Teacher - Anne Arundel County Head Start

Overwhelmingly, people who decide they want to be a part of the Y in Central Maryland tell us they do so because it reflects their values and a conscious decision, they’ve made about how they choose to live their lives. The happiest and most fulfilled Y associates are those who are motivated to help others and who want to be a part of something larger than themselves. If this speaks to your heart, then we invite you to join our team. Be a part of a charitable, mission-driven organization that works for individual and community well-being for all, for a better us.

 
At the Y in Central Maryland, we offer a comprehensive benefits package designed to support your well-being and professional growth. Enjoy flexible schedules, competitive pay, and generous paid time off, alongside medical, dental and vision benefits, as well as dependent care FSA. We offer a generous employer contribution to the Y retirement fund, and opportunities for career advancement. Our commitment to fostering a positive work environment means you'll have access to training and development programs that align with our mission to empower individuals and strengthen communities. Join us and bring your passion to a fulfilling career where you can truly make a difference! 

POSITION SUMMARY:

• This position serves as a Teacher for a Head Start classroom with a direct focus on children 3 to 4 years of age. The teacher will work collaboratively with one other Teacher to ensure the successful operation of a classroom with a total of 17- 20 children. The teacher also works with a team of other teachers, family advocate and family members to implement the curriculum to achieve outcomes for children of all abilities. Teachers are expected to utilize a working knowledge of the principles of child growth and development to work with children and collaborate with related service areas.

ESSENTIAL FUNCTIONS:

Planning

• Responsible for the preparation and overall delivery of daily lesson plans. Post them for parents, volunteers and visitors in the classroom.
• Develop an individual plan for each child including goal setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.
• Address challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
• Implement a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
• Use observations of children and anecdotal notes to document children’s progress and individualize curriculum.

 

 

 

Early Learning Implementation

• Follow and Implement the Creative Curriculum for Preschool/Infant, Toddler & Twos & Frog Street curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
• Implement experiential learning activities advancing the intellectual and emotional competence of preschool children.
• Provide a print rich environment in which children develop literacy, numeracy and social skills using increasingly complex language and problem solving abilities.
• Provide positive guidance supporting children as they acquire readiness skills for kindergarten and beyond.
• Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
• Help children to acquire and use language as a means of communicating their thoughts, feelings and understanding of others, based on the CSEFEL pyramid model.
• Provide a variety of experiences and media that stimulates children to explore and express their creative ability.
• Develop and implement lesson activities that will support children in knowing, accepting and appreciating themselves as individuals, based on the CSEFEL pyramid model.
• Assist in fostering a sense of Early Intervention Specialist, Mentor Coach and Special Education Consultant, integrate the written Individual Education Plans (IEP)/Individualized Family Service Plan (IFSP) for children with disabilities.
• Provide supervision and ensure the safety and security of children at all times in accordance with Head Start and OCC Licensing requirements. Supervise all classroom field trips and outdoor activities
• Supervise and eat nutritionally prepared meals with the children as a curriculum activity, to model good nutrition and proper social skills for preschool children.
• Understand regulations associated with prevention of occupational disease and injury, including the exercise of universal precautions and the prevention of contamination
• Follow written policies and regulations established by Y Head Start, Maryland Health Department, Y of Central Maryland, Maryland State Department of Education and Baltimore City Child Care Licensing Department and Office of Child Care

 

  Family Partnerships

• Establish positive and productive relationships with parents, as well as, engaging parents through classroom activities, home learning experiences and program events.
• Provide opportunities for parents to increase their child’s observation skills and to share assessments with staff that help plan the learning experiences.
• Encourage parent participation in Y associate-parent conferences and home visits discussing their child’s development and education.
• Establish positive and productive relationships with families focusing on a relationship of trust and rapport.
• Complete a minimum of 3 parent conferences per school year: (Mandatory parent conferences: 1st Quarter Child Assessment Period, 2nd Quarter Child Assessment Period, 3rd Quarter Child Assessment Period)
• Coordinate and complete 2 home visits per school year. Fall & Spring 25.
• Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to the Parent Engagement Coordinator Transitioning

 

Ongoing Monitoring and Self-Assessment

• Conduct daily child health checks.
• Assess children on an on-going basis. Gather and organize anecdotal notes into the key domains and document for individualization and observation through Work Sampling Online and Creative Curriculum GOLD.
• Participate actively in bi-weekly Team Meetings, with zone Manager, to reflect on program and site performance, generate solutions and ensure high-quality classroom operations.
• Ensure the safety of children, at all times, through consistent implementation of Active Supervision, zoning, child count and maintaining classroom adult/child ratios.

 

Supervision and Human Resources

• Work with Mentor Coach to self- assess/reflect on C.L.A.S.S. and ongoing classroom observations three times per year in regards to professional growth and developmentally appropriate practices.
• Participate in ongoing mentor – coaching and reflection sessions, in regards to individual skill development, classroom management, curriculum & instruction and CLASS, with Mentor Coach on an ongoing basis.
• Monitor volunteers, substitutes, during classroom operations.
• Plan and adjust work operations to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.

 

General Responsibilities

• Participate in Y associate meetings, conferences, training sessions and workshops as assigned.
• Maintain confidentiality in regards to Y associate and family information.
• Fulfill role as mandated reporter as stated in Child Abuse and Neglect Policy.
• Perform any other work-related duties as requested by your supervisor.
• Be present at work in order to provide consistency of services.
• Be a contributory team member in a positive/productive manner.
• Demonstrate commitment to the Y mission, Y core values, and Y policies in the performance of daily duties.
• Recognize that your job description is service area specific and that a successful employee upholds the overall employment standards outlined in the Personnel Policies and Procedures Manual and specifically, but not limited to: confidentiality, child abuse reporting, attendance and dependability, appropriate dress, customer service and support to all families, prudent use of program resources, and promoting and maintaining safe work environment

The Y in Central Maryland provides equal employment opportunities (EEO) to all employees and applicants for employment. Moreover, the Y is firmly committed to celebrating and achieving diversity and inclusion in all we do. We strive to be an anti-racist organization and expect all associates to treat others with respect, kindness and dignity, at all times. Thank you for considering working for the Y in Central Maryland. If being a part of our cause feels right for you, we hope you will join us.

All Y associates agree to abide by The Code of Conduct with Youth that sets clear expectations for associates and volunteers to ensure a safe and respectful environment for young people. It emphasizes treating youth with respect and fairness, avoiding inappropriate physical or verbal interactions, and adhering to established standards of affection. The policy strictly prohibits any form of abuse, bullying, or harassment and mandates the reporting of suspected mistreatment. Additionally, associates and volunteers must complete training on child abuse prevention and comply with legal reporting requirements to safeguard youth.