Job Description

Lead Teacher - MLK

Felton Institute

AgencyOverview
Founded in 1889, Family Service Agency of San Francisco is the oldest nonsectarian, nonprofit charitable social-services provider in the City and County of San Francisco. Our mission is to strengthen families by providing caring, effective, and innovative social services, with special emphasis on the needs of low income families, children, and the elderly and disabled people, thus improving the quality of life for all San Franciscans.

Division Description
Felton Children, Youth, Family, and Transitional Age Youth division offers comprehensive, early care and education, family support, and mental health services across San Francisco to over 400 families.  Via a two-generation approach, Felton’s Family Support services promote strong families and optimal development for their children by focusing on the Strengthening Families Framework. The primary function of the family supports The Five Protective Factors; parental resilience, increase social connections, increase knowledge of parenting and child development, providing concrete support in times of need, and supporting social-emotional competence in young children.  This approach serves as a one-stop integrated service continuum, supporting families to address their needs largely under one roof, with a core group of staff with whom they can build trusting, supportive relationships.  

ECE Program(s) Description
Felton Institute has been providing comprehensive early care and education services in San Francisco since 1971. Felton now has ECE programs in SF’s Mission, Bayview, and Visitation Valley neighborhoods; and offers a school-readiness program for infants, toddlers, and preschoolers (2 weeks to 6 years old). Felton’s ECE programs include 4 infant, 7 toddler, and 11 preschool classrooms, which serve approximately 400 children, full-day/ year-round. These multicultural, educational classrooms provide a nurturing, developmentally challenging, and inclusive environment for very young children of low/moderate-income families. We are committed to inclusive, positive environments that build on children’s positive self-esteem and self-image.

The opportunity
Our ideal candidate is an educator and leader who enjoys teamwork & collaboration and working towards building strong partnerships with families, children, and staff. He/ She will have exceptional early childhood classroom experience, leadership, interpersonal skills, and supervisory experience, that support Felton’s mission. The ideal candidate will have a strong and clear vision that frames the work they will do in supporting and serving the needs of young children and their families.

Brief Job Description
The Lead Teacher is responsible for general administrative duties as assigned, for supervision and performance evaluation of subordinate staff, planning, preparing, and implementing daily activities, a developmentally appropriate curriculum, monitoring children's progress, and maintenance of related records for assigned classrooms. He/she manages and supervises all operations of an assigned infant/toddler/preschool classroom according to established procedures and opening/closing of the site. The Lead Teacher is responsible for ensuring Felton is providing an engaging, developmentally appropriate early learning curriculum for 12 – 24 children. He/she is responsible for mentoring, supervising, and managing the performance of 2 -5 regular staff, and substitutes.

Leadership & Supervision

Assumes responsibility for the operation of the Center in the absence of the Program Supervisor/Director, as requested.
Assists in the design and implementation of education programs, including in-service staff training programs.
Assists in planning and attending special programs and activities related to the center.
Attends and engages in staff and parent meetings, including biannual Parent/Teacher conferences, and Back to School night.
Attends and engages in ongoing professional development to improve personal and professional skills.
Keeps current with all credentials and degrees in accordance with all accrediting and regulatory bodies.
Conducts regular team meetings with support staff.
Create, support, and promote a team environment by encouraging and facilitating problemsolving, participating in site meetings and case conferencing, accepting supervision, and working closely with the Program Supervisor, Program Director, and other staff.
Support teaching staff by modeling superb classroom management, providing feedback to improve teachers’ skills, organizing, and facilitating staff meetings and teacher training
Contribute to ongoing development and evaluation of the center's goals and objectives
Lead the staff in creating a warm, nurturing, and respectful atmosphere for the children to be encouraged to learn and grow.
Delegate tasks such as leading activities, taking supply inventory, restocking supplies, and basic cleaning of the facility
Supervises and assists assigned support staff with special problems or situations involving staff, families, or children.
Supports the professional growth of colleagues by sharing materials and information and providing helpful feedback and encouragement.
Responsible for conducting staff conferences to address performance. Completes quarterly and annual performance evaluations of assigned classroom staff.
Supervises and guides student interns in the classroom, including required evaluations.
Maintains child‐staff and group size ratios at all times.

