Teacher​/Family Advocate Infants and Toddlers External

Teacher/Family Advocate Infants and Toddlers External

EOE Statement We are an equal employment opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability status, protected veteran status or any other characteristic protected by law.

Category Education

Ths recreuitment is for openings in Corvallis and Albany

• The opportunity to work in a mission-driven organization serving children and families
• A competitive wage in addition to a generous benefits package, to include:
• Employer paid medical/dental/vision and life insurance,
• 403(b) retirement plan with employer contributions and match,
• Employee Assistance Program
• PTO and phased in paid Winter and Spring break, and paid Holidays.
• 1 paid week off in July
• Kidco is a qualifying employer for Student Loan Forgiveness programs
• Generous tuition assistance program
• Opportunity for professional growth and advancement

This position is salaried, exempt.

Wage is based upon ORO step placement:

Step 6-8: $22.52/hour with plan to achieve step 9 within program year. (newly hired Teachers with an Associates will be placed at Step 8 pending ORO Step application)

Step 9: $4747.48 /per month (newly hired Teachers with a Bachelors degree or higher will be placed at Step 9 pending ORO Step application)

Step 10 or above is $5427.84/ per month.

6% bilingual increase upon successful completion of assessment for Spanish proficiency

• Provide a safe and consistent care environment by demonstrating appropriate, effective group and individual management skills.
• Establish a consistent schedule that includes flexibility to meet the changing needs of the infants and toddlers.
• Individualize child and group activities to reflect the unique needs, strengths and development stage of all children in care.
• Provide primary care for identified group of four infants and/or toddlers.
• Integrate all Early Head Start components into the care time (i.e. nutrition, health, safety and mental health).
• Encourage experimentation, exploration, problem solving, creativity, socialization and choice-making: ask open-ended questions and listen respectfully to verbal and
• nonverbal communication.
• Adjust verbal communication to meet the child's developmental level and style of
• communication.
• Use positive, age appropriate guidance strategies. Monitor own emotional state, body language, tone and volume of voice to be professionally appropriate with infants and toddlers.
• Provide an atmosphere that promotes and reinforces parental involvement in the care room.
• Work with special needs consultants to develop a collaborative approach that benefits all children in care and meets specified Individual Family Service Plan needs.
• Provide leadership, training and support to teaching partners and volunteers in the classroom.

• Communicate with parents on a regular basis.
• Work with families in a positive, respectful, non-judgmental way.

• Assess individual and group needs, attending to children's interests, strengths and goals, providing particular focus on primary care children.
• Establish daily and weekly goals which reflect individual and group needs
• Write on-going anecdotal records and observations of children.
• Structure environments/curriculum within EHS guidelines responsive to developmental task acquisition and promotion of age appropriate participation and independence.
• Prepare materials to support activity plans; change and create learning areas as needed; delegate tasks as appropriate.
• Adapt curriculum to address and meet individual goals for children, including IFSP goals for children with disabilities.
• Maintain up-to-date child files to include observations, screenings, assessments, individual child plans, family contact forms and consultant recommendations.
• Provide leadership, mentoring, guidance and training to teaching/care partners.
• Assist ECE Supervisor to develop, review and update training plans for teaching/care partners.
• Assist teaching/care partners in meeting training needs by giving ongoing, appropriate, constructive feedback.

• Conduct home visits required by center model for the purposes of screening, assessment, support and goal-setting and for sharing information on parenting,
• home/center activities, educational strategies and developmental progress in conjunction with families.
• Create a facilitative and supportive relationship with families.
• Conduct periodic conferences with parents to formally review child's progress and set goals.
• Engage center families in on-going, informal information-sharing pertinent to their child's ongoing needs and developmental changes.
• Maintain family contact record keeping system for assigned families.
• Participate in monthly parent meetings.
• Monitor teacher/care partner's home-contact performance.

• Assist families in the development of family partnership goals;…