EHS Head Teacher Program -Florence

EHS Head Teacher  Program Year-Florence Location

• Position Type:
  Education/ Head Teacher
• Date Posted: 4/27/2026
• Location:
  
  Florence
• Closing Date: 07/31/2026

EHS Head Teacher position for the  Program year

To ensure our youngest children have a solid foundation for life. To encourage the social, emotional, physical, and cognitive development of Head Start children and to attend to their safety and welfare. To promote family engagement in all aspects of the program. To meet requirements of Federal Head Start Performance Standards and any local, state and/or agency policies and procedures. To abide by the Head Start of Lane County code of conduct and Ethics Statement written within the employee handbook.

• Supervise and monitor children at all times and respond appropriately to crisis or emergency situations that may occur.
• Guide the behavior of children in positive, effective ways.
• Follow 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.
• Encourage experimentation, exploration, problem solving, cooperation, socialization and choice-making; ask open-ended questions and follow-up questions to promote further learning and thinking.
• Promote English language acquisition of children who are English- and Dual-Language learners.
• Release children only to individuals with appropriate signed consent.

• Follow agency-adopted curricula, using effective strategies to guide learning.
• Prepare the classroom environment and materials to support developmentally appropriate curriculum plans and learning experiences.
• Assess individual and group needs, attending to specific interests, strengths and concerns.
• Work with appropriate agencies to develop specialized planning for children and families as needed.
• Coordinate with support staff when indicated, developing a collaborative approach that benefits all children in the classroom.
• Adapt curriculum to address and meet individual goals for children as identified in their individualized family service plans (IFSP).
• Develop and utilize 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.
• Establish weekly goals that promote individual and group educational plans and include other Head start components.
• Participate in integrated service meetings to plan for and delivery collaborative services across all components.
• Complete required screenings within 45 days of when child first enters program.

• Provide an atmosphere that promotes and reinforces family and volunteer engagement.
• Support the role of families as the first and primary teachers of their children.
• Support families' safety, health, financial stability, life goals and aspirations.
• Complete family partnership agreements.
• Conduct required 90 minute home visits with individual families.
• Help plan and participate in family activity events.
• Coordinate with the Family Support Coordinator (FSC) as needed to assist families to complete follow-ups (i.e. dental, medical, physical and mental health needs of families, etc.).
• Coordinate with the Early Childhood Education Coordinator (ECEC) and FSC to provide families with timely information and referrals appropriate to their needs.
• Monitor and document attendance concerns.
• Provide learning opportunities for dual-language in the home.
• Complete required developmental screenings and all other required assessments with families in a timely manner.

• Utilize agency adopted tools for ongoing assessment and documentation.
• Ensure all federal, local, state and/or agency documentation is completed accurately.
• Document all family contacts and home visits.
• Monitor and report child abuse.

• Attend and participate in training and appropriate professional development activities.
• Attend and participate in meetings.
• Engage in ongoing self-assessment about job performance.

• Assist with breaks, food service and bus monitoring as needed for the model and other classroom needs as requested.
• Work with other staff to ensure general maintenance and security of facility.
• Assist with inventory of equipment and supplies.
• Assume Substitute Director role as requested.
• Other duties as requested.

• Frequent significant decision and problem solving skills.
• Ability to work as a team member collaborating with staff, families and community resources.
• Ability to supervise and monitor children at all times to ensure a safe environment. This includes the physical ability to monitor and move quickly in order to respond to children who are very active and may need restraint or redirection in order to…