Chicanos Por La Causa, Inc.
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at Chicanos Por La Causa, Inc.
The Floater Teacher is responsible to support staff development and service delivery of high quality developmentally appropriate care and education for children age 0-5 in the CPLC ECD Programs. To work as a site based Floater with assigned classrooms in the role of a teacher. Works as part of a center based and home base inter-disciplinary team to provide education, health and social service support to children and families as needed and requested. Follow all state and federal regulations that apply to care and education of young children, revised Head Start Program Performance Standards (issued 9/1/2016), Head Start Act (12/7/2007), Arizona Department of Health Services Bureau of Child Care Licensing, Office of Head Start Initiatives, and CPLC ECD Content Area Plans and Procedures.
Initial employment physical and TB test or Chest x-ray, Tdap and a valid Arizona Driver's License and vehicle insurance are required. Must pass a criminal background check to include a Child Abuse and Neglect register check, sex offender registry check, and obtain a Level One Fingerprint Clearance card. According to the new Head Start Performance Standards (HSPPS) an applicant must be First Aid and CPR certified or must obtain certification within the first 6 months of employment. Certification as a Classroom Assessment Observation System (CLASS) reliable observer, or training in Teaching Strategies Creative curriculum’s and/or Inter-rater reliable in Teaching Strategies Gold, Center of Social & Emotional Foundation Early Learning Center (CSEFEL) Positive Behavior Support, Environmental Rating Scale (ECERS), Infant Toddler Environmental Rating Scale (ITERS), Ages & Stages Questionnaire (ASQ) is helpful. Applicant must obtain Food Handlers card upon hire.
A Baccalaureate in Early Childhood Education or a baccalaureate and coursework equivalent to a major relating to early childhood education is required. Experience teaching preschool and/or infant/toddler age children is preferred. Education obtained outside of the United States of America (USA) and from another country must be evaluated from an accredited organization to determine equivalency to USA education standards. Applicant must have basic keyboard skills and be able to use computer, computer software programs (e.g. Microsoft Office, Adobe) and web based systems. Bilingual English/Spanish is preferred.
Center-based teachers, teacher assistants and family child care providers are expected to demonstrate competency to provide effective nurturing teacher-child interactions, plan and implement learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress across the standards described in the Head Start Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners.
Program Management: Demonstrate awareness and sensitivity to cultural issues and community practices of low income and at risk families, including dual language speakers. Implement Office of Head Start initiatives. Works in multiple classrooms as assigned by the Center Service Manager as a floating teacher who provides site based coaching, mentoring, and provides training and modeling to assigned teachers, teacher assistants, home visitors, substitutes and volunteers.. Lead classroom teams to implement CSEFEL positive behavior approach. Attend designated program and center meetings. Assist and participate in parent involvement activities. Perform other duties as requested by immediate supervisor necessary to fulfill the goals and objectives of CPLC ECD. Maintain and keep current all necessary and required certifications.
Safety: Supervise children by sight and sound at all times in all environments. Maintain all safety regulations to create an optimum learning environment. Facilitate health practices in all indoor and out- door learning environments. Establish and maintain a safe, supportive environment in the classroom and the playground. Increase vigilance while walking children to and from various site locations during transitions. Create safety plan for classroom and outdoor play areas. Implement safety plan for classroom and play areas. Safety practice to include daily are: zoning, verbal hand off of safety monitoring, counting children at every classroom transition, before and after going to the playground, bus and leaving the classroom. Incorporate Office of Head Start (OHS) Safety Guidance and Protocols including but not limited to OHS Health & Safety Screener and Early Childhood Environmental Rating Scale (ECERS) classroom arrangement and daily practices.
Assess Development and Learning: Using designated research based assessment tools guide and support staff to administer, record, analyze child development and learning information in accordance with assessment guidance directions provided by authors of the tools used. Conduct CLASS observations to support program improvement. Implement the assessment systems. Maintain daily documentation and assessment results, input assessment data into designated electronic record-keeping systems. Conduct Parent/Teacher conferences and Home Visits. Administer the developmental screening assessment used by the program and enter data into designated electronic records.
