Job Description

Early Head Start Teacher

Exemption Status: Non-Exempt

Pay Grade(s): 8-9 ($27.79+ DOE)

Purpose: To ensure our youngest children have a solid foundation for life. To encourage the social,

emotional, physical, and cognitive development of Early Head Start (EHS) children and to ensure a

safe and age-appropriate environment is provided. To promote family engagement in all aspects of

the program. To meet requirements of federal Head Start Program Performance Standards and any

local, state or other applicable regulations. To abide by the Tlingit and Hadia code of conduct and

the National Association for the Education of Young Children (NAEYC) Code of Ethics Statement.

Essential Functions. An individual in this role must be able to perform the following functions

with or without reasonable accommodation:

• Classroom Time / School Readiness
• Create and monitoring a safe and nurturing early care and learning environment for young

children.

• Provide active supervision and monitor children at all times and respond appropriately to any

incidents or emergency situations that may occur.

• Establish a positive classroom environment representative of the children and families.
• Provide positive behavior guidance to support social emotional development.
• Create a classroom schedule that provides a balance between teacher directed and child directed

activities. Implement the curriculum through daily routines and age-appropriate activities which

supports all domains of development.

• Implement an approach to learning that encourage sense of self, experimentation, exploration,

problem solving, cooperation, socialization, and choice-making; ask open-ended questions and

follow-up questions to promote further learning and thinking.

• Work in collaboration with the Early Head Start team to deliver comprehensive services
• Provide a family style meal service that follows the Child and Adult Care Food Program

(CACFP).

• Be willing to participate in receiving Mentor Coach support to enhance teacher child

interactions.

• Promote English, Tlingit, and Haida language acquisition.
• Release children only to individuals with appropriate signed consent.
• Individualization, Curriculum and Assessment
• Follow agency-adopted curricula, using effective strategies to guide learning.
• Prepare the classroom environment and materials to support developmentally appropriate

curriculum plans and learning experiences.

• Assess individual and group needs, attending to specific interests, strengths, and

concerns.

• Work with Head Start component coordinators and appropriate agencies to develop specialized

planning for children and families as needed.

• Coordinate with central office, and Tribal staff when indicated, developing a collaborative

approach that benefits all children in the classroom.

• Adapt curriculum to address and meet individual goals for children as identified in their

individualized family service plans (IFSP).

• Develop and utilize integrated curriculum plans which reflect required elements and components,

familial and cultural influences, and promote the social, emotional, physical, and cognitive

development of EHS children.

• Establish weekly goals that promote individualization and small group learning.
• Participate in integrated service meetings to plan for and deliver collaborative services across

all components.

• Family Engagement and Community Partnerships
• Provide an atmosphere that promotes and reinforces family and volunteer engagement.
• Support the role of families as the first and primary teachers of their children.
• Support families’ safety, health, financial stability, life goals and aspirations.
• Collaborate with the Family Advocate to schedule a minimum of two family visits with individual

families.

• Support the Family Advocate in planning monthly family activity events.
• Coordinate with the Head Start Component Coordinators to ensure EHS families complete their

enrollment paperwork, developmental screenings, immunizations, health screenings and follow-ups,

have access to mental and other health services as necessary.

• Coordinate with the Family Advocate and Early Head Start Manager to provide families with timely

information and referrals appropriate to their needs.

• Monitor and document attendance concerns.
• Provide learning opportunities for dual language in the home
• Will have flexible schedule to accommodate family needs, may include some evening or weekend

hours.

• May occasionally drive, in personal vehicle, to family homes for family visits.
• Documentation
• Utilize agency adopted tools for ongoing assessment and documentation.
• Ensure all federal, local, state and/or agency documentation is completed accurately.
• Document all family contacts
• Monitor and report child abuse and neglect
• Professional Development
• Attend and participate in training and appropriate professional development activities.
• Attending and participating in meetings.
• Engage in ongoing self-assessment about job performance
• Additional Job Responsibilities
• Assist with cleaning and disinfecting the center as needed throughout the day, and a deep clean

at the end of each day.

• Assist with breaks and food service as needed and other classroom needs as requested.
• Work with other staff to ensure general maintenance and security of facility.
• Assist with inventory of equipment and supplies.
• May supervise substitutes and volunteers in the classroom if requested.
• Other duties as requested
• Abide by the Head Start policy on confidentiality.

Requirements

Knowledge, Skills & Abilities. A comprehensive set of capabilities required to perform job tasks

effectively:

• Frequent significant decision and problem-solving skills.
• Ability to work as a team member collaborating with staff, families, and community

resources.

• Ability to always supervise and monitor children to ensure a safe environment. This includes the

physical ability to monitor and move quickly to respond to children who are very active and may

need restraint or redirection to ensure their safety or the safety of others.

• Ability to apply early childhood development (focus on infant/toddler) theory in daily

activities and adapt to the individual needs of children.

• Ability to respond appropriately to an emergency or incident.
• Knowledge of community resources and referral experience assisting families in need of services

is highly desirable.

• Excellent written and verbal communication skills.
• Intermediate to advanced computer skills, internet, and e-mail.
• Willingness to enroll in indigenous language classes.
• Excellent computer skills with working knowledge of all MS Office programs including but not

limited to Outlook, Word, and Excel

• Ability to independently learn new skills.
• Regular kneeling, stooping, bending, and sitting on the floor to attend to children’s

needs.

• Occasional lifting to 50 pounds.

Minimum Qualifications (education, experience, skills):

• Minimum of an Infant/Toddler Child Development Associates Credential (CDA), or minimum of nine

(9) college credits completed in early childhood education, or willingness to obtain an

Infant/Toddler CDA within two years of hire.

• Prefer two years’ experience in infant/toddler classroom. Experience should include the ability

to adapt curriculum to meet the needs of all children including at risk, special needs, and

culturally diverse populations.

• Must be 21 years of age and have a valid Alaska Driver’s License.

Preferred Qualifications (education, experience, skills):

• Associates Degree or Bachelors Degree in Early Childhood Education will one year experience

working in an infant/toddler environment.