Lead Pre-K Teacher

Status: Full Time, Exempt

Department: Child Development

About Us

As stewards of the Vincentian spirit, employees of Marillac St. Vincent Family Services are committed to strengthening and empowering those most in need to reach their greatest potential. We fulfill our mission through quality programs for children, teens, families, seniors, and the homeless.

Core Values

• Integrity – Acting with transparency, humility, and honesty
• Excellence – Providing quality care with compassion
• Creativity – Being continuously resourceful and inventive
• Advocacy – Supporting the cause of those who lack resources for a reasonable quality of life
• Respect – Recognizing our own value and upholding the dignity and value of all people
• Empowerment – Providing skills and resources to achieve full human development

Team Behaviors

• Versatility – Understanding and appreciating different and opposing perspectives; adapting approach as requirements change; eagerness for positive action; self-control; active listening
• Collaborative work model – Cooperatively working and sharing responsibility; contributing to group effort; commitment and ownership in organizational success
• Mutual accountability – Holding others accountable; providing and receiving feedback constructively
• Client/customer advocate – Identifying opportunities to improve service quality; professional presentation; protecting confidentiality and privacy

About the Role

Under the direction of the Child Development Supervisor and Child Development Director, the Lead PreK Teacher is responsible for the implementation and coordination of the comprehensive education program in the classroom. Ensures the teaching team works cooperatively to plan and implement developmentally appropriate classroom activities aligned with the agency’s philosophy and curriculum. The role involves planning and implementing programs for emotional, social, educational, and physical development of assigned children, ensuring all necessary paperwork is completed accurately and submitted on time.

Responsibilities

Coaching

• Coach Teacher Assistants in developmentally appropriate practices
• Complete and execute collaborative staff goal setting and implementation, including:
  • Strengthening teacher-child interactions
  • Curriculum development
  • Child assessments, observation, and documentation
  • Integrating content through studies and partnering with families
• Review staff goals quarterly, develop new goals as applicable, and provide feedback and guidance
• Guide, direct, and evaluate Teacher Assistants, Foster Grandparents, and Child Development students
• Conduct team and individual reflective guidance meetings
• Collaborate with team on time-off requests

Administration

• Develop and maintain confidential education information for each child
• Facilitate and document weekly team meetings
• Ensure all required program documentation is completed accurately and submitted in a timely manner
• Monitor and ensure daily attendance and meal participation reports are completed
• Protect all confidential information
• Collaborate with Supervisor and Director to assess strengths, challenges, and develop annual goals
• Input classroom data into appropriate information systems

Child Development

• Observe, assess, and document each child’s health, skills, behavior, growth, and development
• Provide opportunities for children to develop positive self-images and experience success
• Ensure the development of individualized education for each child is documented
• Incorporate individualized educational activities into lesson plans
• Identify developmental concerns and follow agency protocol

Curriculum

• Demonstrate knowledge and understanding of Early Childhood Education
• Plan and implement developmentally appropriate classroom activities promoting social, emotional, physical, and cognitive development
• Develop lesson plans with goals, objectives, activities, and outcomes integrating health, nutrition, mental health, disabilities, and parent involvement
• Collaborate with Pre-K manager to implement and assess the program’s educational plan
• Integrate assessment results into curriculum and lesson planning with support staff

Classroom Environment

• Establish and maintain a classroom environment using positive guidance techniques meeting state/local licensing regulations, NAEYC standards, and agency philosophy
• Create a secure environment encouraging learning through exploration and discovery
• Ensure children are always under appropriate supervision
• Maintain an attractive, clean, safe, and engaging environment encouraging children’s independence and self-selection of activities
• Maintain and care for equipment and materials; report needed repairs or maintenance
• Implement and document daily, weekly, and monthly health and safety policies and procedures

Parent Involvement

• Schedule and ensure completion of at least two Parent-Teacher conferences for each child
• Encourage and provide opportunities for parent participation in the program
• Provide examples and ideas for educational activities for parent/child participation at home
• Encourage family engagement, including quarterly Family Engagement Events
• Develop effective partnerships with families
• Ensure teaching team sends information and activities via Remind App and TSG Family

Additional Duties

• Attend all required meetings and trainings, including mentoring and coaching trainings
• Participate and contribute at teacher meetings, trainings, supervision, and weekly team meetings
• Complete a minimum of 20 CEUs annually to meet DCFS and accreditation continuing education requirements
• Perform other duties as assigned within the scope of the job description
• Track utilization of materials; recommend supplies, equipment, and program needs
• Provide classroom coverage to ensure teacher-child ratios
• Provide recommendations in evaluations and corrective actions of Teacher Assistants
• Complete required documentation for monthly State Pre-K reports
• Follow all mandates of NAEYC, state and local licensing, and agency philosophy
• Act with integrity and model core values in service delivery

Requirements

• Bachelor’s degree (B.A.) in Early Childhood Education (ECE), Child Development (CD), or related field with a minimum of 36 credits in ECE or CD
• Illinois Gateway Level 5 required; Illinois Type 04 Teaching Certificate preferred
• Prior teaching experience in a relevant early childhood group setting
• Knowledge of Teaching Strategies Gold, Creative Curriculum, and Teaching Strategies Gold online
• Knowledge of NAEYC standards and classroom portfolios
• Good computer skills and ability to learn new software/technology
• Positive guidance classroom management style
• Ability to work well with others and model professionalism
• Ability to read and speak English proficiently (bilingual is a plus)

Skills

• Ability to implement early childhood curriculum and developmentally appropriate practices for ages 3-5
• Demonstrated leadership abilities and ability to implement reflective discussions, mentoring, and coaching
• Ability to communicate and work with diverse families and professionals
• Ability to work as a cooperative and supportive team member
• Willingness to work in a program servicing high-risk, low-income communities
• Intermediate knowledge of computer applications and word-processing software in a Windows environment
• Ability to communicate and respond respectfully and with concern

Physical Demands

The physical demands described are representative of those required to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform these functions.

• Ability to physically interact with children, including talking, hearing, sitting, standing, walking, using hands and fingers, handling objects/tools, reaching, stooping, kneeling, crouching, crawling, and lifting/moving items up to 25-30 pounds
• Ability to manually operate and use a computer and other office equipment
• Ability to actively participate in group activities in a classroom setting
• Ability to clearly hear and understand telephone conversations
• Fine hand manipulation (e.g., keyboarding)
• This is not a sedentary position; requires constant movement to facilitate planned group activities