Purpose

The Teacher’s primary responsibility is to provide a developmentally appropriate, high quality early childhood experience for the children and families enrolled in the Berkshire County Head Start (BCHS) learning program. The Teacher demonstrates advanced understanding of the growth and development of children and uses knowledge of the principles of family engagement to support families in their roles as their child’s first and most important teacher. This position assists in developing lesson plans and activities that meet the diverse needs of toddlers and prekindergarten-aged children and their families in compliance with the Head Start Early Learning Framework, Guidelines for Preschool Learning Experience, and Massachusetts Common Core Standards.

The Teacher understands the goals, benefits, and uses of observation and assessment in early childhood and collaborates with other staff to use assessment information to adapt the classroom to meet the needs of each child in care. In establishing and maintaining quality environments for children, the Teacher develops a shared understanding with staff and families of regulations, applicable laws, policies, and quality standards, and applies best practices. This position must understand and comply to program requirements defined by governing agencies and funding entities including but not limited to: The Office of Head Start (OHS), the Massachusetts Department of Early Education and Care (EEC), Eligibility, Recruitment, Selection, Enrollment, and Attendance of children in early childhood education programs (ERSEA) and the National Association for the Education of Young Children (NAEYC).

Essential Duties

Growth & Development of Children

• Implements activities and learning environments that promote optimal development for each child and youth.
• Applies knowledge of factors that influence growth and development to create safe and supportive environments where each child can be engaged in learning experiences that foster individual educational, emotional, and physical development.
• Implements activities and environments that foster cognitive development in each child.
• Makes recommendations for modifications to activities, materials, and adaptations to equipment to address the sensory developmental needs of each child.
• Provides learning experiences and environments that promote the development of positive social/emotional skills; applies best practices that reflect the importance of social-emotional development and its impact on other domains.

Guiding & Interacting with Children

• Leads activities and maintains environments that respect and value the diversity of the group. Establishes culture that is accepting and respectful of individual differences
• Practices and models developmentally practices that promote positive behaviors, problem-solving, and self-regulation; models behavior expectations based on the age and developmental level of each child.

Family & Community Partnerships

• Uses multiple mediums to regularly communicate with families regarding program activities, policies, and practices; communicates about each child and youth’s development, progress, and interests; maintains child and family confidentiality. Conducts a minimum of two (2) parent conferences and two (2) home visits per program year.
• Plans collaboratively to identify and implement opportunities for family involvement including but not limited to classroom celebrations, formal and informal meetings, and support for monthly parent conferences/meetings.
• Seeks information on community resources and communicates with families on resource options as needs are identified. Collaborates with Family Advocates and other staff as needed regarding family needs and/or referrals.

Regulations, Requirements, and Policies

• Implements policies and practices that are respectful and inclusive of all families.
• Ensures child interaction and program and classroom quality is in compliance to all policies, procedures, and best practices established by OHS, Massachusetts EEC, NAEYC, and BCHS.
• Ensures that pertinent knowledge about children and families is appropriately shared with colleagues and professionals in a way that assures confidentiality and increases service coordination.

Health, Safety, and Nutrition

• Implements routines and activities to support children and youth developing appropriate hand washing practices and other self-care activities.
• Ensures appropriate documentation of medication administration; demonstrates knowledge of possible allergies or complications with medications and intervenes appropriately in case of emergency.
• Maintains clean, healthy, and safe classroom environments for and monitors for possible hazards.
• Conducts emergency and disaster drills. Maintains emergency supplies. Maintains a system to account for all children in the event of an emergency or disaster.
• Follows all protocols to assure children and youth are released to authorized persons only; assures that staff follow proper protocols for releasing children.
• Used educational activities to provide children with nutritional information and ensures that activities are responsive to multiple cultures. Instructs food handling practices to prevent food borne illness and food spoilage.

Learning Environments & Implementing Curriculum

• Establishes and maintains a learning environment that supports individual exploration, discovery, abilities, and stimulation.
• Implements developmentally appropriate engaging, hands-on curriculum that covers all developmental domains.
• Carries out planned learning experiences to support curriculum that is individualized and developmentally appropriate for all children, including indoor and outdoor activities, and transitions.
• Knows which children have Individualized Educational Programs (IEPs) or Individualized Family Service Plans (IFSPs) and is aware of the contents and implements components with appropriate guidance.

Observation, Analysis, and Documentation

• Effectively uses assessment tools and adapts screening and assessment procedures to meet the needs of all children and youth, the culture of their family, and the program.
• Ensures all assessment and screening documentation is used appropriately and a system is in place to ensure data entry and/or reporting are completed in a timely manner.
• Maintains files for children in compliance with all policies, procedures and laws.