Early Learning Classroom Environment

Work closely with other teaching staff in developing and implementing a high-quality classroom and child development program ensuring that classroom activities are in keeping with the program's curriculum and philosophy (Creative Curriculum, CSEFEL, PITC Principles, and Developmentally Appropriate Practices) and reflect and respect the individual development and diversity of the program's children, families, and staff.
Provides educational and therapeutic activities for children across the general areas of gross and fine motor, imitation, social responsiveness, exploration, self-help, competence, language, emotional and perceptual-cognitive development using weekly activity plans or individual program plans (for infants and disabled children).
Ensures children are supervised 100% of the time. Keeps all children within the vision to be accountable for safety. Always follows protocols and procedures on a consistent basis.
Uses and promotes positive guidance techniques.
Communicates with children on their developmental level.
Establishes routines with smooth transition periods.
Encourages children to be independent.
Designs appropriate room arrangements to support the goals of the program. Participates in annual California Department of Education Exemplary Program Standards, ITERS/ ECERS, and works will classroom staff to set goals and implement methods for improving classroom functioning.
Maintains a safe & healthy environment and notifies the facilities team of maintenance issues.
Maintains classroom inventory and assists in the purchase of equipment and supplies in accordance with classroom budget. Curriculum
Provides a balance between child-initiated and teacher-initiated activities.
Provides a developmentally appropriate and integrated curriculum that meets the needs of individual children.
Plans and implements culturally diverse experiences that support families.
Maintains and posts written curriculum plans.
Eats all meals with children and assists in the development of good nutrition habits and socialization skills.
Assists children in establishing good habits of toileting and personal hygiene.
Documentation, Observation, and Developmental Assessments
Assesses children’s needs and developmental progress on an ongoing basis.
Involves classroom team in formal observations and assessments.
Uses observations, assessments, and children’s emergent interests to plan curriculum.
Provide individualized and small group instruction to adapt the curriculum to the needs and interests of each child.
Updates documentation boards based on Felton’s guidelines and ensures the learning is visible.
Meets with individual parents as required on matters involving child or Center policies.

Communication, and Collaboration

Work cooperatively with parents, staff, and third-party consultants to meet the individual needs of children and their families
Maintain positive communication regarding Felton’s ECE programs to families, other staff members, and the surrounding community.
Meet regularly with administration, parents, teachers, and others regarding the developmental progress of children and interpretation of Felton’s ECE policies and procedures.

Minimum Qualifications:

BA degree in Child and Adolescent Development, Early Childhood Education, or related field of study required, including core courses (child/human growth and development; child/family/community and curriculum) and at least 3 units in administration, 2 units in adult supervision. BA with 12- 24 ECE Units including core courses as listed on the CA Child Development Permit Matrix.
A minimum of 175 days of 3+hours/day work experience within the last 4 years and at least 2 years supervising adults
Must hold or be eligible for State of California Commission on Teacher Credentialing Teacher or Master Teacher Permit or above
Bilingual, bi-literate preferred; English/Spanish or other language ability based on program needs.

Preferred Qualifications:
A Master’s Degree in Early Childhood Education or related field; plus, two years of teaching experience.

Requirements

State of California Child Development Teacher Permit Level and above
Must be registered with the Early Care & Education Workforce Registry
Current Physical Health Screening (every 2 years thereafter)
Current Immunizations (TB, Influenza, MMR, TDAP) (every 2 years thereafter)
Current and completed Covid-19 vaccine. Provide proof of record.
Current CPR & First Aid Certificate (every 2 years thereafter), including a total of 15 hours of preventative health and safety training, or completion of this training within 90 workdays of hire
Fingerprinting Clearance (DOJ/FBI) and Clearance Child Abuse Index

Physical Requirements

Must be able to lift 25-40 lbs. (may include lifting children or equipment)
Must be able to bend, stoop, sit on the floor, lower, and raise self from the floor during classroom activities and use both hands to grasp securely on a consistent basis
Must be able to move quickly in an emergency

Competencies

Knowledge of low-income and homeless issues for children and families preferred
Knowledge and experience in working with children with special needs
Knowledge of and sensitivity to the cultural background of the children and families being served
Ability to relate to children and adults in a positive, respectful manner
Strong leadership experience supervising, supporting, and managing the performance of adults.
Ability to supervise/work with a staff of varying educational and experiential backgrounds with sensitive leadership, maturity, and stability
Strong computer skills. Ability to learn and use specialized software, websites, and databases. An ability to communicate professionally verbally, in writing, and through email.
Ability to be a team player with a welcoming attitude

Additional Information:
Division: Children, Youth, Family, and Transitional Age Youth Division
Reports to: Program Supervisor

SEND RESUMES TO: "jobs@felton.org"