Teacher, Early Childhood Education

The Infant/Toddler Early Head Start Teacher provides high-quality, responsive care and education to a group of up to eight infants and toddlers, supporting their health, safety, and developmental progress in accordance with the Head Start Program Performance Standards (HSPPS), New York State Office of Children and Family Services (OCFS) regulations, and RECAP policies.

The Teacher fosters positive, nurturing relationships with children and families; implements the Creative Curriculum with fidelity; and collaborates with education, health, disabilities, and family services staff to promote child development, school readiness, and family well-being.

• Experience working in an Early Head Start or Head Start program.

• Develop weekly lesson plans aligned with Creative Curriculum, the Head Start Early Learning Outcomes Framework (ELOF), and New York State Early Learning Guidelines for Infants and Toddlers.
• Plan individualized learning experiences informed by ongoing assessment data, child interests, developmental needs, and family input.
• Prepare and rotate classroom materials and learning centers to encourage exploration, discovery, and responsive caregiving.
• Maintain a positive, nurturing, language-rich learning environment consistent with Creative Curriculum.
• Incorporate individualized goals that support each child’s learning and development.

• Provide responsive, consistent, and nurturing daily routines, including arrival, feeding, diapering/toileting, rest, and transitions, to support secure attachments.
• Implement developmentally appropriate activities that promote physical, cognitive, language, and social-emotional development.
• Maintain health and safety practices, including safe sleep, sanitation, active supervision, and routine hazard checks, in accordance with HSPPS and OCFS requirements.
• Support family-style meals and nutrition practices consistent with the Child and Adult Care Food Program (CACFP), including individual feeding plans and allergy accommodations.
• Monitor children’s development and respond appropriately to their individual needs.
• Maintain a safe, inclusive, and supportive classroom environment.

• Build respectful, culturally and linguistically responsive relationships with families and support their role as their child’s first teacher.
• Conduct at least two home visits and two parent-teacher conferences annually, as required by program expectations.
• Share developmental updates and collaborate with families to establish and monitor goals for their children.
• Encourage family engagement in classroom activities, Ready Rosie, and volunteer opportunities.
• Support family participation in home visits and other program activities.
• Maintain appropriate documentation of family engagement and communication.

• Collaborate with Education Managers, Mentor Teachers, Health and Family Services staff, and specialists to address individual child and family needs.
• Communicate regularly with families using TalkingPoints and other approved program tools.
• Coordinate referrals and follow-up services with appropriate program specialists.
• Participate in case conferences and interdisciplinary discussions as required.
• Communicate concerns regarding children’s health, development, safety, or well-being through established procedures.

• Maintain accurate and timely daily documentation, including attendance, health checks, incident reports, diapering/toileting logs, and child portfolios.
• Complete Teaching Strategies GOLD observations and checkpoints according to established schedules.
• Document screenings,…