Head Start Lead Teacher

Head Start Lead Teacher

The Lead Teacher serves as the primary provider of the preschool instructional program. In this role, the lead teacher's performance is crucial in several different functional areas including professionalism, administration/management, instruction/implementation, assessment/evaluation, coordination, and safety/supervision.

Required education and experience:

• Bachelor's degree in child development, early childhood education, birth-kindergarten, or a bachelor's degree with coursework equal to the same with experience teaching preschool age children.
• CPR/First Aid current
• Trained in Playground Safety; the curriculum; NC Foundations, and the NC early learning standards for preschoolers.

Essential duties and responsibilities:

• Creates and maintains an environment that meets the physical, social, and emotional needs of each individual child.
• Arranges the physical environment by selecting a minimum of seven interest centers including a safe area and choosing equipment/materials for each area that meets the curriculum and ECERS-R guidelines.
• Creates and follows a balanced daily classroom schedule that meets ECERS-3 and curriculum guidelines and maintains a safe & healthy environment for staff and children.
• Posts ALL required information including menus, fire & tornado drill, safe arrival & departure procedures, NC Daycare Licensing Rules & Regulations in the classroom.
• Displays an up-to-date parent information board with all required information (as listed in the Classroom Handbook) as a minimum.
• Displays a family board with photos of all the children in the class.
• Monitors and directs teacher assistant(s)' activities. Maintains an effective working relationship with teacher assistant(s). Reports any concerns to the Education Manager.
• Lead teacher & assistant(s) plan together effectively. As a minimum, all classroom staff are aware of each day's activities in advance.
• Designs, selects, and implements developmentally appropriate activities related to the curriculum areas of language, mathematics, science, social studies, health, safety, nutrition, art, music, drama, and movement.
• Creates, selects, adapts, utilizes, and evaluates materials appropriate for young children with varying ages, abilities, and needs. Changes out materials frequently.
• Integrates developmentally appropriate activities into daily schedule.
• Provides individual, small group, and large group learning activities through a variety of formats and covers all areas of development.
• Demonstrates and uses guidance techniques, behavior support and classroom management skills appropriate for young children and as outlined in Conscious Discipline CSEFEL. Avoids all forms of corporal punishment.
• Plans & implements a parent/family involvement program including at least home visits, classroom participation, and parent/teacher conferences.
• Communicates weekly with all families about activities taking place in the classroom. Provides a variety of educational activities weekly for parents to enhance their role as the principal influence on the child's education and development.
• Completes all developmental and social-emotional screenings within the 45 day deadline. Rescreens or refers as results indicate.
• Utilizes developmental screening data, parental input information and IEP goals (when applicable) when planning for each individual child.
• Documents a minimum of one anecdotal record per week per child and uses information for individual and group planning.
• Effectively links planning, assessment and documentation of skills based on the needs of each individual child.
• Understands how Head Start Child Development and Early Learning Framework, Curriculum, Foundations, Dial 4, parent input goals, and IEP goals overlap and plans/teaches/documents accordingly.
• Identifies strengths, resources, and needs of children and collaborates with or makes referrals to other professionals, as necessary.
• Effectively uses information and feedback from observations, evaluations, and PDP or IGP to improve performance.
• Works with supervisor to provide the best possible learning environment and resources for children in your care.
• Coordinates with teaching team members to fulfill classroom responsibilities.
• Coordinates with other staff and those outside the program to ensure a smooth transition for children entering or exiting the program.
• Coordinates with Disabilities Manager, Health Services Manager and Exceptional Preschool staff in referring children and families for services.
• Collaborates with fellow teachers for planning and idea sharing.
• Appropriately supervises volunteers.
• Acts as a team member in developing IEPs for children, as needed.
• Works in cooperation with the Mental Health Consultant for the purpose of information sharing and problem planning.
• Effectively uses appropriate guidance and classroom management techniques. Avoids all forms of corporal punishment (DCDEE guidelines).
• Posts ALL required information including menu, fire & tornado drill, safe arrival & departure procedures, NC Daycare Licensing Rules & Regulations in the classroom.
• Displays an up-to-date parent information board. Communicates weekly with all families about activities taking place in the classroom and provides a variety of educational activities for parents to enhance their role as the principal influence on the child's education and development.
• Monitors and directs teacher assistant(s)' activities and maintains an effective working relationship with teacher assistant(s).
• Implements developmentally appropriate activities related to the curriculum areas to fidelity.
• Creates, selects, adapts, utilizes, and evaluates materials appropriate for young children with varying ages, abilities, and needs. Changes out materials frequently.
• Works with supervisor to provide the best possible learning environment and resources for children in your care.
• Coordinates with teaching team members to fulfill classroom responsibilities, lesson planning and idea sharing.
• Coordinates with other staff and those outside the program in referring children and families for services and to ensure a smooth transition for children entering or exiting the program.
• Completes all required education and social emotional screenings. Acts as a team member in developing IEPs for children, as needed.
• Reports any child injuries to the site manager and complete DCDEE incident report. Reports any abuse/neglect concerns to DSS with the assistance of the site manager.

Additional duties:

Performs other related tasks assigned by the Head Start Director and managers.

Essential knowledge and abilities:

• Adheres to professional ethics and standards. Does not discuss children or families with other staff members, in front of children, or outside the program.
• Is present except when absence is unavoidable. Contact the supervisor as soon as possible when absence is necessary.
• Is punctual. Notifies supervisor if tardiness is unavoidable.
• Adheres to an established work schedule.
• Participates in opportunities for professional development, including attending staff meetings and local training.
• Submits neat, accurate, and punctual program paperwork.
• Always maintains a professional attitude.
• Maintains up-to-date CPR and First Aid certification.
• Keeps personnel requirements up to date including annual assurances, annual physical, TB test, and in-service training
• Is certified in Playground Safety.
• Has received training in the curriculum.
• Has received training in NC Foundations, Early Learning Standards for NC Preschoolers and Creative Curriculum and Teaching Strategies GOLD.
• Meets all standards required by DCDEE including Lead Teacher status (NCECC or equivalent) and, if requirement continues, Early Educator Certification (EEC).
• Ability to respond appropriately (both mentally and physically) to an emergency or a crisis situation.
• Frequent significant decisions to assure developmental progress of children.
• Interact with children inside and outside in gross motor activities.
• Ability to lift 50 pounds; stand for extended periods of time to monitor children in the classroom and on the playground; participate in floor activities with children; walk up and down stairs; and sweep, mop, vacuum, and clean bathrooms.

The knowledge and abilities described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.