Sub Teacher Details

Sub Teacher

Center for Human Services - Sedalia, MO

Employment Type : Full-Time

Sub Teacher

Part-time

Sedalia, MO

On a daily basis, works with children, teachers, and parents in an effective and developmentally appropriate approach for early childhood programs by performing the following duties.

High school diploma or general education degree (GED) and a minimum of six (6) college credit hours in any coursework; or Current CDA credential. Early childhood, child development, child/family-related courses are preferred.

The essential duties and responsibilities include the following. Other duties may be assigned.

• TASKS
  • Daily Programing Duties of All classroom staff:
• Possess and demonstrate strong working knowledge of Head Start Performance Standards, state regulations, MO accreditation and developmentally appropriate practices.
• Demonstrates respect for the capabilities, backgrounds and cultural differences of families, children, co-workers, and the public consistent with trauma informed practices.
• Respects the rights of all individuals served regardless of race, color, religion, or disability.
• Develops and maintains respectful relationships with families and children to ensures the daily needs of children are met through responsive care giving practices.
• Consistently addresses children, families, community member and co-workers in a courteous, pleasant and respectful manner.
• Presents a positive professional attitude and demeanor when working with children, parents, co-workers, administrative staff, and supervisors.
• Consistently maintains and promotes excellence in services though open and honest relationships with parents, and co-worker.
• Maintains professional boundaries and assures the confidentiality of information regarding children, families and coworkers.
• Maintains paperwork required to meet all state, federal, and local requirements.
• Follow a consistent schedule, which includes small and large group experiences, free play, music and movement, large and small motor activities, skill development, routine care, family style meals and effective transitions between activities.
• Attends meetings and completes trainings as required by CHS, state licensing and EHS requirements.
• In consultation with supervisor and/or coach, develops own professional work goals and coaching/training plans and actively pursues those goals.
• Utilizes computer and computer databases.
• Personnel Activity Report (PAR) reporting will be completed and turned in on a monthly basis.
• Follows the agencies cultural competencies and the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct.
• Ensures a comprehensive safe and healthy learning environment for all Early Head Start children by maintaining clean and organized classrooms rooms that are free of hazards.
• Ensures ratios are always met.
• Assist in conducting daily health, playground and environment safety checklist.
• Participates in the safety program by:
  • Enforcing safety rules.
  • Developing safety awareness in the work area.
  • Reporting any unsafe conditions for remedies.
  • Reporting all incidents and/or injuries according to established policies and procedures (including but not limited to EHS, DOL, and OSHA requirements).
  • Completes Community Event Reports (CER) accurately and completely within the designated timeframe established by policy.
  • Participate in monthly safety drills.
  • May be required to sweep, mop, or clean up minor spills to maintain a safe work environment.
• Utilizes the UKG Ready system to clock in and out and transfer time correctly. If errors occur, employees are required to utilize the time change request in UKG Ready to request corrections to their punch errors.
• Regular attendance and punctuality are required.
• Regularly checks emails throughout the week to ensure timely communication with other FCD employees and CHS departments.
• Accepts and willingly carries out special assignments or duties, when requested.

The common essential duties and responsibilities described above apply to all individuals holding this job title. Initial the following individual duties as they apply to your specific job assignment.

• Additional Assignment Specific Duties:

______ Floater Teacher/Substitute Teacher

• Assists in implementing a routine of developmentally appropriate activities which support children’s social, physical, cognitive, ATL and language development.
• Helps maintain ratios while providing coverage in the classroom.
• Assists in implementing a developmentally appropriate early childhood program, consistent with accreditation and performance standards.
• Helps prepare materials and classrooms for early care and learning.
• Supports general task such as but not limited to laundry and common area cleaning.
• Support general childcare task for evening parent meeting and policy council meetings.
• Prepares and cooks nutritious meals according to the Child and Adult Care Food Program (CACFP); completes required CACFP paperwork in the absence of the cook.
• Follows sanitary guidelines in food preparation and cleaning procedures.
• Not responsible for performing home visits.

______Lead Teacher I

• Leads the classroom using principles supporting a high-quality environment for infants and toddlers.
• Ensures the materials and supplies are available in the classrooms.
• Develops and implements curriculum, which reflect mandated elements and components, parental and cultural influences, and promotes the social, emotions, physical, approaches to learning and cognitive development as found in the Head Start Early Learning Outcomes Framework (ELOF).
• Establishes a close working relationship with EHS families by demonstrating an attitude of respect and establishing a trusting relationship.
• Creates weekly lesson plans addressing individual goals for children.
• Responsible for education, and health requirements of children in assigned classroom, including all required screenings.
• Ensures ongoing assessments and documents weekly child observations.
• Ensures ongoing communication with parents through daily sheets, phone calls, home visits, conferences, distribution of newsletters, flyers and other information to families as instructed by supervisor.
• Responsible for Home visits, Parent Trainings and Parent Conferences as required to meet program requirements, which includes meeting the needs of working families in the evening, as needed.
• Serves as a resource to enrolled families in helping to identify, refer and assist families in making connections to other supportive agencies that will support self-sufficiency.
• During Home Visits, assists families in identification of child’s School Readiness Goals, supports family’s observations skills and implementation of strategies for co-teaching at home.
• Assists parents in improving their skills to optimize the home environment and attain self-sufficiency.
• Assists families in identification of goals for Individualized Family Partnership Plan and implementation of Family goals.
• Enters data and documentation into Child Plus and Teaching Strategies GOLD. Ensuring that all files are complete, accurate and confidentially maintained.
• Maintain a comprehensive and ongoing portfolio assessment in GOLD for each child, including weekly observations, examples of the child’s work, child individual/coping plan.
• Organizes and assists with monthly parent meetings.
• Organizes and maintains caseload files.
• Collaborates with First Steps, as needed, for children with disabilities.
• Performs a role consistent with no less than a Level 1 teacher per the agency’s PBC coaching plan.

