Education Floater

HS Education Floater

Under the supervision of the Curriculum Specialist, the HS Education Floater will provide responsive care, effective teaching and an organized learning environment that promotes the health development and children's skill growth aligned with the Head Start Early Learning Outcomes Framework:
Ages Birth to Five, (HSELOF) including for children with disabilities. Education Floaters will emphasize nurturing and responsive practices, interactions and environments that foster trust and emotional security; are communication and language rich; promote social, emotional, behavioral and language development and support all children's engagement in learning experiences and activities. (HSPPS 1302.31)

The Education Floater will be responsible for entering data into the Child Plus and ATI Galileo database, perform clerical tasks, and assist the Curriculum Specialist and teaching team to:

• Gather child assessments, parent teacher conferences, and home visits, review for accuracy, and enter information into the Child Plus database and share data appropriately with the Curriculum Specialist and Education Coordinator HSPPS 1302.00(a)(1(2).
• Assist in the planning of extracurricular activities, trainings, workshops and meetings 1302.92(a)(4).
• Meet weekly with the Curriculum Specialist and participate in monthly meetings ( HSPPS:1302.31, 1302.91 .
• Support teaching staff with children who demonstrate challenging behaviors 1302.45 (a)(1).
• Assist in recruiting volunteers and providing them with guidance 1302.53 (a)(iv).
• Assist the Curriculum Specialist with files and documentation in a confidential manner (b).
• Perform other duties, as may be required.
• The Education Floater will provide support to the teaching staff during an absence from the classroom, including both long-term and short-term leave when assigned by the Curriculum Specialist.

• Work closely with the classroom Teacher or Teacher Assistant through a Planning Period outlined on the daily classroom schedule.
• Provide and deliver developmentally, culturally and linguistically appropriate learning experiences in language, literacy, and mathematics, social and emotional functioning, approaches to learning, science, physical skills and creative arts. HSPPS 1302.31(b)(1)(i).
• Assist the Teacher by Providing responsive care, effective teaching and an organized learning environment that promote health development and children skill growth aligned with Head Start Early Learning Outcomes Framework, Birth to Five (HSELOF), including for children with disabilities. HSPPS 1302.31(b)(1)(i)
• Provide nurturing and responsive practices, interactions and environments that promote trust and emotional security. HSPPS 1302.31(b)(1)(i)
• Provide environments that are language rich and high quality, language modeling using self-talk, parallel talk, and open-ended questions as outlined in CLASS Language Modeling
  - Instructional Support. HSPPS 1302.31(b)(1)(i)
• Promote critical thinking and problem-solving, while also providing opportunities for social emotional behavioral and language development. Maximize student's engagement by implementing interesting activities so that children have the opportunity to explore, utilize materials and gain positive experiences. HSPPS 1302.31(b)(1)(i)
• Support all children's engagement in learning experiences and activities. HSPPS 1302.31(b)(1)(i)
• Together, focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high-quality learning individualized learning experiences. HSPPS 1302.31(b)(1)(ii)
• Integrate child assessment data in individualized and group planning through the COR Advantage using the COR Highest Score report. HSPPS 1302.31(b)(1)(ii)
• Recognize that bilingualism and biliteracy are strengths for dual language learners and will implement research-based teaching practices that include:
• A focus on both English language acquisition and the continued development of the home language HSPPS 1302.31(2)(ii)
• Requests from the supervisor for culturally and linguistically appropriate materials ( HSPPS 1302.31(2)(iii)
• Working alongside the Teacher or Teacher Assistant, implement well-organized learning environments with developmentally appropriate schedule, lesson plans and indoor and outdoor learning experiences. HSPPS 1302.31(c)(2)
• Working alongside the Teacher or Teacher Assistant, provide a balance of teacher-directed and child- initiated activities, active and quiet learning activities and opportunities for individual, small group and large group learning activities. HSPPS 1302.31(c)(2).
• With the support of the Teacher or Teacher Assistant, practice and engage in Instructional Support assisting children in concept development, language modeling and quality feedback (Teachstone CLASS Instructional Support Domain).
• Provide intentional age-appropriate approaches to accommodate children's need to nap (such as a regular time every day where…