Teacher - South ELC

Position: Teacher - South City ELC
SUPERVISORY RESPONSIBILITIES: NONE

JOB SUMMARY:

Understand and promote education and early childhood development as defined in Kids Incorporated's Policies and Procedures, Early Head Start Performance Standards, School Readiness Goals, Accredited Preschool Program Learning Environment (APPLE) Standards, and Department of Children & Families Licensing Regulations.

Requirements

EDUCATION AND EXPERIENCE REQUIREMENTS

• CDA, AS in Child Development, BS in Early Childhood Education or Child Development, AA or Elementary Education or related field (including ECE courses equivalent to waiver).
• Experience teaching in an early childhood setting working with infants and toddlers preferred.
• Meet all state licensing mandated courses, First Aid and CPR certifications within six months of employment.
• Computer literate in Windows, Microsoft Office (Outlook / Word) & Smart Teach.

• Knowledge of the structure and content of the English language.

PHYSICAL REQUIREMENTS AND WORKING CONDITION

• Be in good physical health as documented by physician exam upon hire and update annually.
• Be in compliance with all background screening requirements and update every 5 years.
• Able to sit on the floor and/or ground outside to be actively involved with the children.
• Able to lift up to 30 pounds and to stoop, crawl, kneel, bend and stand for periods of time.
• Must have reliable transportation and able to travel by car, bus, plane, train.
• Available for paid evening and/or weekend meetings, trainings or other work related events.

MAJOR DUTIES AND RESPONSIBILITIES:

A. Establish and maintain a safe and healthy environment

• Report any safety hazards observed indoors and outdoors to the Site Director.

• Detect and report signs of illness, discomfort and unusual behavior of children to the Site Director.

• Report suspected abuse/neglect to the Site Director and 1-800-96-ABUSE.

• Complete paperwork relating to nutrition, illness, accidents / incidents, health assessments and parent communication.

• Practice appropriate sanitary procedures to include sanitizing, cleaning, diapering / toileting and hand washing.

• Assist children in developing self-help skills, schedules and routines.

• Engage in meals promoting s chool readiness skills in social emotional interactions, self-help, personal care routines, language and problem solving.

• Comply with all health and safe environment policies and procedure to meet the individual needs of the children.

Assist in maintenance, cleaning and safety of the classroom and the playground

• Refer to SE-09 Daily Classroom Cleaning / Safety Checklist

• Refer to SE-12 Playground Safety Checklist

B. Promote education and early childhood development

• Be familiar with School Readiness Goals in the domains of Social-Emotional, Physical, Language, Cognitive / General Knowledge, and Approaches to Learning.

• Implement lesson plans indoors and outdoors to encourage skill development through interactions, activities and environmental set-up supporting maximum child development and engagement.

• Actively engage with the children in small groups and individual activities daily.

• Use daily routines and transitions as learning opportunities to support school readiness goals.

• Model appropriate behavior and positive guidance techniques.

• Model appropriate language and grammar skills. Encourage language with frequent one-on-one conversations at child's eye level and with nurturing tone and open-ended questions.

• Comply with guidelines and standards outlined in FL Learning & Developmental Standards, DCF Licensing Regulations, and Education policies and procedures.

• Implement the Creative Curriculum for Infants, Toddlers and Twos, and I Love You Rituals to promote Character Development.

• Utilize Smart Teach to conduct child assessment checkpoints and conduct on-going assessment to individualize planning (IDA) to meet the goals of each child's development.

• Utilize Smart Teach to maintain child's portfolio and update essential information in order to promote individualization and on-going assessment (observation, documentation, planning-linking objectives to learning and family conferences);

C. Ensure a competent, purposeful program, responsive to…