______Lead Teacher II

• Leads the classroom using principles supporting a high-quality environment for infants and toddlers.
• Ensures the materials and supplies are available in the classrooms.
• Develops and implements curriculum, which reflect mandated elements and components, parental and cultural influences, and promotes the social, emotions, physical, approaches to learning and cognitive development as found in the Head Start Early Learning Outcomes Framework (ELOF)
• Establishes a close working relationship with EHS families by demonstrating an attitude of respect and establishing a trusting relationship.
• Creates weekly lesson plans addressing individual goals for children.
• Responsible for education, and health requirements of children in assigned classroom, including all required screenings.
• Ensures ongoing assessments and documents weekly child observations.
• Ensures ongoing communication with parents through daily sheets, phone calls, home visits, conferences, distribution of newsletters, flyers and other information to families as instructed by supervisor.
• Responsible for home visits, parent trainings and parent educational conferences as required to meet program requirements, which includes meeting the needs of working families in the evening, as needed.
• Serves as a resource to enrolled families in helping to identify, refer and assist families in making connections to other supportive agencies that will promote self-sufficiency.
• During Home Visits, assists families in identification of child’s School Readiness Goals and support family’s observations skills and implementation of strategies for co-teaching at home.
• Assists parents in improving their skills to optimize the home environment and attain self-sufficiency.
• Assists families in identification of goals for Individualized Family Partnership Plan and implementation of Family goals.
• Enters data and documentation into Child Plus and Teaching Strategies GOLD. Ensuring that all files are complete, accurate and confidentially maintained.
• Maintain a comprehensive and ongoing portfolio assessment in GOLD for each child, including weekly observations, examples of the child’s work, child individual/coping plan.
• Organizes and assists with monthly parent meetings.
• Organizes and maintains caseload files.
• Collaborates with First Steps, as needed, for children with disabilities.
• Supports, peer coach and mentors new and level 1 staff as needed to ensure high quality programming
• Performs a role consistent with no less than a Level 2 teacher per the agency’s PBC coaching plan.

______ Lead Teacher III

• Leads the classroom using principles supporting a high-quality environment for infants and toddlers.
• Ensures the materials and supplies are available in the classrooms.
• Develops and implements curriculum, which reflect mandated elements and components, parental and cultural influences, and promotes the social, emotions, physical, approaches to learning and cognitive development as found in the Head Start Early Learning Outcomes Framework (ELOF).
• Establishes a close working relationship with EHS families by demonstrating an attitude of respect and establishing a trusting relationship.
• Creates weekly lesson plans addressing individual goals for children.
• Responsible for education, and health requirements of children in assigned classroom, including all required screenings.
• Ensures ongoing assessments and documents weekly child observations.
• Ensures ongoing communication with parents through daily sheets, phone calls, home visits, conferences, distribution of newsletters, flyers and other information to families as instructed by supervisor.
• Responsible for Home visits, Parent Trainings and Parent Conferences as required to meet program requirements, which includes meeting the needs of working families in the evening, as needed.
• Serves as a resource to enrolled families in helping to identify, refer and assist families in making connections to other supportive agencies that will support self-sufficiency.
• During Home Visits, assists families in identification of child’s School Readiness Goals, supports family’s observations skills and implementation of strategies for co-teaching at home.
• Assists parents in improving their skills to optimize the home environment and attain self-sufficiency.
• Assists families in identification of goals for Individualized Family Partnership Plan and implementation of Family goals.
• Enters data and documentation into Child Plus and Teaching Strategies GOLD. Ensuring that all files are complete, accurate and confidentially maintained.
• Maintain a comprehensive and ongoing portfolio assessment in GOLD for each child, including weekly observations, examples of the child’s work, child individual/coping plan.
• Organizes and assists with monthly parent meetings.
• Organizes and maintains caseload files.
• Collaborates with First Steps, as needed, for children with disabilities.
• Provides leadership, supports, peer coaching and mentors all staff as needed to ensure high quality programming as directed by supervisor or coach.
• Provides non-supervisory oversite of floaters, new staff and teacher I’s in reference to daily classroom management, such as but not limited to lesson plans implementation, classroom schedules, room arrangements and classroom safety to ensure all Head Start, state and accreditation requirements are met.
• Performs a role consistent with Level 3 teacher per the agency’s PBC coaching plan.