Lead Teacher Infant Toddler

ORGANIZATIONAL OVERVIEW

Educare DC serves over 350 children from birth to five years – and their families – through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start and accredited by NAEYC, Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved due to systemic racism, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare DC draws on a blend of private and public dollars, including federal childcare funding, Early Head Start, Pre-K, and other state and federal funding streams.

POSITION OVERVIEW

Under the direction of the Mentor Teacher, the Infant-Toddler Lead Teacher will develop and implement individual education plans for children ages 6 weeks through 3 years, which encourage their social, emotional, physical, linguistic, and intellectual development in a manner appropriate to their age and stage of development. The Infant-Toddler Teacher ensures the teaching team (Teacher, Teacher Assistant and Aide) provides a safe, stimulating, and nurturing environment enriched by a high quality early language experience and an emphasis on social and emotional growth. In accordance with each child’s ability, and based on the Educare core components and local early learning standards, the Infant-Toddler Lead Teacher will be held responsible for implementing all program requirements in adherence to performance and outcome standards as prescribed by the multiple funding and model requirements.

Responsibilities

Program Core Features of the Educare Model:

Participate in training to build an understanding of the Educare Model

Provide a high-quality early learning program that incorporates evidence-based curriculum and instructional activities

Implement, document, and demonstrate an understanding of the importance of multiple perspectives and have the skills to be successful in interdisciplinary efforts

Participate in Family Child Service Reviews as scheduled

Maintain professional competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and through other professional growth activities

Meet with the Mentor Teacher on a weekly basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration

Facilitate reflective supervision, as both a participant and through utilization in managing classroom staff and volunteers

Collaborate with the Family Engagement Specialist (assigned to each child), and other Educare personnel and support staff to promote individual children’s goals relating to early communication development, fine and gross motor skills, development of social and self-care skills

Participate in the local evaluation and national Educare Implementation Study, engaging in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families and continuous program improvement

Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of children’s work

Support and provide continuity of care to help children develop secure relationships.

In support of ongoing, intensive professional development, Lead Teachers attend and participate in all scheduled trainings, engage in coaching cycles with their Teacher Assistants and Teacher Aides, and develop individual plans for their own professional development

Provide an enhanced curriculum focused on:

-social emotional development

-early language and literacy

-physical development

-integration of the arts

Curriculum:

Implement Creative Curriculum for Infants, Toddlers and Two’s framework in the classroom

Perform the functions of this position with a strong understanding of developmentally appropriate practices

Plan and implement learning experiences that promote all developmental domains (social, emotional, physical, and intellectual) including contributing to the readiness of children to enter school by developing their early language acquisition and vocabulary.

Develop and manage an attractive and engaging environment that encourages exploration, and fosters independence

Develop activities and use instructional materials suitable for infants and toddlers with a wide range of cognitive, physical, and emotional maturities

Develop in each child an awareness of his/her worth as an individual and his/her role in the family and community

Meet with Teaching Assistant and Aide to review lesson plans and individual children’s goals, and assign best practice teaching strategies

Complete and submit required forms and records in a timely and accurate fashion, e.g., lesson plans, a comprehensive and ongoing portfolio, assessments, time sheets, USDA meal reports, parent communication records, etc.

Provide responsive care giving, with a focus on the children’s social and emotional well-being

Enrich the educational program through outdoor play, neighborhood walks, and through classroom visits by resource persons from the school and community. Share and interpret these experiences with children and parents

Provide a positive climate to establish and reinforce acceptable child behavior, attitudes, and social skills

Assist in the development and implementation of an IFSP (Individual Family Service Plan) seeking clarification for any aspects that are not well understood

Assessment:

Provide ongoing observation and authentic assessment of individual children. Maintain documentation of each child’s progress and growth according to Early Head Start guidelines and the methods of Teaching Strategies GOLD

Participate in Family Child Service Reviews

Home-School Connection:

Conduct at least two home visits and two parent conferences a year to discuss each child’s individual development and progress

In collaboration with the Family Engagement Staff, develop activities for families that promote parent participation and involvement in classroom-specific and school wide programming

Communicate regularly with parents by means of parent meetings, newsletters, home visits, and individual parent conferences

Interpret the Educare mission and program to families and other caregivers to strengthen parental understanding of infant and toddler development and learning, and the school’s role in the child’s life

Participate in the development and support the implementation of effective transition plans for children entering into and leaving the classroom community

EXPERIENCE AND ABILITIES

3 years of relevant experience

Knowledge of early childhood curriculum and developmentally appropriate practice for the specific age group (6 weeks through three years)

Knowledge of Early Head Start Performance Standards

Knowledge of City and State licensing requirements

Successful experience working in a team setting

Ability to work respectfully and cooperatively with a Teacher Assistant and Teacher Aide assisting him/her in increasing professional knowledge and skills

Ability to present a positive image of the organization to members of the community

Ability to plan, organize and implement position responsibilities

Develop and implement individual education plans for children which encourage their social, emotional, physical, linguistic, and intellectual development in a manner appropriate to their age and stage of development.

Ensures the teaching team (Teacher, Teacher Assistant and Aide) provides a safe, stimulating, and nurturing environment for children enriched by a high quality early language experience and an emphasis on social and emotional growth.

Responsible for implementing all program requirements in adherence to performance and outcome standards, along with compliance standards, as prescribed by the multiple funding and model requirements.

EDUCATION REQUIREMENTS

Bachelor’s Degree in early childhood education or a related field

ADDITIONAL JOB REQUIREMENTS

Clearance of background checks as required by local, state and federal regulations.

Physical examination and diagnostic tests as required by local, state and federal regulations.

A bi-annual physical exam, drug screen, covid 19 vaccinations, and TB test are required as a condition of continual employment.

ESSENTIAL JOB FUNCTIONS

Must have advanced command of the English language and grammar, both verbal and written

Visual and auditory acuity within professionally determined normal ranges, with correction if needed

Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to the telephone, fax machine, copier, and tape recorder

Must be able to lift 40 pounds

Must be able to travel

Must be able to enter and exit a vehicle without assistance, and withstand exposure to adverse weather conditions

Experience working successfully with a culturally diverse staff, children and families