Website Community Action Partnership of Ramsey & Washington Counties
Under the supervision of the Center Education Coordinator, this position is responsible for providing comprehensive services in compliance with program guidelines, policies and procedures. The Infant/Toddler Teacher is responsible for integrating the curriculum by creating lesson plans, and developing individual learning plans to meet the needs of children, including observing, assessing, and documenting children’s progress. In addition, the Infant/Toddler teacher is responsible for maintaining active supervision of children, and providing ongoing communication with parents including home visits, parent conferences and other events.
Essential Functions (Not All Inclusive):
- Provides comprehensive services for children 6 weeks to 36 months of age maintaining compliance of the program’s guidelines and performance standards (including MN Rule 3, Child & Adult Care Food Program), and strictly adhere to the highest standards of confidentiality and ethics when working with children, parents and peers.
- Creates and implements detailed and comprehensive lesson plans appropriate for very young children using Creative Curriculum for Infants, Toddlers and Twos, which include goals to achieve measurable outcomes based on observations and results of the program’s child assessment tool. Lesson plans will incorporate caregiving routines as well as learning activities. Lesson plans will focus primarily on child-directed activities, limited teacher-directed activities and will include caregiving and building of self-care skills (e.g. potty training, handwashing, eating, etc.).
- Observes, documents, levels and finalizes each child’s development using the designated online assessment tool. Observes each child on a regular basis in all developmental domains to establish an Individual Learning Plan (ILP) writing specific goals to achieve measurable outcomes. Responsible for authentic observation and accurate documentation to achieve measurable outcomes and school readiness goals.
- Closely partners with families to build relationships and ensure smooth transitions between home and classroom. This includes daily written communication provided to families regarding the child’s day, which must include successes, challenges, classroom routines, and self-care (e.g., diapering and potty training, napping, and what they ate at each meal).
- Designs a safe and developmentally appropriate learning environment ensuring active supervision is maintained at all times. Inspects the classroom, indoor and outdoor space daily ensuring that materials are safe and removing or repairing unsafe equipment. Ensures appropriate health and safety practices by conducting the children’s daily informal health checks. Participates in emergency drills.
- Responsible for maintaining children’s classroom files and program database (daily attendance and meal count, home visits, conferences) children’s tracking log, monthly reports, health and safety logs, separation log, accident reports, and all mandated reporting documentation of suspected child abuse.
- Focus on developing trauma-informed universal classroom supports, utilizing and following a social-emotional curriculum. Children’s social and emotional health will be enhanced by having opportunities to create trusting relationships with healthy boundaries, by practicing healthy expression of feelings, and by behavior being viewed as a form of communication that can be shaped with on-the-spot behavior replacement guidance.
- Teach and develop children’s social emotional skills using evidence-based strategies to teach, model, and reinforce positive behaviors. Teachers will produce a material-rich environment to stimulate social interactions among children, including expected routines, rules and social expectations. Material will prioritize and promote social emotional health, provide language on resolving conflicts, sharing and taking turns, and children will have opportunity to practice and implement what they have learned.
- Provides appropriate responses, using positive behavior supports, to typical infant and toddler behavior, such as biting with an understanding of the developmental nature of such actions and very young children’s attempt at communication through those behaviors.
- Attends classes, conferences and workshops as available. Maintains personal training logs. Completes required number of annual training hours necessary to remain in compliance with Minnesota Rule 3 Licensing guidelines.
- Actively participates in Practice Based Coaching Collaborative, including; setting of goals, implementing practices within the classroom, reflecting with a Quality Support Coach and attending Community of Practice training sessions on a regular basis.
- BA/BS Degree in Early Childhood Education or a degree in a related field with coursework equivalent to a major relating to early childhood education required.
- Required to provide transcripts and/or certification.
- Head Start experience preferred.
- Experience with Early Childhood Special Education preferred.
- Six months experience in an Infant or
- Toddler classroom required.
- Ability to effectively relate and communicate to people of varying multi-ethnic and socio-economic backgrounds.
- Must obtain CPR/First Aid Certification within 90 days of hire; must maintain certifications.
- Valid driver’s license and reliable transportation on a daily basis is required.
Department: Head Start
Salary: AA- $19.94/Hr, BA- $20.02/Hr, MA- $20.11/Hr
Schedule: M-F, 40 Hours/Week, Seasonal (9-10 Months/Yr)
Community Action offers excellent benefits including generous paid time off (PTO), paid holidays, health, dental & life insurance, retirement, employee discount programs and more.
Community Action conducts criminal background checks at the time of hire. Some positions require additional fingerprint and photo verification. Not all backgrounds are a barrier to employment.
Posting Dates: 7/24/2020-8/5/2020
Community Action is an Equal Opportunity Employer and will not discriminate against or harass any employee or applicant for employment because of race, color, creed, religion, national origin, sex, sexual orientation, disability, age, marital status, familial status, membership or activity in a local human rights commission, or status with regard to public assistance.