Under the general supervision of the Pre-School Education / Disability Coordinator, the Head Teacher is responsible for providing an overall classroom environment that reflects the agency’s population and that is conducive to education and socialization.
ESSENTIAL FUNCTIONS AND RESPONSIBILITIES:
Promotes recognition, acceptance and positive interactions among children and staff.
Monitors overall health and safety of all children on a daily basis and reports any signs of illness, injury or possible abuse to the Pre-School Education / Disability Coordinator.
Meets with Pre-School Education / Disability Coordinator on a regular basis for supervision and support.
In conjunction with the classroom team, supervises all of the children's activities, modeling respect and acceptance of each child as an individual.
In conjunction with the classroom team, completes all screenings and assessments on each child, as mandated by the State Pre -K Program and Head Start performance standards.
In conjunction with the classroom team, plans, prepares and implements developmentally appropriate child-initiated and teacher-directed activities for individuals and small/large groups of children. Activities should address:
needs identified in the assessments
develop critical thinking skills
7. Implements the Head Start standards, NAEYC and the Creative Curriculum.
8. In conjunction, with the classroom team, identifies children who may need more specialized services and with the assistance of Mental Health Consultant, aids parents in the provision and follow up of these services.
9. In conjunction with the classroom team, demonstrates effectiveness of classroom interactions among teachers and children (Class) and maintains class score at average or above average level.
10. In conjunction with classroom teaching team, responsible for classroom equipment and supplies, reporting repair and maintenance needs to Maintenance staff and documenting reports. Orders supplies as needed within the established classroom budget.
11. Orders supplies as needed within the established classroom budget.
12. Meets with classroom team weekly to complete lesson plans and discuss individual children's needs and how to best address those needs.
13. Attends weekly staff meetings, in-service trainings, CPS training, and other appropriate child development conferences/workshops, upon approval of the Education Coordinator.
14. Participates in interviews and selection of classroom staff and completes annual evaluations of classroom staff. Assists in the completion of the annual program self evaluations, (DFSS, Board of Ed.)
15. Welcomes parents into the classroom, develops a positive relationship with them and provides experiences and activities for them that enhance their roles as the primary influence in their child's growth and development. These experiences/activities will include participation in parent meetings/workshops, bi-monthly as well as parent-teacher conferences, and home visits when indicated. Must be available for formal and informal conferences on a daily basis.
16. Obtains all required classroom parental signatures on documents such as all incident reports and field trip permission slips.
17. Informs parents about daily classroom routine, expectations, policies, field trips, and volunteer opportunities.
18. Develops each child’s cognitive skills, including long-range development, emotional/social development and motor skills development.
19. Completes required paperwork on a daily basis, including child observations and ensure that education folders are up to date. Assures timely completion of all required records and documentation related to our funding sources, including:
ESI-R screening, Creative Curriculum, Ages and Stages Questionnaire, Ages
and Stages SE Questionnaire
anecdotal records / observations (daily)
attendance records (daily)
documenting individual/family needs and referrals given
submitting itemized receipts for all program purchases/expenses
volunteer time sheets, etc.Creates weekly lesson plans and submits to Education Coordinator (or Supervisor if no Education
20. Implements and models family style eating during meal times and completes meal participation forms during meal times (not after the meal or at the end of the day) and personnel activity reports for Child and Adult Care Food Program.
21. Works with the Unit Director, and Education Coordinator to obtain or maintain national accreditation of program.
22. Responsible for the program complying with El Hogar’s, the Illinois Board of Ed's and all City and State licensing requirements and Head Start performance standards, including:
promoting the health and safety of all the children
following sanitation procedures and universal precautions
completing a bi-annual physical exam
complying with the Confidentiality and Child Abuse and Neglect Acts as a mandated reporter
complying with the American's with Disabilities Act
23. Other duties as assigned.
Master’s degree in Early Childhood Education with PEL/Type 04 certification issued by Illinois State Board of Education (ISBE)
Bachelor’s Degree in Early Childhood Education with PEL/Type 04 certification issued by the Illinois State Board of Education (ISBE)
A high school diploma or GED and 30 hours of college credit with at least 6 credit hours of ECE (preschool program) or 15 hours of ECE credit (toddler program) and current enrollment in a program to obtain an Associates degree in ECE. Applies only to staff hired prior to January 1, 2010.
At least 1 year experience working with 3-5 yr old children in classroom setting preferred. Bicultural/Bilingual (Spanish) preferred.
Physical constraints required include but are not limited to: the ability to lift and carry children and other items weighing up to 50 pounds, and the use of arms, hands, legs and feet with or without corrective devices to accomplish the job, including evacuation of the building during emergencies.
Exhibits sincere interest in working with children and is knowledgeable regarding children's development and growth.
Provide proof of eligibility to work in the S.
Ability to respond immediately to any emergency situation.
In addition, must demonstrate the following qualities: self-motivated, self-directed, follows directions, has good judgment, creative, reliable, and dependable. In additions, exhibits sincere interest in helping children.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Ability to maintain confidentiality.
Excellent oral and written communication and presentational skills.
Demonstrated capability to interface and maintain effective relationships with administration, staff, consultants, regulators and founders in a team-oriented environment.
Capacity to assume responsibility for own professional development.
Detail oriented, logical, and methodological approach to problem solving.
Ability to plan and schedule the work of others.
Flexible, with the ability to work in a highly demanding, stressful environment.
Proficiency using word-processing system.
Ability to cooperate successfully as a member of a team.
Ability to communicate effectively with others, including giving and receiving feedback on the quality of services.
Meet any specific content area requirements.
Ability to read and speak English proficiently.
Bilingual (Spanish) preferred.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to talk, hear and see.
The employee frequently is required to stand, walk, sit; use hands to handle or feel; reach with hands and arms; and stoop, kneel, crouch, or crawl.
The employee must occasionally lift and/or move up to 50 pounds.
Specific vision requirements include the ability to see at close range.
At times, may require more than 40 hours per week to perform the essential duties of the position.
Fine hand manipulation (keyboarding).
Transportation time spent commuting to trainings, in-services, and home visits.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Internal office space and classrooms.
The noise level in the work environment is usually moderate to high.
Documentation of U.S. citizenship or eligibility to work in the U.S.
Upon offer of employment, applicants must complete all forms related to hiring, including El Hogar’s application and employment status and 3 letters of recommendation. In addition, applicants must be able to pass a Criminal Background Check, Fingerprinting and a Child Abuse and Neglect Background Check which are required by DCFS. All qualified applicants will be considered for employment without regard to race, ethnicity, religion, gender, sexual orientation, national origin or disability.
Additional Salary Information: Must have PEL/Type 04 or very close to obtaining it.