Child Development Teacher

Child Development Lead (Family Center)

The job of Child Development Lead (Family Center) is done for the purpose of adhering to the guidelines of the Early Head Start Performance Standards in the education plan, in conjunction with Illinois Birth to Three standards, and DCFS Licensing Standards for Child Care programs, as well as the District 65 Evanston Early Learning Standards. This job reports to Child Development Team Leader.

Essential Functions Adheres strictly to policies regarding code of conduct, confidentiality, etc. (e.g. exhibits qualities of reliability, initiative, and punctuality; respects parents, children, and other staff members); follows procedures as set-up by the center (signing in/out, phone use, calling in sick, and requesting time off); conducts oneself in a professional manner, and in accordance with NAEYC Code of Ethical Conduct; respects dress code as established by the center, etc.) for the purpose of developing and maintaining a professional working environment. Arranges the classroom into learning centers with a variety of materials rotated frequently keeping child materials separate from teacher supplies for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and District 65 Early Learning. Arranges the physical space to encourage independent play and self-selection of activity for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and District 65 Early Learning. Ensures that the children are under proper supervision at all times, including ensuring that all children are able to be seen by an adult in the classroom, gym, and on the playground for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or District 65 Early Learning Standards. Ensures that all documentation and individualization takes place in a timely manner (e.g. completes daily written observations, weekly lesson plans, and individualized children plans; completes and maintains up- to-date child educational files; maintains and submits accurate daily attendance and food counts; identifies and reports to the proper staff person concerns about special needs children and potential child abuse and/or neglect concerns; schedules and conducts at least two (2) home visits, two (2) parent/teacher conferences, and two (2) meetings with families; completes monthly Multi-disciplinary Reports and participate in Multi-disciplinary meetings; completes transition plans and all necessary transition documents; completes and uses child assessments in planning and implementing curriculum; participates in the educational staffing; evaluates the daily program with co-teacher(s) as it relates to the needs of each child and program goals, etc.) for the purpose of meeting the individual needs of the child(ren). Establishes an appropriate program curriculum (e.g. one that offers a balance between child initiated and teacher directed activities; meets child's individual needs; encourages child's participation; engages interactively with children; encourages social and cultural awareness; encourages independent care of self during personal care routine; paces activities so that children have sufficient time for completion and exploration; uses appropriate conflict-resolution management techniques; maintains eye-level contact when talking to children; perceives individuality; offers a wide variety of learning center activities to meet district goals and child's needs; and provides daily activities in art, music, books, sand/water play; dramatic play, science, math, literacy, and health experiences, etc.) for the purpose of promoting the optimal development of children and aspiring to adhere to Developmentally Appropriate Practices and Best Practices of Early Childhood Development. Establishes and maintains a warm nurturing environment for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and District 65 Early Learning.

Child Development Lead (Family Center) Follows appropriate hand washing, diapering, and cleaning and sanitizing procedures for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or Evanston Health Department requirements. Keeps emergency phone numbers accessible for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or District 65 Early Learning Standards. Maintains all classroom equipment and materials in good order (books, puzzles, records, etc.) for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and District 65 Early Learning. Maintains teacher/child ratios for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or District 65 Early Learning Standards. Maintains a positive rapport with parents (e.g. supports all parent functions; contacts parents to share their child(ren) growth and progress; distributes printed information (flyers, newsletters, memos); invites classroom parents to share meals with children; maintains confidential and professional relationship with children, parents and guardians; plans activities that keep parents interested in their child's education, etc.) for the purpose of promoting the optimal development of children and aspiring to adhere to Developmentally Appropriate Practices and Best Practices of Early Childhood Development. Participates in staff development training and meetings (e.g. holds daily team meetings to discuss concerns, share information, and reflect on daily routines and activities; recognizes personal strengths and weaknesses and creates job appropriate targets; attends workshops, conferences, and educational trainings; independently reads, studies and stays abreast of Best Practices and or Educational Training or Recertification Plans, etc.) for the purpose of building teacher skills, establishing effective routines for continuous learning and improvement, and enhancing student learning. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit. Places dangerous items such as poisons, sharp scissors, broken toys, and cleansers out of children's reach for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or District 65 Early Learning Standards. Posts emergency medical procedures, emergency exits, menus, class lists, class schedules, special needs procedures, and special diets in a common area for the purpose of ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or Evanston Health Department requirements. Provides active and quiet areas in the classroom for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and Best Practices of Early Childhood Development. Provides an individually labeled space for each child for the purpose of ensuring a safe and healthy environment that meets Head Start Performance Standards, DCFS Licensing Standards, and District 65 Early Learning. Provides appropriate child/teacher interactions (e.g. warm personal greetings and goodbyes; accessible orderly and labeled materials; displays of individual child's work, pictures and educational materials at children's eye level; smooth and consistent transitions from one activity to another; serves meals family style; eats with children and provides appropriate mealtime conversation, etc.) for the purpose of promoting the optimal development of children and aspiring to adhere to Developmentally Appropriate Practices and Best Practices of Early Childhood Development. Uses "Universal Precautions/Standard Precautions" at all times when cleaning the rooms and working with children for the purpose of personal safety and ensuring health and safety procedures are in compliance with Head Start Performance Standards, DCFS Licensing Standards, Best Practices and/or District 65 Early Learning Standards.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: preparing and maintaining accurate records; and using pertinent software applications; possess and displays good classroom management techniques; excellent organizational skills. KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and solve practical problems. Specific Knowledge based competencies required to satisfactorily perform the functions of the job include: stages of child development; methods of motivating and controlling children; and awareness of codes, regulations and laws related to counseling students. ABILITY is required to schedule activities; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others; work with data utilizing defined and similar processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific Ability based competencies required to satisfactorily perform the functions of the job include: providing direction and leadership; communicating with persons of varied backgrounds; maintaining confidentiality; and adapting to changing priorities.

Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; Utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization's services.

Work Environment The usual and customary methods of performing the jobs functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 30% sitting, 35% walking, and 35% standing. The