Teacher/Advocate

Job Description

Job Description

Title:  Teacher/Advocate

Location: Coos Bay, OR     

Program: South Coast Head Start

Reports to: Area Manager

HR Contact: hr[at]orcca.us

Pay Level: Starts at $23.11 hourly, Depending on Experience      

Staff Supervised: Teacher Assistant, Classroom Assistant, Volunteers, Students

FSLA Status: Non-Exempt from Overtime       

Effective: 06/10/2021

Position Type: Full-Time, Year-Round

Revised: 06/10/2021

External Applicants: Please submit an employment application, cover letter and resume on our website, or to hr[at]orcca.us.       

Internal Applicants: Please submit a letter of interest and resume to hr[at]orcca.us.

Job Description

PRIMARY PURPOSE:

Delivery of high quality child and family services as defined by the Head Start Performance Standards, State Licensing Rules, program work plans, program goals, and other funding rules and regulations. Oversight of the day-to-day operations of the classroom, serving children ages three to five and their families. Maintain quality environments with attention to safety and health prevention measures.

ESSENTIAL JOB FUNCTIONS (Reason position exists is to perform these functions):

EDUCATION

• Promote children’s growth and development by providing responsive care, effective teaching practices, and an organized learning environment.
• Utilize Creative Curriculum to fidelity to provide quality, developmentally appropriate indoor and outdoor learning experiences in alignment with the ELOF and school readiness goals.
• Ensure all learning environments include age-appropriate supplies, materials, equipment and space, including accommodations for children with disabilities, with periodic changes to support interests, development and learning.
• Use positive guidance strategies to support social-emotional and behavioral health.
• Use routines, including hand washing and transitions between activities, as opportunities for strengthening development, learning and skill growth.
• Complete ASQ-3 and ASQ-SE screening tools with parents. Share purpose and results of all screenings and ongoing assessments.
• Promptly facilitate referrals, with parent consent, for further evaluation, if warranted through screenings, parent feedback, teacher observation, or ongoing assessment.
• Complete TS GOLD Child Assessments and utilize information to set child goals and individualize lesson plans and home visit strategies. Integrate TS Gold Assessment data in individual and group planning
• Complete vision and hearing screenings for each enrolled child.
• Identify emergent or recurring developmental, medical, oral or mental health concerns.

HEALTH

• Follow Universal Precautions in the event of exposure to blood/bodily fluids. Follow posted diapering, toileting, and handwashing procedures.
• Intentionally integrate physical activity into daily lesson plans.
• Complete daily health checks to identify symptoms of illness requiring exclusion. Remove child from direct contact with other children and contact parents to pick up children who have emergent symptoms.
• Properly store and administer medication. Complete medication administration training as needed.
• Assist children in brushing their teeth at least one time daily after meals and facilitate swish and swallow.
• Ensure classrooms, equipment and materials are cleaned and sanitized according to policies and procedures.
• Provide information to families about preventative medical and dental care. Assist families with information and support related to ongoing access and follow-up.
• Notify parents of infectious disease outbreak.

SAFETY

• Ensure children are supervised at all times and never left alone with volunteers.
• Ensure children are signed in and out of class and bus and released only to authorized adults.
• Ensure a daily classroom and playground safety check is completed.
• Maintain appropriate ratios and group size at all times.

INCLUSION

• Ensure culturally and linguistically appropriate materials are available in classrooms.
• Partner with Early Intervention/ECSE providers to deliver appropriate services. Attend and provide input and family support, as requested, at IFSP meetings.
• Provide English Language Skills and Home Language Assessments for children whose primary language is not English.
• Provide high quality, supportive environments and tiered supports, as outlined in the Pyramid Model.
• Provide families with information regarding language development, including dual language development.
• Identify and plan for special health needs, including asthma, diabetes, emotional or other conditions that may require additional service provisions.

ATTENDANCE

• Track daily attendance for each child. Contact parents within one hour of class start, if a child is unexpected absent.
• Promote strong attendance habits with information/education to parents.
• Conduct a home visit for children with two or more consecutive unexcused absences.
• Provide individualized attendance support for families, including direct contacts, intensive case management, attendance plans, etc.

NUTRITION

• Provide family-style meal service with sufficient time for children to eat.
• Sit with children to provide supervision, socialization and choking prevention during meals.
• Follow food safety guidelines for all food service.
• Ensure children have access to safe drinking water throughout the program day.