MISSION STATEMENT: Lead Teachers have the overall responsibility to ensure the integration of children, family, community, and organization services into the classroom and home visits of all participating families within their assigned unit. Lead Teachers will monitor training and provide leadership for the assistant teachers assigned to their unit in a manner that effectively communicates best practices and models comprehensive service provision to all participating Head Start families.

TYPICAL DUTIES AND RESPONSIBILITIES ESSENTIAL:

1. Treat participants, fellow staff, and community members with positive regard.

2. Manage tasks in a way that provides adequate time for preparation and evaluation each day.

3. Hold ultimate responsibility for the supervision of each child enrolled in their unit/class to ensure their health and safety

-Active supervision requires focused attention and intentional observation of children at all times.

The Active Supervision Protocol will be followed at all times.

4. Develop and design strategies to ensure the classroom and center are inviting and nurturing environments reflective

of the local community.

-Set up a classroom schedule appropriate for NAEYC guidelines and High/Scope curriculum. Include

representation of each individual's culture as well as the local culture shared by all. Plan, implement,

evaluate and modify child activities, daily classroom activities, involving staff, and volunteers.

-Second Step & Child Protection Unit will be followed as part of daily routine.

5. Develop and design strategies to integrate multi-cultural/anti-bias principles into all aspects of the Head Start classroom to assure meaningful participation by all children and their families.

-Monitor to assure that anti-bias/multicultural principles are being followed.

-Observe and document the developmental level of each child. Individualize using appropriate tools and

information from parents, staff, and professionals to create an individualized plan for each enrolled child.

-Participate in Individualized Education Plan (IEP) meetings for assigned children with special

needs taking the role of resource person and parent advocate. Collaborate with Mental Health/Disabilities

Coordinator to see that the Early Learning Partner has the resources and information necessary for

effective participation in IEP meetings for families assigned to them.

-Monitor to assure that developmentally appropriate practices are being followed in the classroom.

-Monitor and track classroom activities and atmosphere to ensure program compliance. Track screenings

and evaluations.

6. Develop and design supervision strategies inclusive of the Assistant Teacher and Classroom Assistant,

utilizing negotiation and encouragement amongst the whole team unit to reach common goals.

-Supervise assigned classroom staff and volunteers. Provide for appropriate training and ongoing

evaluation to build on strengths and to pinpoint individual as well as program training needs.

-Utilize the data gathered from screening and observations to develop a comprehensive profile of interests

and development to individualize for each Head Start Child.

-Coordinate Child Review Team (CRT) monthly meetings to individualize for children.

-Plan and carry out individualized health and nutrition education in the classroom.

-Complete the required Personal Safety, Nutrition and Dental curriculum as per work plans.

-Collaborate with center staff to recruit, train, and encourage parent and community volunteers.

-Inform parents of child's progress and areas of concern.

-Inform parents of Head Start/Early Head Start Child Abuse Policy and report suspected abuse as

per Health & Nutrition Work Plan.

-Plan and coordinate with the food service staff to conduct classroom food experiences.

7. Communicate pertinent child and family information in a reciprocal manner with staff to inform and educate.

-Facilitate family staffing with the unit team and Center Supervisor at scheduled times and provide technical

assistance to assure delivery of services.

-Plan and assist in program wide training as assigned.

8. Make no less than two educational home visits per program year to the home of each enrolled child in unit.

9. Conduct staff/parent conferences, no less than two per program year, to enhance the knowledge and understanding

of both staff and parents of the educational and developmental progress and activities of children in unit.

10. Meet with Early Learning Partners weekly at minimum, to make connections with monitoring child outcomes

progress and follow up on 45/90-day tracking.

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11. Develop strategies to collaborate with the Center Supervisor to share information and ensure comprehensive

service delivery to families.

12. Share discipline specific information with the program Specialists for them to develop long-range planning and

policy development.

-Provide compiled tracking information to the Services Specialists.

-Collaborate with Early Learning Partner to ensure completion of all health services, provide

community health resource information and make necessary referrals.

-Collaborate with Health & Nutrition Specialist to develop appropriate procedures for the supervision and

documentation of health checks, dental brushing, and use of fluoride in the classroom.

-Collaborate with Mental Health Specialist and/or Early Learning Mentor Coaches on behavioral concerns.

-Assist with recruitment activities as assigned.

-Monitor and track child attendance to share information with the Center Supervisor and ERSEA/Systems

Specialist. Absence of three days or more will be followed with a plan.

13. Participate in an individualized continuing education plan including CPR and First Aid.

14. Exclusively utilize positive methods of guidance and discipline as outlined in the Discipline Policy and

Aggressive Behavior Policy. These include the use of encouragement, prevention, teaching, and other curriculum-based

or research-backed methods.

ADDITIONAL:

· Be an advocate for Head Start/Early Head Start children and families within the community.

· Perform other duties as assigned.

QUALIFICATIONS ESSENTIAL:

1. Associate degree required, Baccalaureate degree preferred in Early Childhood Education or closely related field; with

experience teaching preschool age children

2. Evidence of continuing commitment to personal growth thorough knowledge of:

-Theory and practice in early childhood education

-Theory and practice in family focused intervention strategies

3. Experience in:

-Implementing evidence-based curriculum

-Classroom experience with preschool children

-Family focused intervention strategies

-Supervising paraprofessional staff and/or volunteers providing health information and referral

4. Excellent communication skills

5. Knowledge of management practices and supervision experience possibly from a variety of sources

6. Enthusiasm for the program

7. An awareness that individuals can choose to effect change

8. Ability to communicate information effectively to Early Learning Partners, Assistant Teachers and Classroom Assistants

9. Complete criminal record check from Department of Health & Welfare’s Criminal History Unit prior to consideration for hire

ADDITIONAL:

· Advanced degree in Early Childhood Education or closely related field

· Thorough knowledge of HighScope curriculum and Head Start/Early Head Start Performance Standards

· Familiarity with NAEYC accreditation requirements

· Demonstrated active role in public organizational development

· Child Development Associate credential (CDA)

· Fluency in Sign Language, Spanish, or other language

· Current or former Head Start/Early Head Start parent

Required Skills

Required Experience

• Broad understanding of dispute resolution methods and practices, such as those gained from a program of legal education in preparation for a JD, work experience in the field, or specific CLE coursework.
• Judgment skills sufficient to manage normal campus risks, oversee student activities and classrooms, advise students regarding dispute resolution-related questions, and the like.
• Financial literacy sufficient to build, track, and manage budgets.
• Well-honed and reliable logistics skills sufficient to manage multiple operational variables and resources when scheduling, preparing for competitions and travel, location and distance variables, and human resources with competing priorities.
• Social skills sufficient to interface in a positive way with, and gain the confidence and trust of campus constituencies (students, faculty, staff) as well as external constituencies (alumni, members of the advocacy community, etc.)
• Project-management and project-execution skills sufficient to design, organize, and manage complex tasks and activities and develop related communications plans and documents to accompany and memorialize the content.
• Cultural competencies sufficient to work with all students, to understand differences, to facilitate a culture of belonging and inclusion, and to incorporate those principles into skill-development activities and curricula.