CLARE SWAN EARLY LEARNING CENTER

JOB DESCRIPTION

Job Title: Teacher I/II/III

Department: Clare Swan Early Learning Center (CSELC)

Reports To: Education Manager (I), Staff Development Manager (II/III)

Supervises: None

FLSA Status: Non-Exempt

Pay Grade: N2 (I), N3 (II), N4 (III)

AKBCU: Yes ICPA: Yes

General Functions:

Teacher I/II/III will be responsible for providing a safe and nurturing environment for infants, toddlers and preschool children. The Teacher I/II/III is also responsible for providing a quality education to infant and toddlers, with the goal of increasing their social competence, school readiness, and knowledge and pride in their traditional Alaska Native culture and heritage. In addition, the Teacher II/III provide training to Teachers in Training and may provide peer mentoring to Teacher I. Teacher I/II will be required to effectively balance managing non-instructional tasks, such as lesson planning and assigned trainings, while ensuring the smooth functioning of assigned classrooms.

Duties and Responsibilities, including but not limited to:

Teacher I

• Assist in the development and implementation of plans to enhance the education, health, social and emotional growth in children.
• Create lesson plans that support children with a variety of age-appropriate learning experiences in all areas of development including social/emotional, cognitive, language, and gross and fine motor skills.
• Teach individual and group lessons from lesson plans with fidelity to CSELC curricula
• Effectively implement schedule, routines and expectations to ensure smoothly running classroom that is responsive to student needs.
• Assess the physical, emotional, intellectual, social, and language needs of children using a variety of screening and observation tools.
• Develop lesson plans that challenge, strengthen, and meet the individual learning goals and developmental needs of children, in accordance with the Teaching Strategies Creative Curriculum guidelines.
• Use a variety of teaching strategies to meet educational and developmental goals and the physical, emotional, social, cultural, cognitive and language needs of children.
• Use appropriate discipline and guidance techniques such as redirection, acknowledgement of appropriate behavior, and setting acceptable limits.
• Provide a healthy, safe and secure learning environment by consistent limits, appropriate guidance techniques, and the development of an atmosphere of respect for children and adults.
• Provide training for parents and other staff through role modeling, discussions, and other means.
• Function as a member of Head Start/ Early Head Start team by participating in staff meetings, training, planning and problem-solving sessions.
• Visits each child’s home twice per year in accordance with Head Start regulations and meets with parents/guardians to become familiar with the child’s home environment.
• Accurately complete all paperwork, including home visit forms, parent/teacher conference forms, lesson plans, work sampling and transition forms
• Substitute in different classrooms as needed on a short term or longer-term basis as assigned by management.
• Ensure compliance with Head Start performance standards for the education component by following guidance from supervisor and department manager.
• Ensure knowledge of and compliance with Municipality of Anchorage Child Care Licensing regulations by completing annual training and following appropriate procedures consistently.
• Maintain confidentiality according to regulations, policies and procedures.
• Perform all related duties as needed and assigned.

Teacher II

• Perform duties and responsibilities of a Teacher I at a high level of proficiency.
• Support leadership team by coordinating teacher coverage in all classrooms to ensure ratio is met during staff breaks.
• Use instructional data, checkpoints, observation, family provided goals, etc., to ensure that lesson plans and individualizations are contributing to measurable student progress.
• Consistently role-model best practices from trainings, CDA curriculum, Office of Head Start Early Childhood Knowledge and Learning Center and other research based ECE publications.
• Support the Staff Development Manager in training and coaching Teachers in Training.
• Train teachers in training in basic classroom procedures.
• Mentor teachers in training in lesson planning and facilitation.
• Independently perform tasks in the classroom, have plans, documents, and reports in on time.
• Maintain confidentiality according to regulations, policies and procedures.
• Perform all related duties as needed and assigned.

Teacher III

• Perform duties and responsibilities of a Teacher II at a high level of proficiency.
• Act as a teacher mentor for assigned protégés with support and guidance from the Management Team.
• Perform classroom observations and lead reflective conversations with assigned protégés to support improving practice.
• Act as mentor to assigned protégé teachers in training or teacher 1’s
• Complete Relationship Based Professional Development training and apply concepts of Relationship Based Coaching in work with assigned protégés.
• Mentor teacher I’s to improve effective teaching practices, lesson planning, observation and documentation.
• Support teachers in training by providing in classroom training on daily procedures and tasks.
• Mentor other teachers to use advanced features, such as reports, of ChildPlus and My Teaching Strategies, for planning and documentation purposes.
• Work with the leadership team on Continuous Quality Improvement efforts, including the self-assessment, improvement planning and evaluation and assessment efforts.
• Perform all related duties as needed and assigned.

