HEAD START TEACHER

Description

 Matrix Human Services is Educating Children, Supporting Families and Rebuilding Neighborhoods in Detroit.
THE IMPACT YOU WILL BE A PART OF WITH JOINING MATRIX

• Over 30 program locations throughout Detroit and surrounding areas
• 20,000+ individuals benefiting from Matrix services every year
• The largest Head Start Program in the city of Detroit
• The largest HIV treatment and prevention program in Detroit
• After school youth services and academic enrichment
• Workforce Development and Financial Literacy Programs
• Housing Education and Home Buying Assistance
• Healthy Senior Living Program

FOCUS ON PERSONAL AND CAREER DEVELOPMENT. Tuition Assistance. Professional Development Support. In-House Learning and Professional Development Platform.
WE EMBRACE WORK LIFE BALANCE. Vacation Banks. Paid Holidays.
BENEFITS OPTIONS. Medical/Rx. Dental. Vision. Life/AD&D Insurance. Flexible Spending Accounts. Combine Short- & Long-Term Disability. Employee Assistance Program (EAP). 403(b) Retirement Account.
CEO Starr Allen-Pettway has been honored by the Michigan Chronicle as a distinguished nonprofit leader in Southeast Michigan.
CORE VALUES:

• Positive Attitude
• Always Learning
• Results Through Accountability
• Building Relationships

JOB SUMMARY/ACCOUNTIBILITY:

The Teacher is responsible for providing a safe, nurturing learning environment for children and their parents. The Teacher develops and implements individual educational plans for children, which help them to develop socially, intellectually, physically, and emotionally in a manner appropriate to their stage of development and to ensure they are school ready. The Teacher works collaboratively with the Assistant Teacher and volunteers, and at all times provides active supervision for all children. 

GENERAL RESPONSIBILITIES:

• Supervise and monitor children at all times and respond appropriately to crisis or emergency situations as they occur 
• Establish a positive classroom climate 
• Guide the behavior of children in positive, effective ways 
• Follow a consistent schedule which includes small and large group experiences, work time, music and movement, large and small motor activities, skill development, meals and effective transitions between activities 
• Encourage experimentation, exploration, problem solving, cooperation, socialization, and choice making; ask open-ended questions and follow-up questions to promote further thinking skills 
• Use outdoor time as an extension of the classroom; assure the playground is safe 
• Release children only to individuals with appropriate signed consent 
• Plan and implement learning experiences that promote all developmental areas, including improving the readiness of children for school by developing their literacy and phonemic, print, numeric awareness, and language-including English as a second language if applicable 
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the center, which at times may require changes to meet the needs of the children 
• Eat with and assist children in development of social and self-help skills, and sound nutritional practices 
• Sanitize classroom equipment/toys regularly as required by policy 
• Complete daily health and safety classroom checklist 
• Support the role of the families as the first and primary teacher of their child 
• Conduct the required parent/teacher conferences and home visits for the purpose of assessment and support, and share information on classroom and educational strategies at school and at home 
• Adapt lesson plans to meet the individual goals for children as identified in their individual learning plan (ILP), individualized education plan (IEP) and Individualized family service plan (IFSP). 
• Monitor for and report child abuse 
• Assist with inventory of equipment and supplies 
• Ensure all developmental screenings are completed within 45 days of enrollment 
• Use appropriate observation and ongoing assessment, and tracking to ensure positive child outcomes 
• Maintain ongoing anecdotal notes to monitor children’s individual development 
• Input COR notes into data base system within timeline set by the program 
• Maintain adequate safeguards for the privacy and confidentiality of information. 
• Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner 
• Stay abreast of current issues and trends by participation in grantee-sponsored training. center pre-service and in-service trainings, and other continuing education, career and professional development opportunities; read and review regulations and other resources 
• Provide for the physical needs of preschool children, including diapering and potty training 
• Must be willing to fill in where needed 
• Perform other duties as assigned 

POSITION QUALIFICATIONS:

• Associate’s or bachelor’s degree in child development or early childhood education, or equivalent coursework 
• Two years of experience working with preschool aged children preferred 
• Personal qualifications: emotional maturity, willingness to cooperate with the aims of the program, respect for children and adults, flexibility, patience, good personal hygiene, and physical and mental health which does not interfere with responsibilities 
• Work independently and provide guidance and direction to team members 
• Knowledge of Head Start Program Performance Standards and Michigan Childcare Licensing Regulations 
• Effective in an environment of cultural diversity; comfortable in a collaborative, team-based work setting 
• Proficient in Microsoft Office 
• Reliable transportation is required 
• Must take leadership role in the classroom 

WORKING AND ENVIRONMENTAL CONDITIONS:

Possible exposure to blood and bodily fluids or tissues; Possible exposure to communicable diseases; Job may require lifting up to 45 pounds, sitting, standing, walking, squatting, kneeling, climbing, and bending for periods of time. 

CONTINUOUS QUALITY IMPROVEMENT AND ETHICAL CONDUCT:

• All staff will use data to help achieve program goals; apply techniques and strategies that promote a culture of learning; identify and address gaps that continuously improve our programs 
• All personnel of Matrix must adhere to the NASW Code of Ethics and incorporate Continuous Quality Improvement efforts into their everyday performance 
• All Head Start employees must adhere to the federal regulations and requirements for Head Start operations including the Program Performance Standards, licensing regulations, and the NAEYC Code of Conduct 
• Demonstrate and actively promote an understanding and commitment to the mission and values of Matrix Human Services