Infant-Toddler Teacher at ECS4KIDS

Chiefland, Florida, United States -

Full Time

Start Date

Immediate

Expiry Date

06 Mar, 26

Salary

0.0

Posted On

06 Dec, 25

Experience

0 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

Child Development, Curriculum Implementation, Positive Guidance Techniques, Health Checks, Family Communication, Nutrition Planning, Record Keeping, Classroom Management, Safety Procedures, Emotional Support, Team Collaboration, Lesson Planning, Cultural Sensitivity, Developmental Assessment, Physical Activity Promotion, In-Service Training

Industry

Non-profit Organizations

Description

Description GENERAL DESCRIPTION: The Primary Caregiver provides a warm, nurturing, stimulating, safe and loving environment where each child can develop language, cognitive, social, emotional, and physical skills appropriately. MAJOR RESPONSIBILITIES: Education and Development Plan and implement a culturally sensitive educational program that is developmentally appropriate for each child’s age and language. Use Teaching Strategies Cloud to plan and create weekly digital lesson plans that promote the cognitive, language, literacy, social, emotional, and physical development of children. Follow the approved daily schedule to implement to fidelity the daily lesson plans from the approved curricula. Plan a balanced daily routine that encourages play, exploration, and learning; and which includes teacher-directed and child-directed activities, and inside and outside time. Provide a developmentally appropriate, stimulating learning environment, which includes adding new and interesting materials each week. Provide a warm, nurturing, loving and positive environment, using positive guidance techniques and upholding the ECS Discipline policy. Develop nurturing relationships with each child that encourages his or her social and emotional development. Maintain all federal, state, local and accreditation standards. (These may include those set forth by NAEYC, APPLE, ECS, DCF and Early Head Start.) Adjust the classroom routine, activities, and environment to meet the developmental levels of all children in the group including children with special needs, over the course of their enrollment at the center. Participate in research initiatives pertaining to early child hood education, development, and related topics. Children’s Health and Developmental Services Conduct daily health checks on each child. Create a classroom routine that promotes a healthy lifestyle. Follow policies and procedures regarding medical and dental emergencies, short term exclusion of children, and the administration, handling, and storing of medication. Ensure that safe practices are followed to prevent injuries to children or self. Maintain sanitation and hygiene procedures and participate in the maintenance of the center. Participate in case management meetings regarding children’s health and development. Family Partnerships Provide and encourage effective communication and relationships with families so that parents feel comfortable talking to staff about their children. Encourage parent involvement in all aspects of the program. Inform parents concerning their children’s progress formally and informally, which may include parent notes, learning outcomes, parent conferences and home visits. Maintain transition procedures for children moving from classroom to classroom or program along with other appropriate staff. Plan and implement weekly family involvement activities. Nutrition Eat with children, encouraging proper eating habits and conversation. Serve food in a way that encourages the development and socialization of the children. Assist in kitchen duties as assigned. Follow infants’ individual feeding schedules and hold infants who cannot sit independently while feeding. Plan weekly nutrition activities for children and/or families. Training and Communication Communicate regularly with other staff to better serve children and families, including attending staff meetings, trainings, and sharing information. Have a cooperative, positive and supportive attitude within the program. Follow directions and assignments as given. Maintain appropriate record keeping. (These essential job functions are not to be construed as a complete statement of duties performed. Employees will be required to perform other related marginal duties as required.) ORGANIZATIONAL RELATIONSHIP: This position reports to the Center Manager. Requirements EDUCATION AND EXPERIENCE: PCG I - High School Diploma or GED and an Infant Toddler Child Development Associate (CDA) credential or comparable credential (FCCPC) PCG II - An associate degree in child development or early childhood education with 6 credit hours specific to infant and toddler development or an IT CDA credential or FCCPC. PCG III – A baccalaureate degree in child development or early childhood education with 6 credit hours specific to infant and toddler development or an IT CDA credential or FCCPC; or a baccalaureate degree in elementary education with 15 credit hours in early childhood education courses including 6 credit hours specific to infant and toddler development or an IT CDA credential or FCCPC. PCG IV - An advanced degree in child development or early childhood education with 6 credit hours specific to infant and toddler development or an IT CDA credential or FCCPC; or an advanced degree in elementary education with 15 credit hours in early childhood education courses including 6 credit hours specific to infant and toddler development or an IT CDA credential or FCCPC. SKILLS, KNOWLEDGE AND ABILITIES: Demonstrate competency to provide effective and nurturing teacher-child interactions, plan and implement learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate. Ability to provide a supportive and caring environment for children Ability to develop consistent, stable and supportive relationships with very young children. Ability to exercise control and maintain appropriate classroom discipline Ability and willingness to implement the approved curriculum Ability to exercise good judgment and emotional maturity Ability to work effectively with diverse staff and families Demonstrate proper use of grammar and communication skills Knowledge of applicable safety and abuse-reporting procedures Ability to maintain confidential information Ability to communicate effectively both orally and in writing Ability to plan and organize work as well as maintain records A willingness to learn and continue personal education CERTIFICATIONS: Complete TB screening & physical before having direct contact with children. Renew every 2 years. Commence within ninety (90) days and complete within one (1) year of employment the DCF required 45 hr training. Complete on-line Food Handlers Course Serving Safe Food in Childcare within 90 days of employment. Must have current First Aid and Pediatric Cardiopulmonary Resuscitation (CPR) training. Complete a minimum of 25 hours of in-service training annually, July 1- June 30. ENVIRONMENTAL CONDITIONS: Work involves constant visual supervision of children and tolerance of loud noise Environment includes indoor classroom and outdoor playground ESSENTIAL PHYSICAL SKILLS: Acceptable eyesight (with or without correction) Acceptable hearing (with or without correction) Ability to communicate both orally and in writing Requires heavy physical work; heavy lifting, pushing, or pulling objects up to 50 pounds. Physical work is a primary part (more than 70%) of job. (Reasonable accommodations will be made for otherwise qualified individuals with a disability)

Responsibilities

The Infant-Toddler Teacher is responsible for creating a nurturing and stimulating environment that supports the development of children’s cognitive, social, emotional, and physical skills. This includes planning and implementing developmentally appropriate educational programs and maintaining effective communication with families.