Job Specifications:

Teacher I

• Ability to maintain open, friendly, and cooperative relationships with families, to encourage program involvement, and to promote parent-child bonding and nurturing parent-child relationships.
• Ability to promote feelings of security and trust in infants/toddlers and preschoolers by being warm, supportive, and comforting, and by establishing strong and caring relationships with them.
• Ability to provide children with experiences and opportunities that allow them to develop curiosity, initiative, problem-solving skills, and creativity, as well as a sense of self and a feeling of belonging.
• Ability to conduct developmental screenings of infant and toddler motor, language, social, cognitive, perceptual, and emotional skills.
• Ability to maintain classroom operations to include planning, carrying out activities, maintaining environment, supervising children, staff and volunteers.
• Ability to implement program curriculum for infants and toddler classrooms.
• Demonstrated competent computer knowledge in ChildPlus and center curriculum website, Teaching Strategies Creative Curriculum for Infants, Toddlers and Twos.
• Regular and consistent attendance is expected to support classroom continuity.
• Ability to work as a contributory team member in a positive, productive manner. 
• Other duties as needed and assigned.

Teacher II

• Ability to perform all job specifications of Teacher I at a high level of proficiency.
• Demonstrated ability to use student assessment data to plan appropriate group and individual lessons.
• Demonstrated ability to incorporate individual and group learning goals, including goals from IFSPs into weekly lesson plans and monthly thematic activities.
• Demonstrated proficiency in and ability to assist others in ChildPlus and center curriculum website, Teaching Strategies Creative Curriculum for Infants Toddlers and Twos.
• Demonstrated ability to model teaching high quality individual and group learning activities.
• Demonstrated regular and consistent attendance is expected to support classroom continuity.
• Other duties as needed and assigned.

Teacher III

• Able to perform all job specifications of the Teacher II at a high level of proficiency.
• Demonstrated ability to train and mentor adult learners

Minimum Core Competencies: CITC Values, Respectful Leadership, Professionalism, Emotional Intelligence, Problem Solving/Critical Thinking, Communication Skills

Minimum Qualifications:

Teacher I

• High school diploma or GED.
• Child Development Associate Credential (CDA) or level 7 on the Alaska SEED Career Ladder
• 6 months experience working teaching or working in child care.
• Demonstrated knowledge and understanding of the social, health, educational, training, and cultural needs of the Alaska Native and American Indian community.
• Must provide a copy of current Health Report.
• Continued employment is contingent upon receipt of satisfactory report from a state and federal background and checks.

Teacher II

• Associates Degree in Early Childhood Education, equivalent college coursework in Early Childhood Education or Level 8 on the SEED Career ladder. Relevant experience may substitute for education requirement on a year-for-year basis with a valid CDA and education plan.
• Three years of experience teaching or working in child care.
• Demonstrated knowledge and understanding of the social, health, educational, training, and cultural needs of the Alaska Native and American Indian community.
• Must provide copy of current Health Report.
• Continued employment is contingent upon receipt of satisfactory report from a state and federal background and checks.

Teacher III

• Bachelor’s degree in Early Childhood Education or a related field or level 10 on the SEED Career ladder. Relevant experience may substitute for education requirement on a year-for-year basis with an Associate’s Degree and education plan.
• Five years of experience teaching or working in childcare.
• Demonstrated knowledge and understanding of the social, health, educational, training, and cultural needs of the Alaska Native and American Indian community.
• Must provide copy of current Health Report.
• Continued employment is contingent upon receipt of satisfactory report from a state and federal background and checks.

Preferred Qualifications:

• Former or current Head Start Parents are encouraged to apply.
• Experience working in an Early Head Start or Head Start Environment.
• Experience working with AI/AN children and families.

Work Environment:

Lifting, pushing and pulling up to 50 lbs. intermittently, standing for long periods of time, stooping, and bending will be required. This position will involve daily exposure to weather.

NATIVE PREFERENCE STATEMENT: Pursuant to the Indian Self-Determination and Education Assistance Act of 1975 (PL 93-638) and as further guided by CITC’s Native Preference Policy 6.120, CITC maintains preference in all phases of employment for Alaska Native, American Indian (AN/AI) and Native Hawaiian people, including direct lineal descendants and foster or traditionally adopted children. Also included are non-Native head of household members for Native families, which includes foster or traditionally adopted Native children.

Disclaimer

The information provided in this description has been designed to indicate the general nature and level of work performed by incumbents within this job. It is not designed to be interpreted as a comprehensive inventory of all duties, responsibilities, qualifications and working conditions required of employees assigned to this job. Management has sole discretion to add or modify duties of the job and to designate other functions as essential at any time. This job description is not an employment agreement or contract.