Important Notice: Update concerning COVID-19 The health and safety of our employees, parents, families, and candidates is of utmost importance to CDI Head Start. Many of our head start centers are closed, however, we will continue to contact qualified candidates and schedule interviews either by phone, video, or onsite with limited contact with others. We look forward to reviewing your application.

If you have a job-related inquiry, please contact cdi@cdiheadstart.org

JOBS: Kittitas County, WA

Toddler Teacher

Location:Ellensburg               Apply For this Job      Aplicar en español

Pay Period: Biweekly
Salary Range: $ 1200- $ 1360
Weeks per Year: 47
Hours Per Week: 40

JOB TITLE: Teacher- Infant/Toddler -  $1,200.00 bi-weekly CDA or State I/T Credential $1,232.00 bi-weekly AA   $1,360.00 bi-weekly BA or higher

IMMEDIATE SUPERVISOR: Education and Mental Health Manager 

GENERAL SUMMARY:

This position serves as a teacher (aka caregiver) in a classroom of Early Head Start infants and toddlers by planning, implementing, and supervising all center-based activities. This position may work with infants and toddlers with developmental delays.  Because this position is one part of a large system of services provided to infants/toddlers and families, this position also serves as a social service referral person and shares responsibility for parent involvement in the program. The position of Teacher works in tandem with the rest of the parts of the system as an integrated team to support the goals of the program. The position may be reassigned to various classrooms/centers as deemed necessary for program operations.  The position may serve as “site director” for child care licensing purposes.

PRIMARY RESPONSIBILITIES:

1. Program Development

1. Attends and participates in all required meetings, activities, pre-service and in-service training that includes but is not limited to 15 hours of classroom focused professional development and methods that comply with applicable State and local laws for identifying and reporting child abuse and neglect.
2. Remains up-to-date on information that pertains to the needs of the children in the program including Head Start Performance Standards, child care licensing regulations and other applicable regulations and practices.
3. Works as a team member with the other education staff, parents and Parent Committee members to develop curriculum that is meaningful and meets the individual and program needs.
4. Responsible for the weekly preparation of daily lesson plans, which includes objectives to be posted for parents, volunteers and visitors in the classroom.
5. Develops an individual plan for each child to include goal setting based on identified needs and prescriptions for objectives and activities to meet established goals (outcomes).
6. Schedules home visits and parent-teacher conferences with families as required and on an as-needed basis and documents these events.
7. Maintains strict confidentiality with respect to Early Head Start children, families and staff in accordance with established policies and procedures.
8. Prepares and maintains a safe, healthy learning environment for children that is positive, developmentally appropriate and experientially-based.
9. Provides sufficient and appropriate outdoor time daily for children (see Operations Manual for specifics).  Dresses in clothing which is appropriate for outdoor activity and all weather conditions.
10. Works closely with transitional programs, as appropriate, for shared activities, registration, and smooth transition.

1. Infant/Toddler Program Implementation

1. Plans and provides developmentally appropriate activities and experiences that advance all areas of children’s development (social, emotional, cognitive, and physical in a manner appropriate to age and stage of development.
2. Assists in development and implementation of a developmentally appropriate curriculum that focuses on routines and individual child interests and development.
3. Provides a safe, healthy and well-managed environment so that children will have comfortable learning and growing experiences. Sets up the physical environment to meet the changing needs of infants and toddlers.
4. Displays and develops material and provides activities related to cultures of the community in order to increase the children’s respect and understanding of their own and other local cultures.
5. Models and promotes communication and problem solving skills that assist in developing positive interactions, creating an atmosphere of acceptance, support and encouragement, which fosters the development of positive self concept and self esteem in children as well as attachment, bonding and trusting relationships.
6. Demonstrates an understanding of infant-toddler development applying this knowledge in practice.
7. Participates in Individual Family Service Plan (IFSP) meetings.
8. Participates in on-going training and development specific to working with infants and toddlers and their families, including infant/toddler development, communication and safety issues such as reducing the risk of Sudden Infant Death Syndrome.  
9. Works closely and cooperatively with family services staff (case managers) to promote partnerships with families.
10. Responsible for knowledge and understanding of the philosophy, content areas and functions of the infant/toddler curriculum including familiarity with the Head Start Performance Standards, NAEYC Developmentally Appropriate Practices and state child care licensing regulations.
11. Displays commitment to continuing professional growth by taking classes, reading journals, etc.
12. Conducts developmental screening of infants and toddlers’ motor, language, social, cognitive, perceptual and emotional levels.
13. Ensures an appropriate written Transition Plan for all children, six months before their third birthday; provides parents with training and information.  Establishes communication to facilitate and coordinate the transition.

