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Head Start Lead Teacher - Andrew & Walter Young Family


Head Start Lead Teacher - Andrew & Walter Young Family

Head Start Lead Teacher - Andrew & Walter Young Family

Metro Atlanta YMCA
Atlanta, GA

Job details

Job Type

Full-time

As a thought-leader and best-in-class provider in education, wellness, youth development, and community-building, The YMCA of Metro Atlanta is one of the oldest, most nimble and essential nonprofits in Atlanta. Mission-bound to serve, we are an organization designed to meet all people where, how and when they need us. In times of peace, we are a catalyst for connection; in times of crisis, a source of comfort and security. Join us as we carry out our commitment to positively impact lives and communities across the state.

The opportunities to serve are vast, and we’re looking for a diverse mix of people, who share our values of CARING, HONESTY, RESPECT, and RESPONSIBILITY, to join us and do their best work.

Our commitment to diversity and inclusion is reflected in our people, our members, and our partners. We are fully focused on equality and believe deeply in diversity of race, gender, sexual orientation, religion, ethnicity, national origin and all the other wonderful characteristics that make us different.

Nature and Scope :

Under the supervision of the Center Manager, the Head Start Lead Teacher is ultimately responsible for the implementation of the day to day operation of educational services in coordination with other service areas. The Center Manager, with input from the Education Specialist, will be responsible for evaluating the job performance of the teaching staff on an annual basis.

Minimum Requirements:

  • Must be 21 years of age.
  • Bachelor’s degree in Early Childhood Education
  • 3-5 years of work experience with ren from 0-5 years of age.
  • Excellent verbal/written communication skills.
  • Must submit a cleared GCIC and NCIC before working.
  • TB screening and a Physical must be submitted before working.
  • Bachelor’s Degree and three to five years of work experience with ren zero to five years of age.

Responsibilities:

  • Consistently implements developmentally appropriate practices that are
  • individualized, inclusive of ren with disabilities, and age appropriate and
  • integrated across all areas of a ’s development; i.e. cognitive (reasoning),
  • social, emotional, and physical.
  • Meets all job-related federal, state, local and program regulations and timelines for compliance, implementation and documentation. In particular meets performance standards, monitoring guidelines, licensure regulations, disabilities service requirements, and the completion of developmental assessments, parent conferences, and home visits.
  • Actively participates in teaching activities by consistently moving around the
  • learning environment both indoors and outdoors; sitting or stooping to communicate at the ’s eye level; actively engaging in imaginative play, creative movement and songs; facilitating family style dining, and engaging the in conversations that are interactive, supportive and stimulating.
  • Provides constant supervision of ren during all activities (indoors &
  • outdoors) as well as during all times when ren are under their direct care.
  • Re-directs inappropriate behaviors in a positive manner that is supportive and
  • non-punitive; utilizes discipline methods that do not include hitting, shoving, pinching, pushing, complete isolation, or language that is harmful and hurtful to the .
  • Responds quickly to a in distress or a crying by immediately
  • calming them in a nurturing and appropriate manner.
  • Utilizes developmentally appropriate feeding, toileting, cleaning, and health
  • care practices for ren with special health care needs.
  • Collaborates with other agencies, resources, and service delivery components to best meet the needs of families and ren.
  • Recognizes and respects the variety of cultures, developmental needs, and
  • ethnic backgrounds of ren and families being served by the program.
  • Models appropriate language behaviors for ren including grammatically
  • correct verbal and written language usage.
  • Creates a language rich environment that includes daily story reading, as well as regular writing activities and environmental (basic) print.
  • Plans, prepares, and implements age appropriate activities that are integrated across the curriculum; thematic; real, concrete and relevant; stimulating and challenging; and based on the ’s individual needs and interests.
  • Prepares in advance lesson plans, materials and environment that are organized, interactive, appropriate, clean, safe, and hands on.
  • Plans and implements a balance of open and structured -initiated and teacher-directed activities.
  • Implements large group, small group, and individualized instruction.
  • Prepares, plans and implements transition strategies for daily activities.
  • Organizes classroom space into functional areas (i.e. interest centers) that are easily recognizable and clutter free.
  • Conducts and records ongoing observations that are descriptive of the whole and his/her developmental milestones rather than just exclusive reports of problem behaviors.
  • Conducts all home visits in the home and in a timely manner as required by the program guidelines.
  • Conducts all scheduled parent conferences and any additional conferences, in a time, manner, and location that is most convenient for parents. These conferences shall predominantly contain positive and developmental information rather than reports of behavior related incidents and ’s areas of concern.
  • Administers and records regularly scheduled developmental assessments as required by program guidelines.
  • Consistently utilizes information from developmental assessments in the planning, teaching and individualization of classroom activities.
  • Based on assessments, observations, developmental milestones, and/or typical behavior immediately refers all suspected disabilities and abuse to the appropriate authority.
  • Plans and provides activities that ensure parent and volunteer participation in the classroom as well as in the home.
  • Behaves in a professional manner that is always open, cordial, family- and -centered, and in the best interest of the Head Start program.
  • Maintains and promotes positive and safe employee relations among peers, coordinators, and supervisors.
  • Records and totals attendance accurately in the roll book daily.
  • Submits the accurate attendance for ChildPlus and other applicable reports. Submits a copy of the page from the roll book with tabulated attendance for the month prior to the third day of the following month.
  • Counts, records and submits accurate meal count reports daily after each meal for the number of ren eating to the food service staff.
  • Serves as bus monitor, attends required trainings and meetings and assists in other program areas as deemed necessary by the Center Manager.
  • Maintains regular attendance and punctuality.
  • Performs other duties as assigned.

