Infant/Toddler Lead Teacher

The YMCA of Metropolitan Chicago is hiring a full-time Infant/Toddler Lead Teacher for our Early Head Start program. The Early Head Start Infant/Toddler Lead Teacher provides effective instructional strategies, classroom management, learning, assessment, evaluation, and related research for children ages 6 weeks-3 years old. Pay range is $43,888.00-$60,361.60 annually depending on qualifications and credentials. This is a Union position. Application Requirements To be considered for a position in our early learning program, applicants must submit the following with their application: Official transcripts from accredited institutions verifying educational qualifications relevant to early childhood education. Valid credentials or certifications , such as Early Childhood Education (ECE) certification, Child Development Associate (CDA) credential, or state-specific teaching licenses. Scope of Responsibilities Provide a positive climate, responsive caregiving, and continuity to help children develop secure relationships while focusing on the children’s social and emotional well‑being. Work with an assigned group of infants, toddlers and two’s, applying best practices for care and physical safety. Facilitate and nurture the development of each child’s self‑esteem, trust, and growing autonomy. Integrate and assist children with special needs. Partner with families and encourage parent involvement through a variety of methods (e.g. classroom parent meetings & events and parent/child home activities). Obtain families’ social‑cultural background information and design meaningful learning experiences for children based on their findings. Incorporate rigorous academic instruction for English Language Learners (ELLs) that will support children’s academic, intellectual, and linguistic development. Utilize fidelity measures to support the implementation of English Language Learner programs, and to inform linguistic and culturally responsive practices. Schedule and conduct at least two Home Visits and two Parent/Teacher Conferences annually for each child, each program year. Maintain awareness and supervision of the needs of the entire classroom; and ensure routines such as diapering, toileting/training, hand washing, meals are handled promptly and consistently with state and local regulations. Follow a consistent schedule that meets the individual needs of each child, including skill development, meals, napping, and effective transition between activities. Respond quickly and appropriately to children’s different and personal needs (verbal and non‑verbal cues) and temperament styles. Engage and guide children at play, meeting them at their physical level (kneeling, bending, or sitting on the floor). Complete at least thirty clock hours of professional development annually, through participation in offered training, workshops, in‑service days, all staff conferences; and maintain a log of professional development achievements, including documents supporting completion. Participate and support agency/center efforts toward recruitment, enrollment, attendance, and retention of eligible families. Support the YMCA’s mission and center operations as needed. Lesson Planning and Classroom Management Create and maintain an engaging learning environment that encourages exploration, interactions with adult caregivers, and independence. Provide designated areas in the classroom to exhibit displays of families, children, and their work. Develop lesson plans with goals, objectives, and outcomes that integrate health, nutrition, mental health, disabilities, and parent activities. Provide age‑appropriate and individual learning experiences that incorporate social‑emotional and cognitive development, early language and literacy, physical development, and integration of the arts. Establish a professional rapport and work cooperatively with adults assigned to the classroom (e.g. Teachers, Assistants, Aides, Paraprofessionals, Parents, and Volunteers), establishing clear expectations for roles and responsibilities. Communicate regularly and convene meetings with the classroom team to review classroom and child data, seek input, discuss strategies, develop plans and create a cooperative relationship and environment. Supply suitable materials concrete and relevant to the children’s interests and culture that promotes high‑quality early learning. Complete classroom inventory quarterly; identify and select materials, supplies, and equipment to support children’s learning; and rotate materials to maintain and encourage new learning. Perform and ensure regular sanitation of all surfaces, changing stations, equipment, classroom toys, and laundry. Assist in Evaluations, Assessments, and Reports Administer and accurately document initial and ongoing development using required screening tools at established intervals. Observe children to evaluate and record their progress, recommend and complete referrals for further evaluation. Participate in initial and additional internal and external staffing with parent and FSW on all children suspected and/or identified with special needs. Establish and maintain a system for collecting and managing daily observations of children. Complete observation and quarterly assessment of individual children according to methods of Teaching Strategies GOLD. Generate and complete reports using them for planning and sharing information with others. Maintain up‑to‑date child education file and portfolio progress and development. Enter individual child and classroom data into appropriate information systems according to established guidelines and timeframes. Complete and timely submit required paperwork (e.g. health check, attendance, meals, communication logs, lesson plans, and monthly reports). Observe and respect issues of confidentiality. Minimum and Preferred Requirements Bachelor’s Degree in Early Childhood Education with two Infant/Toddler courses (minimum 6 college credit hours). Level 4 Gateways Infant/Toddler Certification or Erikson Institute Infant/Toddler Certification. 1‑3 years in an early childhood classroom required, preferably in a NAEYC accredited program and/or an Early Head Start or Prevention Initiative funded program. Must pass DCFS background check and maintain clearance throughout employment. Must meet annual physical exam requirements. Experience using Creative Curriculum and Teaching Strategies Gold preferred. Knowledge of principles and methods for curriculum design and teaching and instruction for children ages 0‑3. Ability to analyze and interpret Head Start Standards, State and local licensing requirements. Ability to build rapport with children, parents, and families of high risk. Strong working knowledge of Microsoft Word and experience with database and/or record‑keeping software. Computer literacy required; must be able to navigate basic computer functions, complete online training and communicate by email independently. Willing and able to work flexible hours, potentially including some evenings and Saturdays; hours may be adjusted to accommodate program needs. Occasional travel in the Chicagoland area may be required for training. This is a union position. Child Abuse Prevention Reporting any items that may provide a health or safety hazard to staff, members, or guests to your supervisor. Following all policies and procedures related to keeping children safe in our facilities and programs, including those related to the monitoring and supervision of children. Reporting any suspicious behavior and violation of policy and procedures to your supervisor. Completing all child abuse prevention training as required. Qualifications Licenses & Certifications Preferred Equal Opportunity Employer. This employer is required to notify all applicants of their rights pursuant to federal employment laws. For further information, please review the Know Your Rights notice from the Department of Labor. #J-18808-Ljbffr Ymca-of-Metropolitan-Chicag