Early Learning Lead Teacher

POSITION SUMMARY

The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness.

About the role

• Collaborate with colleagues, support staff, and administrators to support student success.
• Implement support plans, work closely with special education, ELL, and student support teams.
• Participate in data meetings and problem-solving sessions.
• Share responsibility for behavior management and restorative practices across the school.

Essential Duties And Responsibilities

• Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum.
• Design coherent instruction, differentiating and scaffolding for diverse learners.
• Establish clear instructional outcomes and align them with grade-level and developmental expectations.
• Prepare and implement formative and summative assessments.
• Deliver engaging, rigorous instruction and promote critical thinking.
• Monitor student understanding and adjust instruction as needed.

Curriculum Development and Implementation

• Implement all curriculum and instructional practices with fidelity.
• Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies.
• Integrate technology and innovative teaching practices.
• Modify resources and instruction based on student needs.
• Support continuous student growth based on curriculum scopes and sequences.

Student Assessment

• Carry out regular assessments to track student progress.
• Use data to inform planning and instructional decisions.
• Provide timely, specific feedback to students and families.
• Support student goal-setting and self-reflection.
• Meet performance goals and IFSP (Individualized Family Service Plan) targets; prepare students for required assessments.

Classroom Management

• Create a safe, respectful, and inclusive learning environment.
• Establish and maintain consistent classroom expectations and behavior management strategies.
• Supervise students at all times and maintain a well-organized, culturally responsive classroom space.
• Foster collaboration and student responsibility.

Student Relationships & Social-Emotional Learning

• Integrate Tier 1 SEL into regular instruction.
• Foster an emotionally secure, supportive classroom environment.
• Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff.
• Model and promote positive social behaviors and decision-making skills.

Communication & Family Engagement

• Communicate effectively and regularly with students, families, and team members.
• Build trust and rapport to support student achievement.
• Conduct conferences and collaborate with families to reinforce learning at home.
• Maintain professional and ethical standards in all interactions.
• Share academic and behavioral updates using a strengths-based approach.

Professional Development

• Engage in ongoing professional learning and reflective practice.
• Participate in training, meetings, and professional development sessions.
• Contribute to the school community and positive culture.
• Maintain professional conduct and stay informed on educational best practices.

Records and Documentation

• Maintain accurate records of student attendance, performance, and behavior.
• Prepare progress reports and other documentation according to school policy.
• Collect and organize documentation for classroom events, field trips, and compliance purposes.

Compliance and Policy Adherence

• Ensure compliance with Head Start Performance Standards and child supervision requirements.
• Adhere to DCF licensing regulations and mandated training hours.
• Uphold Young Star and NAC (National Accreditation Commission) quality standards.
• Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies.
• Submit all documentation (lesson plans, individualization, observations, reports) on time.
• Demonstrate cultural competence and promote equity and inclusion in all interactions.
• Maintain regular communication via email and agency-approved channels.

Qualifications

• Infant/Toddler CDA or Associate's/Bachelor’s degree in Early Childhood Education or related field.
• Must pass all required background checks and physical exams.
• Valid driver's license and reliable transportation.
• Ability to lift, push, pull, or carry up to 40 pounds.
• Ability to frequently sit, stand, walk, bend, and reach throughout the day.
• Ability to frequently perform wrist and hand movements (typing, writing).
• Clear hearing and speech for communication.
• Ability to go up and down stairs regularly.

Physical Requirements

• Frequently sit, stand, walk, bend, and reach throughout the day.
• Ability to lift, push, pull, or carry up to 40 pounds.
• Frequent wrist and hand movement (typing, writing).
• Visual acuity for reading, screen use, and monitoring children.
• Clear hearing and speech for communication.
• Ability to go up and down stairs regularly.

Working Conditions

• Work primarily in a classroom environment; noise level ranges from moderate to loud.
• May occasionally be required to operate a motor vehicle for work-related tasks.
• Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet Printer/Photocopier, Fax Machine, Calculator.