COVID-19 Expectations:

  • Complete daily “pre-screen” on Workday prior to arriving.
  • Temperature check will be assessed at arrival, noon & departure each shift worked.
  • Masks must always be worn during the day.
  • Gloves are needed when changing diapers & mealtime. Must change gloves in between each .
  • Sanitizing all toys/chairs/door handles frequently after each use.
  • Ensuring all ren & staff are maintaining social distancing guidelines throughout the building.
  • Provide each with their own set of materials to reduce the spread of germs.
  • Open & closing shift- all tables & counters wiped down.
  • Will follow best practices set forth by BFTS, CDC and YMCA of Metro Atlanta cleaning, sanitizing, and social distancing policies.

COMPETENCIES – Team Leader

Mission Advancement: Models and teaches the Y’s values; ensures a high level of service with a commitment to improving lives through wellness initiatives; seeks and supervises volunteers; cultivates relationships to support fundraising (may be responsible for team or division).

Collaboration: Champions inclusion; builds relationships to create small communities; practices active non-evaluative listening skills, communicates for understanding; and able to empathetically manage conflict when it occurs; provides staff with feedback, coaching, guidance and support.

Operational Effectiveness: Provides others with framework for making decisions; conducts pilots for new programs; develops plans and manages best practices through engagement of the staff team; effectively manages budgets; holds staff accountable for high-quality results using a formal process to measure progress.

Personal Growth: Shares new insights and trends; facilitates change and models adaptability; utilizes non-threatening methods to address sensitive issues or inappropriate performance or behavior.

Ergonomic Requirements: Bending, stooping, standing, lifting up to 40 pounds, seeing, verbal communication and hearing. Annual TB and Physical results submitted.

Effect of End Result:

Children and Families will experience a high-quality pre-school program. Children will be supervised at all times. Staff will comply with all rules and regulations of BFTS, Quality Rated, and the YMCA. The program will remain in compliance at all times with Bright from the Start and all polices that are set forth by YMCA of Metro Atlanta.

Location:

Andrew & Walter Young Family YMCA

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• Post ID: 21963205


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