Lakes & Prairies Community Action Partnership, Inc.
Employee Name
|
Program |
|
|
|
Head
Start |
|
Job
Title
|
Job Classification Code
|
FTE
|
|
Lead
Teacher/ Family Support |
02 |
1.0 |
Originally
Prepared By
|
Date
Prepared: |
FLSA
Status: |
|
Head
Start Program Director and Coordinators |
May 29, 2008 Revised June, 2009 |
Non-exempt |
Reports
To
|
Approved
By |
|
Designated
Coordinator
|
Head
Start Policy Council, June 24, 2008 |
|
Employee’s
Signature
|
Date |
|
|
|
|
|
Supervisor’s
Signature
|
Date |
|
|
|
|
|
To plan
and implement learning experiences that advances the cognitive, physical,
social and emotional development of children.
Support families in meeting their basic needs, completing program
requirements, setting and achieving goals, and being involved in their child’s
education.
AGENCY EXPECTATIONS OF EMPLOYEE:
§ Adheres to Agency Polices and Procedures
§ Acts as a role model within and outside the Agency
§ Performs duties as workload necessitates
§ Maintains a positive and respectful attitude
§ Communicates regularly and effectively with colleagues
and supervisor
§ Demonstrates flexible and efficient time management
and ability to prioritize workload
§
Physical
exam within 30 days, 4 year renewal.
§
Mantoux
test, 2 year renewal.
§
First
Aid/CPR certification within first 60 days of initial employment and maintain
current status
§
Hepatitis
B or documentation of refusal.
§
DHS
Criminal Background check.
§
Appropriate
licensure/transcripts or certification/credentials on file.
§
Personal
transportation to assure completion of job duties.
§
Flexibility
with schedule to meet program/family needs.
§
Complete
performance standard training modules and implement all appropriate program
policies and Head Start Performance Standards
REPORTING TO THIS POSITION ARE: Teacher Assistant
Early
Childhood Development and Health Services (60%)
1. Prevention and Early Intervention
§
Supervise and
monitor children at all times and respond appropriately to crisis or emergency
situations in the classroom
§
Be consistently
proactive and monitor the classroom effectively to prevent problems from
developing
§
Establish a
developmentally appropriate classroom environment as defined by the ECERS-R
rating scale
§
Complete
screenings and assessments within program timelines including the Brigance, ASQ-SE, and COR
§
Monitor health
and nutrition requirements assuring timelines are met and adequate completion
percentages are maintained
§
Support families
in completing immunization, physical, dental and nutrition requirements
§
Implement all health/safety
policies and licensing regulations
§
In collaboration
with the family and the Head Start health consultant, administer child
medication per doctor orders completing all necessary documentation
2.
Individualization
§
Encourage the
child to develop positive relationships, regulate their emotions, and learn and
explore in their environment
§
Utilize
appropriate guidance and discipline techniques
to meet the individual needs, temperament and strengths of each child
§
Adapt curriculum
to address and meet individual goals for all children
§
Assess individual
and group needs, attending to special needs, specific interests, strengths and
concerns
§
Initiate and
follow-up on child referrals to service providers (e.g. mental health, special
services)
3.
Curriculum and
Assessment
§ Implement curriculum (High Scope, SEEDS, Second Step) to
ensure an intellectually stimulating environment which utilizes the Head Start
Outcome Framework and draws on the interests of the children
§
Collect on-going
anecdotal notes, document child observations, gather child work samples to
create an accurate, useful, objective and comprehensive developmental profile
for each child
§
Develop weekly
lesson plans to reflect individual and group needs based on information
gathered through observations and assessments
§
Involve parents
in the development and implementation of the curriculum in order to reflect
family culture, traditions, and language
Family and Community Partnerships (30%)
1.
Family
Partnerships
§
Develop strong
relationships with families and partner with them to develop goals based on
family strengths, needs and existing plans
§
Individualize
approaches to working with families by drawing on a sound understanding of
family development issues and the unique needs of each family
§
Refer families to
community resources and follow-up on the effectiveness of those referrals
§
Document all
family contacts and services on the Family Service Documentation, SRAS, and
ROMA Roundup.
§
Advocate for and
support families as they follow through on child and family needs e.g. basic
needs, health requirements, mental health concerns
§
Provide crisis
intervention as needed
§
Monitor
attendance and work with the ERSEA/Family Support Coordinator and families to
maintain regular attendance
§
Conduct outreach,
recruitment and enrollment
2.
