, proactive, and provide redirection and affirms children’s attempts and successes.
Uses PBIS strategies to support all children to promote engagement.
Teaches social skills and emotional competency.
Uses effective strategies to respond to behavior and supports children with persistent problem behavior.
Participate in the PTR process for children with persistent problem behaviors.
Transitions between activities are appropriate.
Standard #7: Teacher engages in professional growth.
Open-mindedness, seeks and accepts feedback.
Demonstrates initiative and flexibility to adapt and accept change.
Incorporates and sustains new knowledge from supervision, coaching and training into daily practices.
Responds to family situations appropriately.
Assesses own practices, seeks guidance and/or assistance as needed in achieving professional development/coaching goals.
Standard #8: Teacher fulfills professional responsibilities established by the program.
Complies with regulatory agencies, UDMO and Head Start Policies and Procedures.
Abides by Ethical Code of Conduct.
Maintains professional boundaries & confidentiality.
Requirements: OTHER DUTIES AND RESPONSIBILITIES: Access, input and retrieve information from computer.
File and organize Head Start information.
Inventory supplies and equipment.
Familiarity with computer knowledge and skills in computer operations.
Attend meetings and trainings as required.
Viable means of transportation, and evidence of insurance, valid Iowa driver’s license and acceptable driving record.
Other duties as assigned.
The above statements are intended to describe the general nature and level of work being performed by the person assigned to this position.
Essential duties are intended to describe those functions essential to the performance of this job, and “other’ duties include those that are considered incidental or secondary to the overall purpose of this job.
This job description does not state or imply that the above are the only duties and responsibilities assigned to this position.
Employees holding this position will be required to perform any other job-related duties as requested by management.
All requirements are subject to possible modification to reasonably accommodate individuals with a disability.
• Phone : NA
• Location : 411 East 10th Street, Spencer, IA
• Post ID: 9155739188