Professionalism & Leadership

• Models and promotes the organizational values. Teaches educators and staff how apply values in every day work by providing meaningful feedback, coaching, and practical goal-setting.
• Ensures that staff maintain confidentiality of information about children and families
• Guides others in professional performance of responsibilities as a mentor and resource. Exercises overall leadership of the teaching team, volunteers, interns, and any other adults working in the classroom.
• Attends regular one-on-on meetings with team members to ensure performance and behavioral expectations are clear. Provides feedback on performance and recommends professional development and/or training courses to increase individual and team capacity.

• Attends regular team meetings focused on continuous improvement, monitoring, and team-building.

• Attends regular training and professional development events to maintain knowledge of subject matter expertise and ensure a minimum of 20 hours of continued education units (CEU’s) per program year.
• Attends 4 “all staff trainings” and other trainings as assigned by the Program Compliance Manager or the Education Supervisor

Requirements

Education

Bachelor’s Degree from an *accredited institution in Early Childhood, Special Education, or a related field. Current MA EEC Preschool Lead Teacher Certification.

Experience

Minimum of (2) years’ experience teaching in an early learning environment.

Other Minimum Requirements:

Must maintain an active, updated Professional Qualifications Registry account

MA Driver’s License

Preferred requirements

Master’s Degree in Early Education, Special Education or a related field, bilingual in Spanish and English. CPR/First Aid Certification

The following education and experience may be substituted for the requirements:

Currently enrolled in a Bachelors’ Degree program plus any combination of coursework or other educational criteria required for current MA Infant-Toddler or Preschool Lead teacher plus three (3) years teaching in an early learning environment.

*Listed in the US Department of Education’s Database of Accredited Postsecondary Institutions and Programs

Skills and Knowledge

• Demonstrated knowledge and application of:
  • Massachusetts Guidelines for Preschool Learning Experiences
  • MA Common Core Standards
  • Head Start Early Learning Framework
  • QRIS
  • Strengthening Families Approach
• Proficient in Microsoft Office Word, Excel, and Outlook

Competencies

*Reliability: Is utterly reliable, always delivering on promises and maintaining the highest standards of quality

*Integrity: Demonstrates highest standards of integrity, honesty and openness

*Enthusiasm & Engagement: Is fully engaged with the organization's values and goals. Is an enthusiastic ambassador for the organization in areas of influence

*Teamwork/Building: Facilitates and participates in team activities that promote effective peer and work relationships. Contributes to a culture of accountability and teamwork with co-workers and leadership.

*BC’s Core Values

Organizational Relations: The degree to which the employee collaboratively works with other internal departments, agencies, and/or outside organizations. The level of response to internal and external requests.

Job Knowledge: The depth and breadth of know-how to perform essential duties and functions of the job. The level of compliance with degree, certification, and training requirements. Understanding of how individual job performance furthers organizational objectives. Willingness to update and expand skills, knowledge, and training.

Community Relations: The level of focus and professional service provided to clients and community partners. The productive relationship with community groups, outside representatives, and businesses within the early education/family advocacy environment. The ability to diffuse problems and maintain a positive image of the organization.

Reporting The accuracy and timeliness of records, documents, and reporting. The ability to create, complete, correct, and maintain detailed records. Compliance with established reporting policies and deadlines.

Interpersonal Relationships: Develops and maintains strong, genuine, trusting relationships with a wide range of diverse groups including families, coworkers, community partners and board/council members.

Communication: The ability to effectively communicate with others, both verbally and in writing; the ability to listen and effectively respond. The use of proper written and grammatical skills, and the meaningful application of relevant computer technology.

Physical Requirements

Tasks involve highly active physical effort: must be able to twist, kneel, stoop, sit on the floor, bend, and sit at a child’s eye level and safely lift up to 50 lbs. Tasks require dexterity in the use of fingers and limbs. Tasks may involve extended periods of time sitting at a workstation and utilizing a keyboard. Must be able to participate and actively supervise children (walking, running, jumping, hopping, kneeling, and bending), as well as assist with the loading and unloading of buses (helping children buckle/unbuckle car seats, manage the stairs).

Sensory Requirement:

The majority of tasks require manual dexterity. Tasks require visual and hearing acuity. Tasks may involve identifying and distinguishing colors. Tasks require oral communications ability.

Statements

EEO/AAP Statement

Berkshire County Head Start is committed to providing equal employment opportunity to all individuals regardless of race, color, creed, religion, gender, age, sexual orientation, national origin, disability, veteran status, or any other characteristic protected by state, federal, or local law.

ADAAA Statement

Berkshire County Head Start is committed to hiring and providing continued employment to qualified candidates and employees and encourages both prospective and current employees to discuss potential accommodations with the employer.An individual with a disability is qualified if he or she satisfies the skills, experience, and other job-related requirements for a position; and can perform the essential functions of the position, with or without reasonable accommodations.