Teacher Mentor (St. John)

at  Catholic Charities Archdiocese of New Orleans

FUNCTION:

To assist the School Readiness Coordinator in ensuring that all areas of the Head Start Performance Standards in the area of Education are implemented effectively and compliant in the Child Care Center Programs. The teacher mentor works under the supervision of the School Readiness Coordinator, Center Director and Director of Early Childhood Education. He/she will coach teachers to improve instructional outcomes as measured by CLASS scores and The Head Start Child Outcomes Framework. To perform other job-related tasks as requested by the School Readiness Coordinator and Center Director. This position directly relates to staff training, data collection, classroom practices and adherence to regulatory policies and procedures as it relates to the Head Start Performance Standard and State licensing requirements.

MINIMUM QUALIFICATIONS:

• BA in Early Childhood Education with 2 years of teaching experience or BA in Elementary Education and/or a related field with a 18 hours in early childhood education and 2 years teaching experience.

REQUIRED KNOWLEDGE & ABILITIES:

• Knowledge of Early Childhood Education and best practices;
• Ability to communicate effectively with children, families, staff and community agencies and partners;
• Ability to understand and follow oral and written instruction and make mathematical computations and tabulations;
• Knowledge of special needs of families and aware of ways to effectively communicate and assist them;
• Ability to travel extensively within area as assigned;
• Ability to be a mandated reporter for suspected child abuse or neglect;
• Ability to work in another position when needed;
• While performing the duties of this job, he/she is frequently required to sit; stand; stoop; bend; walk; talk; hear; use hands to grip, type; reach with hands and arms, occasionally required to stand or walk on uneven surfaces; climb stairs.
• Computer literacy/proficiency
• The ability to communicate effectively with staff, parents, children, volunteers and visitors.
• Ability to work harmoniously with others.
• Must possess a demonstrated understanding of the dynamics of poverty, oppression, sexism, racism and ageism and other forms of societal and individual prejudice that confront our staff, volunteers, program participants and community at-large. Must have a proven ability to work effectively and respectfully with a broad range of people from diverse cultural, ethnic and socio-economic backgrounds.
• Must have skills in engaging and motivating program participants and staff to increase.
• Must possess the ability to work holistically, as part of a team, with professionals, para-professionals, program participants and their families, volunteers and the community at-large toward successful outcomes for program participants.
• Must respect the integrity of each program participant, their right to privacy and confidentiality and their right to participate in our programs.

• Conduct CLASS observations and follow up with teaching staff using mentoring strategies;
• Ensure program Education policies, procedures, performance standards and licensing requirements are met through on-site monitoring of center activities;
• Monitors curriculum implementation;
• Is well abreast of the Head Start Performance Standards, Head Start Monitoring Protocol in the area of Education and the Head Start Act;
• Provides ongoing technical assistance to the partner programs as needed;
• Develops a rapport with the staff and Directors in the partner programs;
• Ensures that staff have the appropriate credentials per the Head Start Act upon hire and are up dated as needed;
• Ensures that the 45 day requirements are completed with accuracy and in a timely fashion (developmental assessment);
• Uses the CLASS instrument to monitor classrooms;
• Assist in the compilation and completion of Self-Assessment and Community Assessment and participate in the analysis of data for training and planning purposes;
• Compile report and analyze School Readiness Goals and Child Outcomes;
• Assists staff with the interpretation and implementation of the curriculum;
• Assists in training new personnel and ongoing training for staff;
• Ensures that professional development opportunities are developed based on observations of classrooms, staff surveys and assessment data;
• Ensures that professional development opportunities are job embedded, sustained, intense with follow up and timely, specific feedback;
• Monitors and is aware of each programs ’outcome data;
• Assists the School Readiness Coordinator in planning and implementing annual events around literacy, multicultural events around literacy, multicultural events, etc.;
• Conducts daily observations of staff interaction with the children and makes recommendations for identified areas of improvement with specificity;
• Conducts Monthly classroom observations to ensure that the classroom environment is safe and conducive to learning;
• Provides timely feedback on observations;
• Models and/or demonstrates lessons as needed for teaching staff;
• Assists the Early Head Start/Head Start Teachers in maintaining an environment conducive to learning
• Provides feedback in a supportive, instructive and non-judgmental way; enhancing the ability of teaching staff to observe children’s activities and experiences as part of the ongoing assessment process and to use this information to individualize the curriculum;
• Conducts conferences with individual protégé teachers; provides opportunities for participants to reflect on and apply theory and learning to everyday practice;
• Meet regularly with the Center Directors, School Readiness Coordinator, and Content Area Coordinators to help identify ongoing professional development for staff;
• Monitor the staff’s progress and child outcomes based on the goals of the project;
• Assist with the program planning and evaluation by measuring and reporting positive outcomes for children;
• Assumes total responsibility for the care and safety of children and the planning and implementation of daily activities in the absence of the lead teacher;
• Attends Screenings, Evaluations, and IEP Meetings as requested by the School Readiness Coordinator or Mental Health and Disabilities Coordinator.
• Attends parent meetings Support Assistance Team (SAT) meetings and other conferences as requested by any Service Area Coordinator or Center Director.
• Maintains contact and communication with parents of children in assigned classrooms as appropriate.
• Conducts monthly staff meetings with Teachers and Teacher Assistant;
• Reviews various learning materials, videos, curriculums, etc. for possible program use in the classrooms
• Assists in the quarterly in-service training for all teaching staff, including Foster Grandparents;
• Participates and makes recommendations for annual performance evaluation of teaching staff; and
• Ability to pass a physical exam and TB (Tuberculosis test) yearly. Performs other duties as required.