Description: To create a classroom environment that will promote the growth and development of
children as individuals through the implementation of best practices
developmentally; to develop relationships with families that supports their
position as primary educators of their children to partner with Social Service
Staff and Program Administration in engaging families in the life of the Head
Start, Early Head Start, School Readiness and Early Childhood Programs and to
monitor service quality to children and families.

Primary Duties and Responsibilities (others may be assigned based upon program needs):

• Knowledge of and compliance with organization and departmental policies and Federal,
  State and Head Start Performance standards, OEC Guidelines, Head Start
  Early Learning Outcomes Framework, Connecticut Early Learning Development
  Standards and NAEYC Accreditation.
• Knowledge of current
  best practices for all children under six years of age.
• Supervise and
  evaluate Teacher Assistants and volunteers in the classroom.
• Adhere to
  universal precautions and principals of hygiene and safety as appropriate
  for children, families and staff.
• Demonstrate
  regard for others through communication and encounters that promote a
  positive image of the program and agency – oral and written.
• Demonstrate
  the ability to communicate adequate and complete explanations.
• Create and
  implement developmentally appropriate curriculum and submit complete
  required forms, reports and projects accurately and on time.
• Demonstrate
  regard for children by communicating praise and respect, engaging them at
  eye level, etc.
• Demonstrate
  an understanding of program policies and procedures regarding
  communication at all levels.
• Ensure all
  materials are prepared in advance and equipment is safe.
• Ensure
  adequate supervision by reviewing daily sign-in, conducting a name to face
  count and knowing number of children in your care at all times.
• Supervise
  daily classroom experiences, including outdoor play activities; model and
  supervise other using positive discipline techniques to ensure a safe and
  healthy environment.
• Other duties
  as assigned.

Minimum
Requirements:

Must be at least 20 years of age and meet one
of the following requirements:

• A Bachelor’s
  Degree in Early Childhood Education or a related field with 30 Credits in
  Early Childhood Education from a College or University and at least two years’
  of teaching experience in-group care of unrelated children less than six
  years old.

OR

• An Associate’s
  Degree in Early Childhood Education and minimum of one year of experience
  in-group care of unrelated children less than six years old.

Knowledge/Skills/Abilities:

• Knows child
  development characteristics for age group(s) served.
• Knows current
  best practices in the areas of child development.
• Knows diverse
  and appropriate activities for children in various developmental groups.
• Knows the
  elements of good classroom organization and scheduling of activities.
• Knows the Performance
  Standards particularly as they relate to the implementation of all service
  and components within the classroom.
• Knows and is
  able to administer and interpret screening and assessment data and use
  these data to report child outcomes and address individualization.
• Knows and is
  sensitive to watch child’s and family’s values, beliefs, traditions,
  cultural influences, make-up and circumstances within the classroom
  environment.
• Knows all
  elements necessary to create a health, safe and clean environment that is
  interesting and inviting with properly labeled interest areas.
• Knows
  elements necessary to create an environment that is interesting and
  inviting with properly labeled interest areas.
• Knows
  elements of developmentally appropriate lesson plans and classroom
  activities that also reflect diversity, particularly as it is reflected in
  the children and their families.
• Knows elements
  of developing appropriate individualized lesson plans.
• Knows the
  special education process particularly as it relates to Individual Family
  Service Plans (IFSP) and the Individualized Education Plan (IEP).
• Knows the
  health and nutrition needs of children including CACFP guidelines and
  regulations.
• Knows the
  aspect of positive discipline and behavior management in classrooms.
• Knows the
  best practices for use and supervision of Teacher Assistants, Assigned
  Classroom Aides and classroom parent volunteers.
• Has a
  self-understanding of personal values, experiences and biases that
  facilitate and present barriers in working with a diverse population
  including low-income families.
• Ability to
  work as a team member collaborating with parents and community resources.
• Ability to
  supervise and monitor children at all times to ensure a safe environment.
• Ability to
  problem solve and respond appropriately to an emergency or crisis
  situation.
• Must possess
  personal qualities necessary to relate to parents and staff with the ability
  to be empathetic, non-judgmental, respectful and professional.
• Must have strong
  interpersonal and organizational skills with excellent written and verbal
  communication skills.
• Must have
  strong documentation skills.

