Preschool Teacher- Head Start

Overview

The Teacher is responsible for the care and education of a group of children as part of a teaching team. The Teacher plans and implements the Education Component objectives of the Performance Standards. This position is responsible for promoting the mission of ABCD Head Start & Children’s Services; building an understanding of the program by communicating this mission to staff, families and the community.

This position must comply with all federal, state and local laws, regulations, standards and policies, including those of the federal Administration for Children and Families (ACF), the Massachusetts Department of Early Education and Care (EEC), the Individuals with Disabilities Education Act (IDEA), Massachusetts Department of Elementary and Secondary Education (DESE), Massachusetts disability law (Chapter 766), Boston Family Engagement Network (BFEN) and ABCD, Inc.

Head Start and Children’s Services policies and procedures. All ABCD Head Start/Early Head Start and Children’s Services personnel who are paid to care for, or work with, children are MANDATED BY LAW to report all suspected cases of child abuse and neglect to the Massachusetts Department of Children and Families (DCF), pursuant to Massachusetts General Laws Chapter 119 § 51A § 51G.

Any staff member who suspects child abuse or neglect of a child must inform his or her supervisor immediately. The responsibilities of a particular position may support both Early Head Start and Head Start depending on the individual assignment. The specific corresponding funding allocation will be documented on the personnel payroll authorization or change of status form. All communications are potentially sensitive and are subject to Head Start’s policy on confidentiality.

Essential Duties Teaching Practices

• Provide pre-school children with a joyful, nurturing, safe, healthy individualized environment and the varied experiences which help them develop socially, intellectually, physically, and emotionally in a manner appropriate to their age and stage of development in relationship to the overall goal of social competency.
• Provide a balance between child-initiated and teacher-led activities.
• Provide a balance between quiet and active learning activities.
• Help children gain independence and autonomy in eating, toileting, dressing and hygiene through age-appropriate and manageable tasks for children to practice and achieve competence.
• Provide technical assistance and supervision to Teacher Assistants and classroom volunteers to facilitate the implementation of developmentally appropriate learning activities.
• Ensure the integration of the educational aspects of the various Head Start components by developing opportunities and activities for children to learn about health, safety, nutrition, dental health, and families.
• Develop activities and strategies to engage parents in the educational aspect of the program in order to improve their understanding of child development and facilitate their role as the principal influence in their child’s education and development.

• Observation, Planning and Documentation

• Ensure individualized and quality educational programming by participating in: the screening and educational assessment of children.
• The use of diagnostic evaluations to develop long- and short-term goals for each child.
• The development and implementation of developmentally-appropriate lesson plans and individualized activities.
• The development and implementation of written Individual Education Plans (IEP’s) for children with special needs.
• Daily observations of children. Record-keeping activities (e.g., keeping records of daily observations of children and of communication with parents).
• Team meetings. A minimum of two home visits per family per year. A minimum of three Parent/Teacher conferences per year. Periodic field trips.

• Entry level

• Full-time

• Education and Training

• Design Services

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