Teacher Infant​/Toddler Guilford

Position

Teacher Infant/Toddler (Guilford County) at Generation Ed

Early Head Start Teacher responsible for planning, organizing, and directing programs for infant/toddler children, ensuring a high‑quality environment that promotes social, emotional, physical, and intellectual development, while meeting all HS and licensing standards.

• Plan and implement learning experiences that advance intellectual and physical development, support readiness for school, and foster literacy, language, math, science, problem‑solving, and approaches to learning.
• Establish and maintain a clean, safe, healthy learning environment that meets ITERS/ECERS standards.
• Support children's social and emotional development.
• Encourage family involvement and develop constructive relationships between children and their families.
• Serve as bus monitor, ensuring safety during loading/unloading and transport.
• Participate in after‑hours family engagement and enrichment activities.

• Curriculum
  • Organize and use space, materials, and routines to construct an engaging, secure, and enjoyable environment that encourages play, exploration, and learning.
  • Develop and implement an integrated program of activities appropriate to the developmental levels of the children.
  • Use community resources and age‑appropriate activities to enrich classroom experience.
  • Ensure classroom reflects diverse backgrounds and learning styles.
  • Create and maintain an environment in adherence to HSPS, ECERS, and ITERS.
  • Perform any other job‑related tasks as assigned.
• Teacher‑Child Interaction
  • Maintain a clean and organized learning environment.
  • Communicate effectively with children to foster physical, social, emotional, and intellectual development.
  • Use questioning, probing, and problem‑solving to promote learning.
  • Interact at children's eye level with a pleasant, encouraging voice.
  • Provide opportunities for verbal and non‑verbal communication.
  • Participate with children in small and large groups and individually.
  • Use conflict‑resolution techniques appropriate to developmental level.
  • Ensure smooth transitions between activities.
  • Assist children with self‑help activities.
• Adult‑Adult Interaction
  • Establish and maintain cooperative relationships with co‑workers through open communication, sharing resources, and supporting professional development.
  • Build supportive relationships with parents respecting their child‑rearing values and share information regarding developmental stages.
  • Maintain a cooperative atmosphere and exhibit a pleasant, cooperative attitude.
• Assessment
  • Observe and assess each child in each developmental area using the assessment instrument selected by the Education Committee.
  • Participate in IEP staffing and cross‑component team meetings.
• Parent Involvement
  • Communicate program activities to parents regularly (newsletter, activity calendar).
  • Conduct and document parent conferences and home visits.
  • Orient parents to the classroom and attend parent group functions.
  • Communicate expectations and opportunities for positive involvement.
  • Maintain a professional relationship with parents.
• Program Management
  • Use all available resources to ensure effective classroom operation.
  • Report suspected child abuse or neglect to the Center Director immediately.
  • Write and submit appropriate reports accurately and on time.
  • Request supplies and equipment as needed and per procedure.
  • Maintain an orderly classroom.
  • Report all accidents immediately to supervisor.
  • Complete written lesson plans.
  • Recruit volunteers and in‑kind contributions.
  • Participate in program‑wide recruitment.
  • Attend all required meetings and training opportunities.
  • Supervise and evaluate assigned volunteers.
• Professionalism
  • Make decisions based on child development theories and best practices (ITERS/ECERS, CLASS, NAEYC, NCPK).
  • Abide by the NAEYC Code of Ethics.
  • Continuously assess skills and knowledge, and plan strategies for improvement and growth with the Center Director.
  • Pursue professional development opportunities, including in‑service staff development programs and conferences.

• Minimum AAS in field or AA with 12 semester hours of ECE/CD and 2 years early childhood…