Chicanos Por La Causa, Inc.

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Floater Teacher

at Chicanos Por La Causa, Inc.

Pay: up to $35,747.97/year
30629.39-35747.97 (USD) Annually
Posted: 2/15/2019
Job Status: Full Time
Job Reference #: 1630
Keywords:

Job Description

 

Work Location: 611 N Bisbee Ave Wilcox, AZ 85643

 


PRIMARY FUNCTIONS:

 

 

 

The Floater Teacher is responsible to support staff development
and service delivery of high quality
developmentally appropriate care and education for children age 0-5 in the CPLC
ECD Programs. To work as a site based Floater with assigned classrooms in the
role of a teacher. Works as part of a
center based and home base inter-disciplinary team to provide education, health
and social service support to children and families as needed and requested.
Follow all state and federal regulations that apply to care and education of
young children, revised Head Start Program Performance Standards (issued
9/1/2016), Head Start Act (12/7/2007), Arizona
Department of Health Services Bureau of Child Care Licensing, Office of Head
Start Initiatives, and CPLC ECD Content Area Plans and Procedures. Actively supervise children by sight and sound at all times and in all environments. Maintain all health and safety regulations to create an optimum learning environment. Facilitate health practices to keep children safe in the school bus, outdoor and indoor environments. 

 

 

 

SPECIALIZATIONS

 

 

 

Initial
employment physical and TB test or Chest x-ray, Tdap and a valid Arizona
Driver's License and vehicle insurance are required. Must pass a criminal
background check to include a Child Abuse and Neglect register check, sex
offender registry check, and obtain a Level One Fingerprint Clearance card. According
to the new Head Start Performance Standards (HSPPS) an applicant must be First
Aid and CPR certified or must obtain certification within the first 6 months of
employment. Certification as a
Classroom Assessment Observation System (CLASS) reliable observer, or training
in Teaching Strategies Creative curriculum’s and/or Inter-rater reliable in Teaching
Strategies Gold, Center of Social & Emotional Foundation Early Learning
Center (CSEFEL) Positive Behavior Support, Environmental Rating Scale (ECERS),
Infant Toddler Environmental Rating Scale (ITERS), Ages & Stages Questionnaire
(ASQ) is helpful. Applicant must obtain
Food Handlers card upon hire.

 

 

 

MINIMUM QUALIFICATIONS  

 

 

 

A Baccalaureate in Early Childhood Education or a baccalaureate and
coursework equivalent to a major relating to early childhood education is required. Experience teaching preschool and/or infant/toddler
age children is preferred. Education obtained outside of the United States of America
(USA) and from another country must be evaluated from an accredited
organization to determine equivalency to USA education standards. Applicant must have basic keyboard skills and
be able to use computer, computer software programs (e.g. Microsoft
Office, Adobe) and web based systems. Bilingual English/Spanish is preferred.

 

 

 

JOB RESPONSIBILITIES AND
COMPETENCIES

 


 

 

Center-based teachers, teacher assistants and family child care providers
are expected to demonstrate competency to provide effective nurturing
teacher-child interactions, plan and implement learning experiences that ensure
effective curriculum implementation and use of assessment and promote
children’s progress across the standards described in the Head Start Learning
Outcomes Framework: Ages Birth to Five and applicable state early learning and
development standards, including for children with disabilities and dual
language learners.

 


 

 

Program Management: Demonstrate awareness and sensitivity to
cultural issues and community practices of low income and at risk families,
including dual language speakers. Implement Office of Head Start initiatives.
Works in multiple classrooms as assigned by the Center Service Manager as a
floating teacher who provides site based coaching, mentoring, and provides
training and modeling to assigned teachers, teacher assistants, home visitors,
substitutes and volunteers.. Lead classroom teams to implement CSEFEL
positive behavior approach. Attend
designated program and center meetings. Assist and participate in parent
involvement activities. Perform other duties as requested by immediate
supervisor necessary to fulfill the goals and objectives of CPLC ECD. Maintain
and keep current all necessary and required certifications.

 


 

 

Safety: Supervise
children by sight and sound at all times in all environments. Maintain all safety regulations to create an
optimum learning environment. Facilitate health practices in all indoor and
out- door learning environments. Establish and maintain a safe, supportive
environment in the classroom and the playground. Increase vigilance while
walking children to and from various site locations during transitions. Create safety
plan for classroom and outdoor play areas. Implement safety plan for classroom
and play areas. Safety practice to
include daily are: zoning, verbal hand off of safety monitoring, counting
children at every classroom transition, before and after going to the
playground, bus and leaving the classroom. Incorporate Office of Head Start
(OHS) Safety Guidance and Protocols including but not limited to OHS Health &
Safety Screener and Early Childhood Environmental Rating Scale (ECERS)
classroom arrangement and daily practices.

 


 

 

Assess Development and
Learning: Using designated research based assessment tools guide and support staff
to administer, record, analyze child development and learning information in
accordance with assessment guidance directions provided by authors of the tools
used. Conduct CLASS observations to support program improvement. Implement the assessment systems. Maintain
daily documentation and assessment results, input assessment data into
designated electronic record-keeping systems. Conduct Parent/Teacher
conferences and Home Visits. Administer
the developmental screening assessment used by the program and enter data into
designated electronic records.

