Early Head Start Child Development Specialist (215 day)

Overall Purpose

The job of EHS Child Development Specialist (Classified Teacher) is done for the purpose of delivering instruction that includes all elements of standards-based instruction across all developmental domains; assessing student progress and adjusting instruction according to student needs; providing a well-organized, smoothly functioning classroom environment in which students are achieving.

Direct Supervisor

Director Office of Early Learning

Essential Functions

• Adapts classroom work for the purpose of providing students with instructional materials that address individualized learning plans within established lesson plans.
• Advises parents and/or legal guardians of student progress (parent-teacher meetings, home visits, etc.) for the purpose of communicating expectations, student's achievements, developing methods for improvement, and/or reinforcing classroom goals in the home environment.
• Collects and analyzes data (formative and summative assessment, etc.) for the purpose of adjusting instructional strategies.
• Attends meetings and in-service presentations (scheduled professional development, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
• Communicates with a variety of individuals and groups (parents, guardians, appropriate district personnel, etc.) for the purpose of conveying and/or receiving information required to perform job functions.
• Develops weekly standards based lesson plans for the purpose of implementing designated curriculum.
• Establishes positive individual relationships (working with parents and their children together, etc.) for the purpose of building confidence and self-esteem as parent or guardian.
• Facilitates student learning for the purpose of achieving success in academic, interpersonal, and daily living skills through defined lesson plans.
• Implements instructional programs, information security, and wellness protocols (Child Plus database and Campus filing system, daily sanitizing of touched surfaces, weekly lessons, etc.) for the purpose of presenting and/or reinforcing learning concepts and healthy habits.
• Maintains learning and play spaces (classroom and playground safety checks, etc.) for the purpose of creating a comfortable, supportive, safe environment.
• Manages assigned projects and activities (reports, goals, etc.) for the purpose of meeting established timelines and objectives.
• Organizes age appropriate indoor and outdoor activities for the purpose of ensuring student participation in learning activities.
• Prepares a variety of written documents and/or materials (materials for substitute teachers, written documents for parents or guardians, etc.) for the purpose of documenting activities, providing written reference, and/or conveying information.
• Provides ongoing feedback (family goal setting and adjustments based upon formative assessment, etc.) for the purpose of informing supervisor, teacher, and parents or guardians of students' progress.
• Responds to emergency situations (security problems, emergency health issues, weather-related actions, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution..
• Conducts parent-teacher conferences four times a year (2 at the school and 2 in the home of the child) and is available to parents for additional conferences as needed.
• Attends to children’s daily needs (diaper changing, feeding, holding, etc)

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Competencies

• Skills-based Competencies

Required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: preparing and maintaining accurate records; using pertinent software applications; and organizational skills.

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: stages of child development; age appropriate activities; lesson plan requirements; methods of motivating and responding to the individual needs of children; and awareness of codes, regulations, and laws related to counseling students.

• Ability-based Competencies

Required to schedule activities, meetings, and/or events; often gather, collate, and/or classify data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing specific, defined processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: providing direction and leadership; communicating with persons of varied backgrounds; maintaining confidentiality; establishing and maintaining constructive relationships; and adapting to changing priorities.

Requirements

Child Development Associate (CDA) or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.

Associate’s or Bachelor's Degree in Early Childhood Education or Child Development prefered

Fluency and Literacy in Spanish and English preferred

Valid Georgia Driver’s license

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional daily lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity.

Generally the job requires 10% sitting, 30% walking, 30% standing, and 30% lifting.

Continuing Education/Training

Valid Georgia Driver’s license

Clearances

Criminal Justice Fingerprint

Background Clearance

Sex Offender Registry Check

Child Abuse Registry Check

Pre-employment Health Exam

Fair Labor Standards Act

Exempt

Additional Notes:

Minimum educational requirement is an Infant Toddler Child Development Associate or a TCC in ECCE.

Must obtain a pre-employment physical (Head Start grant requirement) 1302.93(a) (https://headstart.gov/policy/45-cfr-chap-xiii/1302-93-staff-health-wellness