Job Title: Early Learning Center - Infant/Toddler Teacher Substitute

Primary Purpose:

Under the direction of the Center Director, the classroom teacher must develop and implement appropriate classroom activities in compliance with Center Standards as well as other regulatory entities. Create a classroom environment favorable to learning and personal growth in compliance with agency standards and abilities of children. The teacher, along with families and colleagues, works to achieve meaningful progress of each child along his/her own unique developmental path and toward school readiness goals.

Qualifications:

Education/Certification:

General requirements for personnel as stated in DFPS licensing requirements, as well as those required for an assistant teacher by the licensing agency. *This position is contingent upon a successful background clearance and requires the following:  

• High School diploma or equivalent (GED) required, prefer associates degree in early childhood or CDA equivalent.
• Two or more years of similar or related experience. Prior experience working in child care preferred.
• Experience and/or education in early childhood required.
• Must be 18 years of age or older.

Special Knowledge/Skills:

Early childhood education, child development

Principles, methods, techniques and strategies, pertaining to teaching and instruction of

pre-kindergarten children, effective behavior management and student motivational strategies, and interpersonal skills using tact, patience and courtesy;

Local educational and community resources which can be used in the classroom;

Developmentally-appropriate curriculum for infants and toddlers;

Parent education techniques;

Health and safety of children

Experience:

Prefer six months of experience in early childhood classroom with ability to adapt curriculum to

meet the needs of all children including at risk, special needs, gifted and culturally diverse

populations.

Major Responsibilities and Duties:

1. Establish and maintain a safe, healthy, clean, nurturing, and inviting learning environment for children
2. Support the social, intellectual and emotional development of children
3. Implement a developmentally appropriate curriculum for preschool children
4. Build the basic curriculum on a caregiving routines as a shared experience between teacher and child
5. Supervise children both indoors and outdoors at all times;
6. Plan and implement learning experiences and utilize integrated curriculum plans, which reflect mandated elements and components, parental and cultural influences, and promote and advance the intellectual, social, emotional, physical and cognitive development of infants and toddlers;
7. Complete all developmentally appropriate assessments and screenings on all children as required;
8. Develop skill based, individualized classroom activities for each child based on parental input, direct observations, and developmental assessments/screenings including identified activities designed for children with special needs based on their Individual Education Plan;
9. Promote parent involvement by reinforcing the role parents as primary caregiver and educator of their child(ren);
10. Plan and coordinate the work of the teacher assistant and work cohesively with other staff;
11. Demonstrate cultural competency and respect for the child's background by incorporating the cultural, linguistic and familial values and beliefs into the childcare program and lesson plans;
12. Assist families with children's transitions from toddler to preschool and/or from preschool to kindergarten;
13. Maintain a cooperative attitude of working together with the teacher assistant(s), volunteers, parents, and program specialists in planning and implementing activities;
14. Implement the developmental assessment for each child to determine the child’s strengths and areas in which each child may need help;
15. Plan with the teacher assistant in preparing materials and supplies in advance for activities;
16. Implement behavior plans designed by resource/mentor teachers and/or mental health specialists;
17. Develop a positive relationship with each child and promote the development of self-esteem and self-discipline;
18. Ensure full implementation of IEPs and inclusion of children with disabilities and special needs;
19. Conduct direct observations on children and record data;
20. Collect data and file in children’s portfolios and files;
21. Ensure routines such as diapering, toileting/training, hand washing, tooth brushing, eating, napping, and transitioning between activities are carried out in a manner that is prompt, hygienic, and consistent with regulations and good child development practices;
22. Work effectively with other staff at the center to promote teamwork, maintaining professionalism and continuously sustaining a positive environment;
23. Perform other related duties.

Mental Demands/Physical Demands/Environmental Factors:

1. Good manual dexterity of hands and fingers to demonstrate activities or run instructional equipment;
2. Must have the ability to sit and stand for extended periods;
3. Must be able to reach overhead as well above the shoulders and horizontally ;
4. Requires repetitive bending at the waist, as well as kneeling, stooping, crouching to assist children;
5. Hearing and speaking to exchange information, make presentations, hear in a noisy environment and locate the sources of a sound for health and safety including crying by children;
6. Must have excellent speaking and hearing ability;
7. Must be able to input data using a computer terminal keyboard;
8. Seeing to read a variety of materials and monitor children’s activities is essential;
9. Walk for extended periods of time;
10. Handle or feel with fingers, reach with hands and climb or balance, or crawl;
11. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus; and
12. Move, push, pull if needed while moving and holding children and ability to physically interact with young children through running, chasing, bending, stooping, climbing, and standing with occasional lifting up to 40 lbs.