Chicanos Por La Causa, Inc.
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at Chicanos Por La Causa, Inc.
Location: Yuma AZ
The Infant Toddler Teacher is responsible to promote school readiness by preparing children and their families for school success as well as life success as it relates to this position. To provide high quality developmentally appropriate care and education for children age 0-3 in a center based classroom for CPLC ECD Program. Work as part of a center based inter-disciplinary team to support the children in all areas of development while providing education, health and social service support to families. Abide by all state and federal regulations that apply to care and education of young children including the 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 ECD Content Area Plans and Procedures. Actively supervise children by sight and sound at all times and in all environments. Maintain all health and safety regulations to create an optimum learning environment. Facilitate health practices to keep children safe in the school bus, outdoor and indoor environments.
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 Program Performance Standards (HSPPS) an applicant must be First Aid and CPR certified or must obtain certification within the first 6 months of employment. Applicant must obtain Food Handlers card upon hire.
Minimum qualifications for the Infant Toddler Teacher position are as follows: Applicant must be 18 years of age, with a Child Development Associates (CDA) or comparable credential from an accredited institution and have been trained or have equivalent coursework in early childhood development with a focus on infant toddler development. Education obtained outside of USA from another country must be evaluated from an accredited organization to determine equivalency to USA education status. Applicants who have a Preschool CDA with training or coursework in Early Childhood Development and training or coursework in Infant/Toddler Development with 6 months experience working with infant and toddlers (as required by the Head Start Act) may also be considered.
(The following applies only to the Migrant Seasonal Head Start (MSHS) Infant Toddler Teacher applicant who has not attained an accredited credential or degree as indicated by Office of Head Start (OHS) HSPPS. In accordance to email sent by OHS Acting Director Ann Linehan 8/15/2017: Applicant may be considered if applicant is able to demonstrate competencies to care for and nurture infants and toddlers identified in HSPPS. Applicant considered for hire will be placed on a professional development plan that will result in credential or coursework that meets OHS education requirements within 18 months of hire. These competencies may also align to applicable level one Arizona Early Childhood Workforce competencies.)
Experience in Ages & Stages Questionnaire (ASQ) screening, implementing Program for Infant Toddler Caregivers (PITC), Center on Social & Emotional Foundation Early Learning Center (CSEFEL), Positive Behavior Support Infant Toddler Environment Rating Scales (ITERS), and Toddler Classroom Assessment Scoring System (CLASS) is helpful. Experience working with culturally diverse and low-income families is preferred. Applicant must have basic keyboard skills, be able to use computer, computer software programs (e.g. Microsoft Office, Adobe) and web based systems. Bilingual English/Spanish is preferred.
JOB RESPONSIBILITIES AND COMPETEANCIES
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 which ensure effective curriculum implementation and use of assessment and promote children’s progress across the standard described in the Head Start Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standard, 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. Provide task-based training and mentoring/modeling to new co-teachers, substitutes and volunteers. Attend designated center meetings. Assist and participate in parent involvement services. Perform other duties as requested by immediate supervisor necessary to carry out the administrative/programmatic activities 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 and in all environments. Maintain all health and safety regulations to create an optimum learning environment. Facilitate health practices in all indoor and outdoor learning environments. Establish and maintain a safe, supportive environment in the classroom, outside in playground, while engaged in walking children to and from various site locations. Create a safety plan for classroom and outside play area, to include and not limited to; zoning, verbal hand off, counting children at every classroom transition, before and after leaving classroom or bus. Incorporate Office of Head Start safety guidance and protocols; refer to Office of Head Start health and safety screening guidance and ITERS into classroom arrangement and daily practices.
Assess Development & Learning: Using designated research based assessment tools, administer, record, analyze and assess child development information in accordance with assessment guidance directions provided assessment authors. Implement Teaching Strategies Gold (TSG) assessment system. Maintain daily documentation and data input and recordkeeping. Conduct Parent /Teacher conferences and Home Visits. Administer developmental screening children using selected developmental screening assessment tools.
Ongoing Social, Emotional, and Physical Care: Develop trust based partnership relationships with parents & children. Respond quickly in a soothing and tender manner to infants’ cries or calls of distress. Immediately care for children’s personal hygiene needs during routines such as toilet support, cleaning, feeding, and changing soiled or wet clothes/diapers. Engage children in conversation during routine care. Assist in Child and Adult Care Food Program (CACFP) duties such as: implement CACFP Family Style Meal service during daily meals. Eat CACFP meals with children & engage in conversation with children. Handling food when assisting in classroom, log temperatures, document Point Meal of Service and Daily Meal Production Record for Infants. Develop and implement classroom nutrition. Implement I am Moving, I am Learning (IMIL)/Little Voices Healthy Choices activities in the classroom daily.
School Readiness Development: Engage in high quality teacher child interactions selected curriculum within a dual language environment. Implement Teaching Strategies curricula as outlined in curriculum manuals, engage in weekly intentional planning for creation of weekly lesson plans, engage in multiple daily learning interactions and conversations with children to build vocabulary and concept knowledge, develop and implement daily/weekly educational plans, Individual Family Service Plan (IFSP)/Individual Education Plan (IEP), weekly calendar breakdown activities as outlined in the curricula manual and Education Content Area Plan and Procedure. Develop transition plans with parents and annually conduct school readiness transition home visit.
Home School Connections: Develop and implement Weekly Home School Connection activities. Provide parents with information and resources to assist them in supporting program school readiness goals, child development goals and that reinforce curricula learning experiences for the child and parent.
Ongoing Monitoring: Engage in ongoing monitoring per program procedures. Ongoing monitoring is inclusive of all aspects of program service delivery. Analyze all data from program systems to support high quality delivery of program services. Engage in program case Management: communicate, plan and participate in center based Case Management. Monitor child development and school readiness progress, communicate concerns to program staff.
Professional Development: attend designated trainings and conferences. Engage in and apply Practice Based Coaching experiences individually or in small groups facilitated by designated site staff, Education Specialists or contracted coach. Implement suggestions, guidance and assignments received from coaches. Engage in use of technology to support coaching dialogue: video and photos are used to support staff professional developments.
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 in accordance requirements noted in the Head Start Act (12/7/2007), Head Start Performance Standards (issued 9/1/2016) and AZ Department Health Services Bureau of Child Care Licensing.
TYPICAL WORKING CONDITIONS
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.