Early Childhood Lead Teacher (5 Wks PTO)

Description

Salary Range: $41,209.00 – $48,619.00 annually

Work address: Center for Excellence in Early Education-3250 SW 3 Ave., Miami, FL 33129

Benefits (The Good Stuff)

• Paid Winter recess (two-week period) and Spring recess (one-week period)
• 10 Vacation Days Paid*
• 12 Days Holidays Paid
• 12 PTO Days Paid
• Competitive Health Benefits Package
• Wellness Program Reimbursements up to $50/month
• Short Term Disability at NO COST
• Life Insurance & AD&D 2X Annual Salary at NO COST
• Employee Assistance Program
• Retirement Plan UP TO 6% Employer Funding
• Professional Development Opportunities
• Discounted On-Site Early Childhood Care
• Tuition Assistance for Early Education Degree
• Free Monthly Transit Card

Help us make a difference in our community. United, we are tackling complex issues and turning contributions into real change. Join our team and join us in the fight for a stronger Miami!

United Way Miami is hiring an Early Childhood Lead Teacher to join our team. As an Early Childhood Lead Teacher, the ideal candidate provides a safe and nurturing environment for children that encourages their social, emotional, physical, and intellectual development. In collaboration with the Demonstration School director and the lead teacher design and implement a developmentally appropriate curriculum according to the guidelines and key elements established by UWM and NAEYC.

PRINCIPAL DUTIES AND RESPONSIBILITIES :

Teacher/Child Interactions:

• Teachers are expected to provide experiences that build on children’s prior experiences by drawing on children’s curiosity and encouraging children to come up with their questions, theories, and hypotheses.
• Encourage and model appropriate behavior and expectations.
• Teachers are expected to be attentive, flexible, and supportive of children and their families.
• Practice positive discipline techniques.
• Teachers are responsible for capitalizing on opportunities to help children build vocabulary by asking the children a series of follow-up questions to get a deeper understanding of the children

Program:

• In collaboration with the Mentor Teachers, design and implement a reflective curriculum, materials, experiences, and environments daily that provide a balance that supports a child’s learning.
• Responsible for the observation, documentation, and all aspects of the data-gathering process of each child’s development.
• The teacher is responsible for using the observations to plan and respond to the individual needs of the children and the group.
• Demonstrates cultural sensitivity and respect towards persons of different cultural, ethnic, and socio-economic backgrounds.
• Responsible for designing a thoughtful classroom environment to optimize small and large group interactions, social learning, and constructive play.
• Responsible for analyzing and interpreting the learning process and sharing with colleagues and the children.
• Demonstrate knowledge of the Head Start performance standards and the Educare model
• If having a child with an I.E.P. (Individual Education Plan) or I.F.S.P. (Individual Family Service Plan) seek clarification for any aspects that are not well understood to be able to follow the goals of the plan.
• Serve as a mentor for teachers of other programs
• Teachers follow a reflective planning cycle in which they:

1. Observe and reflect
2. Document and reflect
3. Reflect, discuss, and plan
4. Implement and reflect
5. Partner with families in reflective planning

Faculty/Parent Interactions:

• Acknowledge and respond to all parents and visitors in a friendly, courteous, and professional demeanor.
• Communicate daily with family, including conferences, events, and meetings.
• Share resources with parents.
• Schedule, develop plans, and conduct home visits in collaboration with the Family Engagement Staff.
• Use home visits and parent/teacher conferences to discuss the child's individual development and progress
• Keep information confidential and only share with the pertinent staff. Engage parents in ongoing communication about their child’s development screenings and assessments.
• Responsible for implementing the touchpoint guiding principles and assumptions.

Use of data:

• Responsible for using data and sharing with the families to individualize instructions and create action plans if needed.
• Engage parents in ongoing communication about their child’s development screenings and assessments, and provide them with activities designed to enhance their child’s development based on their child’s assessment results.
• Responsible for looking at the overall summary scores, subscales, and individual items from screening and assessments.
• Create plans based on data to work with individual children in areas of strength, typical development, or need

Leadership:

• Take the lead in guiding the team in developing classroom goals and action plans
• Ensure that daily responsibilities are complete and jobs are shared.
• Responsible for implementing reflective supervision with the teaching team

Health/Safety/Nutrition:

Supervise children, following all safety and health rules, and knowing the number of children in the group at all times.

Keep the environment safe, organized, and accessible to children.

Maintain a safe and healthy classroom environment. Assure that classroom equipment, furniture, materials, and supplies are properly maintained.

Complete appropriate documentation to report incidents and accidents.

Professionalism:

• Keep abreast of the latest trends and research in the early childhood field.
• Demonstrate knowledge and flexibility in child care practices, continuing ongoing professional growth.
• Attend all required meetings/trainings and be punctual
• Responsible for protecting the confidentiality of children, no information about a child or family is meant to be shared with other staff members.

Teamwork:

• Establish and maintain a relationship of cooperation, respect, and maintain confidentiality.
• Participate in classroom and Center events.
• Be open to communicating and collaborating at all times.

Decision-Making Authority:

• May take action, but must inform the Director or Mentor Teacher when caring for a child with a significant injury, acknowledging and listening to a parent’s concern, filing a neglect and abuse complaint, or recording an unusual incident.

UWM is an equal opportunity employer and a drug-free workplace, to view our EEO statement, Drug-Free policy, and Summary of Benefits, please visit our Career site homepage (bottom section).

Requirements

Education Requirements: A minimum of a bachelor’s degree or equivalent in early childhood education, child development, elementary education, or early childhood special education that encompasses child development and learning of children from birth through kindergarten; family and community relationships; observing, documenting, and assessing young children. Infant/Toddler CDA. 45 DCF hours/ 15 in-service hours per year. Bilingual preferred.

Technology Requirements: Knowledge of modern web browsers, Intermediate Word, Beginning Excel, and Beginning Outlook.

Other Essential Knowledge/Skills: Flexibility. Understand concepts around Visible Thinking, Multiple Intelligence, Dual Language, Inclusion, Early Literacy strategies, and Reflective Supervision.

Career Growth: We encourage you to grow through formal and informal development programs, coaching, and on-the-job challenges. We want you to ask questions, take chances, and explore the possible.

Apply with confidence! Research indicates that individuals may hesitate if they don't meet every requirement. If you're enthusiastic about a role, apply, even if your experience or education isn't an exact match. You could be the perfect fit for this position or discover other exciting opportunities within our organization. Please note that while some roles may have specific requirements for funding eligibility, we STILL encourage you to explore our job opportunities.