1. Recordkeeping

1. Submits monthly progress reports to the supervisor as scheduled.
2. Gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation, and recordkeeping for successful individual and program planning.
3. Supervises or orders supplies as needed and takes inventory as requested.
4. Submits monthly bills and reports to the central office in a timely manner.
5. Maintains child records in cooperation with family services/case management staff, including completion of health services, screening, immunizations and referrals. 
6. Gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.

1. Child and Adult Care Food Program

1. Contributes to the collection and edit processes of correct documentation for the Child and Adult Care Food Program (CACFP). This process is important and contributes additional dollars which in turn enhances food delivery.
2. Is knowledgeable about CACFP requirements regarding portions and components of each meal service.
3. Conducts point of service meal documentation, or assigns responsible staff to count meals when children are seated/held and have been offered a credible meal by USDA standards for portions and components.
4. Enters point of service meal counts in appropriate forms or software used by program to support claim reimbursement.
5. Edit checks twice CACFP records for accuracy and integrity before submitting to program office for additional edit checking.

1. Parent Involvement And Community Relations

1. Sets up system to assure program's needs for parent involvement are met.
2. Establishes positive and productive relationships with families focusing on a relationship of trust and rapport with the parents of the children.
3. Encourages the involvement of the families in the program and supporting the development of relationships between children and their families. 
4. Participates in the orientation of parents to Early Head Start throughout the year.
5. Facilitates and supports monthly Parent Committee meetings at the center.
6. Schedules and arranges meetings, and documents parent-teacher conferences and home visits as required.
7. Participates in the training of parents as requested.
8. Provides opportunities for parent/family involvement, inviting participation in classroom activities, family night, family team meetings, outside of classroom activities, etc.
9. Establishes classroom meetings and socials for parents in cooperation with other staff. (i.e., Family Nights).
10. Involves parents in the educational activities of the program:  
    1. to emphasize their role as the principal influence on the child's education and development; and
    2. to assist parents to increase their knowledge, understanding, skills and experience in basic child development.
11. Identifies and arranges for parents to participate as volunteers in the classroom and work as substitutes as well as other volunteer activities.
12. Collects monthly in-kind records from parents participating and submits to local administrative office.
13. Writes a classroom newsletter once every other month beginning in October and provides center news for the program newsletter as requested.
14. Directly orients, trains and supervises all classroom volunteers assigned in coordination with the staff person in charge of program volunteers.
15. Works closely with local early intervention program(s), as appropriate, for shared activities, registration and smooth transition into and out of the program.

1. Supervision

1. Collaborates on daily job assignments within the classroom, provides instruction in performing job duties and models appropriate classroom practices.
2. Sets the standards of the classroom and goals for other classroom staff, monitors progress toward goals, provides regular feedback, and submits performance appraisals (as appropriate) in a timely manner.

Provides daily supervision of all classroom staff, monitors employee performance and classroom activities.  Conducts competency assessments and performance evaluation of assigned staff and/or volunteers

EDUCATION AND EXPERIENCE:

The minimum educational requirement is:

Must be able to complete the State of Washington’s STARS training within six months of hire and the following:

1. A current Infant/Toddler Child Development Associate (CDA) credential or comparable credential*; and
2. Have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.

To meet these qualifications, a prospective employee needs to meet one of the following:

1. Other comparable  e.g.state-type) of credential* (with Infant/Toddler focus; if that is lacking, there must be other training or equivalent coursework to meet that component)
2. Preschool CDA; plus:
   1. 2^nd setting for Infant/Toddler component of CDA; OR
   2. Infant/Toddler or ECE coursework
3. Any degree** in any field; plus
   1. Infant/Toddler or ECE coursework
4. ECE degree

Foreign degrees may be accepted, as long as the prospective employee has an evaluation service document that the degree is the equivalent of a US degree.