Classroom Management:

• Create an
  environment that is healthy, safe and clean that is interesting, inviting and
  which facilitates developmentally appropriate activities.
• Create an
  environment that is interesting and inviting with properly labeled
  interest areas.
• Develop and
  implement of lesson plans and classroom activities that are
  developmentally appropriate, culturally diverse and address aspects of
  health, mental health and nutrition and individualization for all
  children.
• Develop and
  implement lesson plans and classroom activities that encourage
  experimentation, exploration, problem solving, cooperation, socialization
  and choice making.
• Implement
  Individualized Education Plans (IEP’s) on behalf of children with
  disabilities.
• Develop
  classroom schedules that are appropriate to the children being served and
  consists of: small and large group experiences; choice time; music and
  movement; large and small moor activities; meal and snack times; effective
  transitions between activities.
• Use positive
  discipline practices and behavior management in classrooms.
• Effectively
  utilize the Teacher Assistant(s) in the implementation of classroom and
  other support activities.

Parent Involvement:

• Promote and
  support parent involvement and leadership throughout the program.
• Collaborate
  with Social Services Staff in coordinating and facilitating parent
  meetings.
• Send home a
  monthly newsletter that informs parents of upcoming curriculum topics,
  field trips, workshops and community events.
• Complete a
  minimum of two home visits per child each year, two parent conferences per
  child each year and additional conferences as needed.

File Management:

• Maintain
  accurate, comprehensive, and orderly classroom files and, when required,
  electronic files that include assessment and screening results, anecdotal
  observations and other required forms.
• Annotate the
  Central File as required by the Teacher and per program’s policies and
  procedures for doing so.
• Assess
  classroom file information to assure quality and timely service delivery
  in all areas and to generate outcome information.
• Maintain
  proper regard for the housing of files.

Advocacy:

• Function as
  mandated reporter on behalf of children about whom there is the suspicion
  of abuse or neglect.
• Bring child
  development issues to the Quality Service Review Team and the Case
  Management Team in order to institute or strengthen child supports toward
  age appropriate developmental progress.

Monitoring and Supervision:

• In
  collaboration with Head Teachers, monitor all aspects of Teacher Assistant
  and classroom parent activities.
• Provide
  regular performance feedback to staff along with any necessary support for
  professional development.
• Report areas
  of strength and weakness on the part of the Teacher Assistant to the
  Education/Disabilities Manager who will conduct staff disciplinary action
  in accordance with policies and with a proactive posture when necessary.
• Collaborate
  with Education/Disabilities Manager in developing, in a constructive
  manner, the annual performance evaluations and signs the performance
  evaluation.
• Participate
  in pre-service and in-service training days as well as, other workshops
  deemed necessary by the Administration including CPR (cardiopulmonary
  resuscitation) First Aid and the use of Universal Precautions.

Physical/Mental Requirements:

• Frequent,
  significant decisions to assure developmental progress of children.
• Supervise
  pre-school children and ensure a safe learning environment including the
  ability to monitor and respond to events going on at all times in
  classroom, outdoor play areas and on field trips. This includes the
  physical ability to move quickly in order to respond to children who are
  very active and may need restraint or redirection in order to ensure their
  safety or the safety of others in the environment.
• Respond
  appropriately (both mentally and physically) to an emergency or a crisis
  situation.
• Ability to
  kneel, stoop, bend, and sit on the floor on a daily basis in order to
  attend to the children.
• Ability to
  lift up to fifty (50) pounds.

Language Requirements:

• Ability to read, write and speak English.

HRA of New Britain, Inc. is an Affirmative Action/Equal Opportunity Employer, including Disabilities/Vets

• 
  Comprehensive Benefits Package:

  Medical

  Dental

  Vision

  401K

  Paid Holidays

  Paid Time Off (Vacation, Sick, Personal)

  AFLAC Policies