Early Head Start Teacher

Job Overview

This position is for an Early Head Start Preschool Teacher. The role involves planning, implementing, and evaluating developmentally and linguistically appropriate curriculum for infants and toddlers, supporting families, and maintaining program compliance with Head Start standards and regulations.

• High School degree or GED, and CDA (Child Development Associate) certification.
• First Aid and CPR certifications (current and maintained).
• Preference for bilingual (Spanish).

• Prefer 2 years of related experience in the Early Head Start preschool classroom setting.
• Current or former Head Start employees, students, and parents receive hiring preference, if qualified.
• Strong knowledge of early childhood development, including developmental and social‑emotional practices.
• Extensive computer knowledge (Word, Excel, e‑mail).
• Excellent communication, interpersonal, and team‑work skills.
• Ability to maintain confidentiality and accurate records.
• Ability to supervise classroom, staff, and volunteers.
• Ability to handle moderate to loud noise level and adapt to occasional evening or weekend work.
• Valid driver’s license and willingness to travel up to 50% by car, bus, airplane, or train.
• Physically able to lift 60 pounds and engage in physical play with children.
• Clear criminal background check and driving history check.
• Work eligibility status confirmation and U.S. citizenship or authorized work status.
• English proficiency in the United States.

• Attend all required training, including online training sessions, workshops, and staff meetings.
• Remain up to date on information (Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, IDEA & Part C/Early On, etc.).
• Collaborate with all education staff, parents, and Parent Committee members to implement a meaningful curriculum that meets individual child goals.
• Maintain strict confidentiality (FERPA & HIPAA) regarding children, families, and staff.
• Keep current with developmentally appropriate practices and social‑emotional development for infants & toddlers.
• Collaborate with parents to identify learning opportunities and promote positive attachment.
• Model appropriate communication skills, guidance techniques, and developmentally appropriate practices.
• Continue professional growth through training sessions and ECE classes.
• Remain familiar with environmental rating scales and appropriate assessment screenings.
• Develop knowledge of screenings, assessments, and evaluation instruments.
• Supervise all classroom and outdoor activities.
• Plan and implement Frog Street Infants & Toddlers curriculum, considering ages, languages, and cultures of children served.
• Document and provide Part C Service Coordination for children with special needs; communicate with Director of Family Engagement and Managers.
• Plan and implement learning experiences that strengthen intellectual and physical competencies, supporting readiness for school through literacy, phonemic print, and numeracy awareness.
• Use enriched language to deepen vocabulary understanding and support emerging problem‑solving abilities.
• Implement education lesson plans and individualization for infants & toddlers based on observation and recording interests and developmental progress.
• Support social and emotional development and provide positive guidance and discipline.
• Maintain professionalism and base decisions on early childhood theories and practices.
• Participate in family‑style mealtimes as curriculum activity to model good nutrition and social skills.
• Ensure a purposeful program responsive to children’s needs.
• Cooperate with parents to observe, screen, assess, evaluate, monitor, and document infants and toddlers’ development, health, dental and…