 

 

 

Ongoing Social, Emotional and
Physical Care: Develop and nuture trust based partnership
relationships with parent and children regarding supporting the developing
children in your care. Respond quickly
to child’s needs. Provide support in CSEFEL positive behavior support by
guiding staff in implementation and guiding staff in positive behavior support
processes. Immediately care for child’s
personal hygiene needs such as; toileting support, cleaning, feeding, and
changing soiled or wet clothing/diapers. Engage children in vocabulary building
conversation during routine care. Assist in Child and Adult Food Care Program
(CACFP) duties such as; implementing CACFP Family style meal service during
daily meals. Sit and eat with children
engage in vocabulary building conversation with children. Log temperatures and
document Point of Meal Service. Develop and implement classroom nutrition
activities. Implement I am Moving, I am Learning activities in the classroom
daily.

 


 

 

School Readiness Development: When functioning as a substitute or Floater
maintain the daily schedule of classroom routine and activity plans for
structured and unstructured learning experiences in varied group and individual
settings, including recording written observations of children while
intentionally teaching, guiding and modeling for children throughout the day. Implement
classroom teacher’s plans and assume duties of classroom teacher duties when
working in capacity of Floater. Mentor
and guide staff to engage in high quality teacher-child interactions as
measured by Classroom Assessment Scoring System (CLASS) and for Home Visitors
using designated assessment tool. Implement designated curricula as outlined by
authors and according to trainings provided. Engage in weekly intentional planning for creation of weekly lesson
plans; engage in multiple daily learning interactions and conversations with
children to vocabulary, concept knowledge in support of school readiness of
children. Develop and implement daily/weekly education plans to support Individual
Family Service Plan (IFSP)/Individual Education Plan (IEP), weekly calendar
breakdown activities as outlined in
curricula and Education Content Area Plan and procedures. Conduct Parent
Teacher Conferences and Transition Home Visit to develop transition plans with
parents.

 

 

 

Home School Connections: Develop and implement Weekly Home School
Connection activities. Provide parent
with information and resources to assist them in supporting program school
readiness goals, child development goal and curricula learning experiences for
the child and parent.

 

 

 

Ongoing Monitoring: Assist
CSM to monitor to insure staff maintains complete records on each
child’s educational and developmental progress that includes, but is not
limited to, scheduled observations,
maintenance of written documentation, development of Child Development Plan, Transition Plan, and IEP goal
implementation. Engage in ongoing monitoring per program procedures. Assist CSM
in designated review of online assessments and maintenance of Education Child
File. Ongoing monitoring is inclusive of all aspects of program service
delivery. Analyze all data from program systems to support high quality
delivery program educational services, work with education staff to use
analyzed data to inform education practices. Engage in program case management: communicate, plan, and participate in
center based case management. Communicate concerns to Center Service Manager.
Monitor and analyze child development and school readiness progress use data to
inform planning and service delivery.

 

 

 

Professional Development: Attend
designated trainings and conferences. Engage in and apply Practice Based
Coaching experiences and guidance received individually or in small groups
facilitated by designated site staff, Education Specialists and designated
coach. Implement suggestions, guidance,
and assignments received from coaches. Engage in use of technology to support
coaching dialogue and service delivery. CPLC ECD utilizes video and photos to support professional development.
Participate and apply all mentor coaching guidance and training provided by you
by Education Specialists in your role as a site based mentor for education
staff with the goal of high quality services delivered by program staff to
children and families.

 

 

 

Other: Record
observations on a daily basis for each classroom you work in or home visit you
provide. When functioning as a
substitute, maintain complete records on each child’s educational and
developmental progress, including written observations, learning plans,
individual goals and learning experience. Lastly use data to make data informed decisions for learning
experiences.

 

 

 

JOB
DEMANDS

 

 

 

The physical demands described
here are representative of those that must be met by an employee to
successfully perform the essential functions of the job. Reasonable
accommodations may be made to enable individuals with disabilities to perform
the essential functions. The employee frequently is required to sit and use
hands along with fingers, to handle or feel. The employee is occasionally
required to stand, walk, reach with hands and arms, climb or balance, and stoop,
kneel, bending at the waist crouch or crawl. The employee must frequently lift
and/or move up to 40 pounds. Specific vision abilities required by this job
include close vision.

 

 

 

Must
have dependable transportation and able to travel (in state/out of state). Applicant must have the ability to communicate
clearly and effectively both verbally and in writing.

 

 

 

CONTINUOUS
EDUCATION

 

 

 

Employee will be expected to participate in continuous learning,
competency building and maintenance of competency skills. Continue professional development coursework as
identified in Head Start Act (12/7/2007) and Head Start Performance Standards
(issued 9/1/2016) is required.

 

 

 

TYPICAL WORKING CONDITIONS

 

 

 

Work is performed in structured environments. The work environment characteristics
described here are representative of those encountered while performing the
essential functions of this job. Reasonable accommodations may be made to
enable individuals with disabilities to perform the essential functions. The
noise level in the work environment is usually moderate

 

 

 

ACCOUNTABILITY

 

 

 

Reports to and is supervised directly by the Center Service
Manager. Employee is also accountable for understanding and complying with CPLC
policies and procedures, Office of Head Start Initiatives and Program School
Readiness Goals.

 

 

 


 


 


 

 

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!