Behavior Floater (SEL) at Porter-Leath

Memphis, Tennessee, United States -

Full Time

Start Date

Immediate

Expiry Date

28 Apr, 26

Salary

0.0

Posted On

28 Jan, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Child Development, Early Childhood Education, Behavior Support Strategies, Classroom Management, Social-Emotional Learning, Trauma-Informed Care, Positive Guidance Techniques, Collaboration, Observation, Documentation, Interpersonal Skills, Flexibility, Empathy, Patience, Individualized Support Plans, Inclusive Practices

Industry

Non-profit Organizations

Description

Description Under the direction of the Mental Health Supervisor, the Behavioral Floater provides support across Head Start classrooms to promote a positive, inclusive, and developmentally appropriate learning environment for all children. This role focuses on assisting with classroom management, implementing behavior support strategies, and supporting teachers with children who may exhibit challenging behaviors. Assume a classroom teacher’s responsibilities in the absence of a classroom teacher. In some cases, serves as a third instructional leader to demonstrate social-emotional learning strategies. The floater works under the guidance of the SEL Coach and collaborates with classroom teams to support children’s social-emotional development. Requirements High School Diploma required Associate’s degree in Teaching in Early Childhood Education (ECE) or Child Development (CD) OR the equivalent with a minimum of 18 semester hours of credit in ECE or CD with a current Child Development Associate (CDA) credential with appropriate Preschool endorsement required. Minimum 2 years of experience teaching in an early childhood program required. Supervisory Responsibilities This position does not include any supervisory responsibilities. Essential Job Functions Observes, assesses, and documents each assigned child’s health, skills, behavior, growth and development. Provides opportunities for children to develop positive self-images and experience success. Develops, if assigned, an individualized and educational strength plan for children. Identifies any developmental concerns regarding the children and follows agency protocol. Plans and implements developmentally appropriate activities in conjunction with the teachers that will promote the social, emotional, physical and cognitive development of each child. Provide direct support to classrooms by implementing behavior strategies for children with challenging behaviors, ensuring a safe and supportive learning environment for all. Collaborate with teaching staff to model positive behavioral interventions, support classroom management techniques, and promote inclusive practices. Assist in implementing individualized behavior support plans, in partnership with mental health consultants and education staff. Monitor and document behavioral observations, interventions, and progress to inform planning and ensure all children receive consistent and appropriate educational services. Utilize trauma-informed care approaches grounded in the Pyramid Model and Conscious Discipline to support social-emotional development and create nurturing, responsive environments for all children. In collaboration with teachers, develops lesson and support plans that include goals, objectives, activities, and desired outcomes for children, while maintaining accurate daily documentation of student support Assumes responsibility for the management of the classroom during the lead teacher's absence. In collaboration with the teacher, maintain a classroom environment that incorporates positive guidance techniques and complies with national, state, and local licensing regulations, Head Start Program Performance Standards, and Porter-Leath's philosophy and curriculum. Experience supporting children with behavioral challenges or developmental differences preferred. Knowledge of positive behavior supports strategies and trauma-informed care. Ability to be flexible and adapt to different classroom settings and teacher styles. Strong interpersonal skills and a supportive, patient approach. Ensures all children are under appropriate supervision at all times. In the absence of the Lead Teacher, delegate child development responsibilities as needed. If necessary and/or required, participate in Parent/Staff conferences. If necessary and/or required, participate in home visits with classroom teachers. In conjunction with the classroom teachers and Family Support staff, encourage parent participation in the program. Develop effective partnerships with parents. In conjunction with the classroom teachers, develop and maintain confidential educational information for the classroom and ensure all confidential information is protected. Accurately completes all required program documentation and submit in a timely manner to the Lead Teacher. Participates in recruitment efforts to help maintain full program enrollment. Completes daily attendance and meal participation reports and submit them to the appropriate program personnel. Adheres to all federal, state, and local licensing regulations, Head Start/Early Head Start Program Performance Standards, the Teacher Excellence Program, and Porter-Leath's philosophy and curriculum Attends all required meetings and training. Performs other duties as assigned, within the scope of the job description. Knowledge, Skills & Abilities Principles of child development and early childhood education (birth to five). Positive behavior supports strategies and techniques (i.e., Conscious Discipline, Pyramid Model,). Classroom management and guidance strategies for preschool-aged children. Head Start Program Performance Standards and developmentally appropriate practices. Trauma-informed approaches and strategies for working with children experiencing behavioral or emotional challenges. Supporting young children with social-emotional and behavioral needs in group settings. Observing and documenting child behavior to inform strategies and supports. Building positive, respectful relationships with children, families, and staff. Observing and documenting child behavior to inform strategies and supports. Collaborating with multidisciplinary teams to support child success and classroom climate. Adapting quickly and confidently to various classroom environments and routines. Remain calm and composed in high-stress situations involving behavioral incidents. Maintain confidentiality and professionalism in handling sensitive child/family matters. Demonstrate patience, empathy, and flexibility in day-to-day interactions. Move easily between classrooms and adjust to changing schedules or site needs. Take direction and feedback from the SEL Coach and Instructional Coaches while working independently. Physical Demands While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to use hands to finger, handle, or feel. The employee is occasionally required to stand and walk. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision. Work in a non-smoking environment. Special Conditions Maintain a valid driver's license with a good driving record with appropriate level of insurance. Ability to travel to multiple Head Start locations. NOTE: The statements herein are intended to describe the general nature and level of work being performed by employees assigned to this classification. They are not intended to be constructed as an exhaustive list of all responsibilities, duties, and skills required of personnel so classified.

Responsibilities

The Behavioral Floater provides support across Head Start classrooms, focusing on classroom management and behavior support strategies. This role also involves collaborating with teachers to promote children's social-emotional development and ensuring a safe learning environment.