Head Start Teacher

Under the supervision of the Curriculum Specialist, the Head Start Teacher (HS Teacher) will provide responsive care, effective teaching and an organized learning environment that promotes the health development and children's skill growth aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, (HSELOF) including for children with disabilities. HS Teachers will emphasize nurturing and responsive practices, interactions and environments that foster trust and emotional security; are communication and language rich; promote social, emotional, behavioral, and language development and support all children's engagement in learning experiences and activities. (HSPPS

The Head Start Teacher will:

• Provide and deliver developmentally, culturally and linguistically appropriate learning experiences in language, literacy, and mathematics, social and emotional functioning, approaches to learning, science, physical skills and creative arts. HSPPS b)(1)(i).
• Provide responsive care, effective teaching and an organized learning environment that promote health development and children skill growth aligned with Head Start Early Learning Outcomes Framework, Birth to Five (HSELOF), including for children with disabilities. HSPPS b)(1)(i)
• Provide nurturing and responsive practices, interactions and environments that promote trust and emotional security. HSPPS b)(1)(i)
• Provide environments that are language rich and high quality, language modeling using self-talk, parallel talk, and open-ended questions as outlined in CLASS Language Modeling- Instructional Support. HSPPS b)(1)(i)
• Promote critical thinking and problem-solving, while also providing opportunities for social emotional behavioral and language development. Maximize student's engagement by implementing interesting activities so that children have the opportunity to explore, utilize materials and gain positive experiences. HSPPS b)(1)(i)
• Support all children's engagement in learning experiences and activities. HSPPS b)(1)(i)
• Focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high-quality learning individualized learning experiences. HSPPS b)(1)(ii)
• Integrate child assessment data in individualized and group planning through the COR Advantage using the COR Highest Score report. HSPPS b)(1)(ii)
• Recognize that bilingualism and biliteracy are strengths for dual language learners and will implement research-based teaching practices that include: HSPPS ii)
• A focus on both English language acquisition and the continued development of the home language HSPPS ii)
• Requests from the supervisor for culturally and linguistically appropriate materials (HSPPS iii)
• Implement well-organized learning environments with developmentally appropriate schedule, lesson plans and indoor and outdoor learning experiences. HSPPS c)(2)
• Provide a balance of teacher-directed and child- initiated activities, active and quiet learning activities and opportunities for individual, small group and large group learning activities. HSPPS c)(2). Engage in Instructional Support assisting children in concept development, language modeling and quality feedback (Teachstone CLASS Instructional Support Domain).
• Provide intentional age-appropriate approaches to accommodate children's need to nap (such as a regular time every day where children are encouraged but not forced to rest or nap). HSPPS e)(1)
• Implement snack and meal times to support development and learning. Snack and meal times will be structure as learning opportunities to support teaching/staff teacher/child interaction and foster communication and conversation through family style meals using the High Scope Mealtime Cards or child-initiated discussions. HSPPS e)(2)
• Provide sufficient time for children to eat and not use food as reward or punishment HSPPS e)(2)
• Approach routines such as hand washing and tooth brushing and transitions between activities as opportunities for strengthening growth and development. HSPPS e)(3)
• Integrate intentional movement and physical activities into curricular activates and daily routines in ways that support health and learning. Physical activities cannot be used as reward or punishment. HSPPS e)(4)
• Teachers will implement the High Scope curriculum (a scientifically valid research-based curriculum with standardized training practices - that is aligned with the HSELOF). HSPPS a)
• Teachers will implement curricular enhancements to include a social and emotional focus

(Pyramid model) with science infused learning opportunities along with Positive Climate, Teacher Sensitivity and behavior management outlined in the Teachstone CLASS Classroom Organization and Emotional Support Domain. HSPPS b)

• In collaboration with each child's parent and parental consent, obtain a current development screening to identify concerns regarding children's development, behavioral, motor skills, language development, social and emotional skills, within 45 calendar days from a child's enrollment. HSPPS a)(1)
• When a concern is noted on the appropriate screenings, teachers will implement the referral process HSPPS b)to include
• Notification and collaboration with the Licensed Mental Health and Disabilities Professional HSPPS b)(1)
• Referrals to the local agency responsible for evaluation and implementation of IDEA services HSPPS a) (2-4)
• Conduct standardized and structured assessments based on observation or direct assessment – that provide ongoing information to evaluate child's development a level and progress in child outcomes described in the HSELOF. HSPPS b)(1)
• Utilize assessment data to provide individualized instruction for each child and for groups of children HSPPS b)(1)
• Share the results of these assessments with parents and families focusing on the strengths, interests, growth and progress, and the needs of each child through Parent Teacher Conferences and providing access to the Parent Portal in Galileo. HSPPS b)(2)
• Encourage parents and family members to be involved in the educational services. HSPPS b)
• Regularly communicate with parents so families are well informed about their child' routines, activities and behavior. HSPPS b)(2)
• Hold parent conferences as need (no less than two timers per program year). HSPPS b)(3)
• Conduct home visits as needed (no less than two times per program year) HSPPS b)(7)
• Encourage parents and family members to volunteer in the class and during group activities. HSPPS b)(4)
• Encourage parents to provide feedback on selected curricula, leaning activities and instructional material, and will incorporate parental suggestions into the daily lesson plans. HSPPS b)(4)
• Inform parents of the purposes and results of screening and assessment and discuss their child's progress. HSPPS b)(6)

Qualifications:

• At least an associate's or bachelor's degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act.
• DCF – 45 hours and corresponding exams completed within DCF allotted timeframe
• Within two (2) months, complete the following coursework:
• Implementing the Florida Standards in preschool classrooms: 3 years old to Kindergarten
• Emergent Literacy for VPK Instructors 2021 (VPK21)
• Language and Vocabulary in the VPK classroom 2021 (LVPK21)
• Phonological Awareness Development for Preschoolers (Component VIPA21) Then Virtual class needs to be completed for credit
• Experience with Head Start programs preferred.
• Intermediate computer skills, Internet and email capability.
• Ability to utilize agency resources, technology and conduct action research.
• Able to stand and sit for extended periods of time
• Able to kneel and sit on the floor or at a child's eye level
• Able to lift 40 pounds

Salary: See the most recent salary schedule.

FLSA Status: Non-Exempt

Monday-Friday
40 hours per week