EHS Teacher III

The Early Head Start Teacher II serves as one of two primary teachers for an assigned group of eight infants, toddlers or two year olds, responsible for the safety, care, and well-being of the entire group. Accountable for responsive care to all children, enriched by high quality language experiences, with an emphasis on social/emotional growth. Also accountable for focused observations, planning, and adapting routines and daily experiences with each individual child’s abilities and interests. This also includes child assessment, and evaluation of the effectiveness of child development activities. The Early Head Start Teacher II maintains regular communication with parents, and implements curriculum and program requirements, in adherence to performance and outcome standards, as prescribed by the multiple funding partners, federal, state and local standards, and organizational goals and values.

Scope Of Responsibilities

• Provide a positive climate of prompt and consistent responsive and individualized care to help children develop secure relationships and attachment throughout the day including diapering/toileting meal and active play and floor times.
• Adhere to continuity of relationship practices and work with assigned group of infants and toddlers applying best practices for infant/toddler care.
• Provide a language rich classroom environment which includes consistency in talking, singing and relating to children’s verbal and nonverbal cues, at eye level.
• Assure families receives an opportunity to build strong relationships and experience clear communication with teaching staff.
• Obtain families’ social-cultural background information and designs meaningful learning experiences for children based on their findings. Utilize fidelity measures to support English Language Learners and to inform linguistic and culturally responsive practices.
• Follow consistent routines and make certain the schedule for infants, toddlers, and twos is regular enough to be predictable, but flexible enough to meet their individual needs, diapering and feeding on demand.
• Meet the individual needs of each child, at their physical level (kneeling, bending, or sitting on the floor).
• Maintain awareness and supervision of the needs of the entire group to ensure the safety of each child whether in the classroom, on the playground, or in common areas.
• Promote family engagement and awareness through a variety of methods and ensure parents receive adequate information about their child’s experiences through daily contacts, scheduled home visits and parent conferences.
• Partner with families to increase their understanding of child development and stages, including social/emotional well-being and early literacy; and to support relationships between children & their families.
• Participate in required health and safety procedures to reduce the spread of germs for the sake of children, parents and staff.
• Integrate and assist children with special needs and adapt activities accordingly.
• Utilize routines such as diapering, toileting/training, cleaning, feeding and changing wet clothes as opportunities for strengthening development, learning, and skill growth.
• Observe children daily upon arrival to detect signs of illness, injury, abuse, neglect, emotional disturbance, or other special needs and complete daily health check.
• Participate and support agency/center efforts toward recruitment, enrollment, attendance and retention of eligible families.
• Maintain regular job attendance, professionalism in attire and demeanor, observe and respect issues of confidentiality, ethics, and best practices.