Long Term Subsitiute Teacher

About the role

It's a great feeling to work for a company that does so much good for others around the world!

Academic Requirements

• High School Diploma or GED required
• Must complete an Infant/Toddler CDA (Child Development Associate) certification within 6 months of employment based on date of provision of services

Certifications

• Obtain and maintain First Aid and CPR certifications

Work Experience

• Preferred: 2 years of related experience in Early Head Start preschool classroom setting
• Current or former Head Start employees, students, and parents receive hiring preference if qualified
• Preferred: bilingual (Spanish)

Responsibilities

• Attend all required training, including online training sessions, workshops, and staff meetings
• Remain up to date on Head Start Performance Standards, Head Start Act, DFPS Child Care licensing regulations, IDEA & Part C/Early On
• Work as a team member with education staff, parents, and Parent Committee members to implement meaningful curriculum meeting individual child goals and program needs
• Maintain strict confidentiality regarding Early Head Start children, families, and staff per policies and legal requirements (FERPA, HIPAA)
• Keep current on Developmentally Appropriate Practices
• Apply knowledge of social-emotional development of infants and toddlers
• Collaborate with parents on child growth and development opportunities
• Promote positive attachment between caregivers, children, and families
• Model appropriate communication, guidance techniques, and developmentally appropriate practices
• Continue professional growth through training sessions and ECE classes
• Remain familiar with environmental rating scales and implement appropriate assessment screenings
• Develop knowledge of screening, assessment, and evaluation instruments
• Supervise all classroom and outdoor activities
• Plan and implement developmentally and linguistically appropriate curriculum (Frog Street Infants & Toddlers) for ages, languages, and cultures served
• Document and provide Part C Service Coordination for children with special needs
• Communicate Service Coordination efforts with Director of Family Engagement and Managers
• Plan and implement learning experiences strengthening intellectual and physical competencies, supporting school readiness through literacy, phonemic print, and numeracy awareness
• Use enriched language to expand vocabulary understanding
• Provide exposure to books, demonstrate developmentally appropriate book handling, support emerging problem-solving
• Implement education lesson plans and individualization