Ongoing Social, Emotional and Physical Care: Develop and nurture trust based partnership relationships with parent and children regarding supporting the developing children in your care. Respond quickly to child’s needs. Provide support in CSEFEL positive behavior support by guiding staff in implementation and guiding staff in positive behavior support processes. Immediately care for child’s personal hygiene needs such as; toileting support, cleaning, feeding, and changing soiled or wet clothing/diapers. Engage children in vocabulary building conversation during routine care. Assist in Child and Adult Food Care Program (CACFP) duties such as; implementing CACFP Family style meal service during daily meals. Sit and eat with children engage in vocabulary building conversation with children. Log temperatures and document Point of Meal Service. Develop and implement classroom nutrition activities. Implement I am Moving, I am Learning activities in the classroom daily.
School Readiness Development: When functioning as a substitute or Floater maintain the daily schedule of classroom routine and activity plans for structured and unstructured learning experiences in varied group and individual settings, including recording written observations of children while intentionally teaching, guiding and modeling for children throughout the day. Implement classroom teacher’s plans and assume duties of classroom teacher duties when working in capacity of Floater. Mentor and guide staff to engage in high quality teacher-child interactions as measured by Classroom Assessment Scoring System (CLASS) and for Home Visitors using designated assessment tool. Implement designated curricula as outlined by authors and according to trainings provided. Engage in weekly intentional planning for creation of weekly lesson plans; engage in multiple daily learning interactions and conversations with children to vocabulary, concept knowledge in support of school readiness of children. Develop and implement daily/weekly education plans to support Individual Family Service Plan (IFSP)/Individual Education Plan (IEP), weekly calendar breakdown activities as outlined in curricula and Education Content Area Plan and procedures. Conduct Parent Teacher Conferences and Transition Home Visit to develop transition plans with parents.
Home School Connections: Develop and implement Weekly Home School Connection activities. Provide parent with information and resources to assist them in supporting program school readiness goals, child development goal and curricula learning experiences for the child and parent.
Ongoing Monitoring: Assist CSM to monitor to insure staff maintains complete records on each child’s educational and developmental progress that includes, but is not limited to, scheduled observations, maintenance of written documentation, development of Child Development Plan, Transition Plan, and IEP goal implementation. Engage in ongoing monitoring per program procedures. Assist CSM in designated review of online assessments and maintenance of Education Child File. Ongoing monitoring is inclusive of all aspects of program service delivery. Analyze all data from program systems to support high quality delivery program educational services, work with education staff to use analyzed data to inform education practices. Engage in program case management: communicate, plan, and participate in center based case management. Communicate concerns to Center Service Manager. Monitor and analyze child development and school readiness progress use data to inform planning and service delivery.
Professional Development: Attend designated trainings and conferences. Engage in and apply Practice Based Coaching experiences and guidance received individually or in small groups facilitated by designated site staff, Education Specialists and designated coach. Implement suggestions, guidance, and assignments received from coaches. Engage in use of technology to support coaching dialogue and service delivery. CPLC ECD utilizes video and photos to support professional development. Participate and apply all mentor coaching guidance and training provided by you by Education Specialists in your role as a site based mentor for education staff with the goal of high quality services delivered by program staff to children and families.
Other: Record observations on a daily basis for each classroom you work in or home visit you provide. When functioning as a substitute, maintain complete records on each child’s educational and developmental progress, including written observations, learning plans, individual goals and learning experience. Lastly use data to make data informed decisions for learning experiences.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The employee frequently is required to sit and use hands along with fingers, to handle or feel. The employee is occasionally required to stand, walk, reach with hands and arms, climb or balance, and stoop, kneel, bending at the waist crouch or crawl. The employee must frequently lift and/or move up to 40 pounds. Specific vision abilities required by this job include close vision.
Must have dependable transportation and able to travel (in state/out of state).
Applicant must have the ability to communicate clearly and effectively both verbally and in writing.
Employee will be expected to participate in continuous learning, competency building and maintenance of competency skills. Continue professional development coursework as identified in Head Start Act (12/7/2007) and Head Start Performance Standards (issued 9/1/2016) is required.
Work is performed in structured environments. The work environment characteristics described here are representative of those encountered while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is usually moderate
Reports to and is supervised directly by the Center Service Manager. Employee is also accountable for understanding and complying with CPLC policies and procedures, Office of Head Start Initiatives and Program School Readiness Goals.