Parent
Involvement
§ Maintain a positive classroom climate that is
welcoming to parents and community members (greet and welcome any visitors to
the classroom)
§
Develop and
maintain relationships with parents that clearly outline expectations and opportunities
for involvement in the Head Start program e.g. home visits, parent meetings,
volunteering
§
Partner with
parents to provide opportunities to enhance their parenting skills, knowledge
and understanding of the educational and developmental needs and activities of
their children
§
Provide parents
information through parent handbook, weekly classroom newsletters, bulletin boards,
take home folders and informal contacts
§
Plan, facilitate and
document monthly parent center committee meetings which reflect parent
interests and classroom curriculum, assisting parents to take a leadership role
§
Recruit parent
representatives to serve on policy council and support them in fulfilling their
duties
§
Promote and
facilitate transition of children and families to appropriate community agencies
and school settings
Program
Design and Management (10%)
§
Understand and
use available computer reports including Access and HSFIS to monitor program
requirements and plan appropriate services (attendance, health summary, child
and family goals, mental health, etc.)
§
Facilitate
monthly case management meetings and document progress toward child and family goals,
program requirements, and identified child and family needs
§
Maintain and document
daily contacts with families through phone calls, written communication, group
activities, home visits, and classroom visits
§
Collect in-kind
monthly and ensure forms are filled out completely and turned in on time
§
Assign/take daily
attendance and meal counts
§
Adhere to the
Head Start Guiding Principles
§
Demonstrates an awareness/sensitivity to needs
of low-income families
§
Guide staff, parents,
community partners and volunteers to adhere to all program policies and
procedures
§
Supervise
classroom staff by role modeling, reflective supervision and candid feedback
§
Responsible for
daily classroom operations including classroom staff coverage, timecards,
substitute teacher file, and classroom maintenance
§
Maintain
professional boundaries including confidentiality and data privacy policies
§
Further professional
growth by seeking feedback, reflecting on and assessing own practice, and
taking advantage of opportunities to improve skills and knowledge
§
Actively
participate in reflective practice with supervisor
§
Share ideas and
suggestions at meetings e.g. All Staff, PLCs, classroom meetings
§
Facilitate weekly
reflection with classroom team
§ EXPERIENCE, EDUCATION, LICENSURE
o
Bachelor’s or advanced degree in early childhood
education official transcript required or
o Bachelor’s
or advanced degree and coursework equivalent to a major relating to early
childhood education official transcript required, with experience teaching
preschool-age children.
o Prefer one year experience in early childhood setting
o Past Head Start experience helpful
o Ability to read, interpret, and implement all
applicable regulations i.e. Head Start Performance Standards, Head Start
Service Plan, NAEYC Developmentally Appropriate Practice, Minnesota DHS
licensing, CACFP requirements, and Minnesota Office of Economic Opportunity
o Demonstrated ability to apply early childhood educational theory in all Head Start learning environments
o Ability to collect, monitor, analyze, and apply strategies for child and family outcomes
o Skill at guiding and facilitating parent groups or willingness to learn
o Ability to maintain regular work hours attendance notifying supervisor well in advance of planned absences
o Ability to build relationships, problem solve and resolve conflicts
o Excellent oral, written and computer skills for communicating and tracking work data
o Ability to determine workload priorities, meet deadlines, work independently as well as in a team environment
o Working knowledge of available community resources and Head Start program components or willingness to learn
§ PHYSICAL DEMANDS: The physical demands described here
are representative of those that must be met by an employee to successfully
perform the essential functions of this job. Reasonable accommodations may be
made to enable individuals with disabilities to perform the essential
functions.
o
While performing
the duties of this job, the employee is occasionally required to stand; walk;
sit; use hands to finger, handle, or feel objects, tools or controls; reach
with hands and arms; climb stairs; balance; stoop, kneel, crouch or crawl; talk
or hear; taste or smell.
o The employee must occasionally lift and/or move up to 50 pounds.
o Specific vision abilities required by the job include
close vision, distance vision, color vision, peripheral vision, depth
perception, and the ability to adjust focus.
o Physical
ability to move quickly in order to respond to children who are very active and
may need restraint or redirection in order to insure their safety or the safety
of others in the environment.
o Daily
kneeling, stooping, bending, and sitting on the floor to attend to children’s
needs.
§ WORK ENVIRONMENT: Work environment characteristics
described here are representative of those that must be met by an employee to
successfully perform the essential functions of this job. Reasonable
accommodations may be made to enable individuals with disabilities to perform
the essential functions.
o
The noise level
in the work environment is usually moderate.