Overview

Job ID: 007476

Description:

Bronx Early Childhood Center (1515 Southern Boulevard)

$42,797-$77,159

Position Summary:

Each Lead Teacher will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high-quality learning environments. Lead Teachers will focus on making sure that all the children and families will be ready to be successful in Kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.

Essential Duties: Under the direct supervision of the site’s Education Director, the Lead Teacher’s responsibilities include the following:

Strategic Oversight

  • Understand and promote the organization’s Mission, Vision, and Core Values to ensure alignment with organizational policies and procedures.
  • Support the lead teacher in implementing strategies that align with educational goals and organizational standards.
  • Oversee additional teachers and volunteers in the classroom

Curriculum Implementation

  • Promote high-quality teaching and learning in the classroom that leads to children’s school readiness
  • Provide responsive care to all children through individualized planning, instruction, and supervision
  • Plan and establish an environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development
  • Design and execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration

Classroom Preparation

  • Prepare and organize materials and resources needed for daily lessons, activities, and projects
  • Set up and maintain an inviting and conducive learning environment, including the arrangement of learning centers and displays

Small Group Instruction

  • Conduct small group activities under the guidance of the lead teacher to reinforce lesson concepts and provide additional support to students as needed
  • Monitor and assess student progress during small group sessions, providing feedback to the lead teacher

Individualized Instruction

  • Work one-on-one with students who may require extra assistance, ensuring they receive personalized attention to meet their specific learning needs
  • Collaborate with the lead teacher to implement individualized education plans (IEPs) and accommodate students with diverse abilities

Behavioral Support:

  • Support the team in maintaining a positive and inclusive classroom environment by reinforcing classroom rules and expectations
  • Address behavioral challenges by employing positive reinforcement strategies and seeking guidance from the team or school administration

Technology Integration

  • Support the integration of technology tools into the curriculum, helping students with educational software and assisting in managing technology resources within the classroom

Record Maintenance, Screening and Assessment

  • Responsible for maintaining accurate educational records and portfolios on each child, implementing child observations, screening and assessments
  • Ensuring children receive a developmental and behavioral screen within the first 45 days of school and assessment at three different points over the course of the year (November, February and May)
  • Observe and document students’ development to request additional support from Education Director through an internal referral process

Family Engagement

  • Encourage parent involvement and communication through a variety of methods (e.g., newsletters, bulletin boards, classroom events, center-wide activities, and “open-door” policy)
  • Facilitate meetings with families when there are outstanding developmental or behavioral needs with children
  • Participate in home visits, Parent/Teacher conferences, Open Houses, and/or Family Days, depending on the center and funding requirements
  • Share highlights of families, kids, staff, and community partners; Educate and engage our online social media community with the EC Instagram committee
  • Recruit new families for our program through tabling, advertising in the school community, and hosting recruitment events

Data Analysis

  • Collect, analyze, and report on data related to student progress and classroom activities to inform continuous improvement efforts.
  • Utilize data to identify trends, gaps, and areas for improvement in instructional practices and student support.

Professional Development

  • Participate and attend all agency offered trainings, workshops, In-Service days, and/or All-Staff conferences
  • Maintain certification requirement and proof of attendance in professional activities
  • Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment
  • Complete all Early Childhood required trainings
  • Maintain active membership with Aspire and or “Registered” TEACH Account linked to CA
  • Engage in self-assessment and reflection coaching experiences such as completing self-assessment surveys, video recording, coaching, and collaboration sessions.

Health and Safety

  • Adhere to all state and city licensing requirements, teacher child/ratios, and CPR/first aid, Child Abuse Mandate, Foundations for Health and Safety, Blood Borne Infection and Mental Health First Aid certification
  • Maintain a safe and healthy environment for children aligned to CDC, DOHMH and ECERS guidance
  • Must abide by privacy laws, including HIPAA, etc.
  • Perform other related duties as assigned

Qualifications: The Lead Teacher must have qualifications that satisfy Federal Head Start requirements, the New York City Department of Health and Mental Hygiene Article 47 regulations, and Universal Preschool Guidelines.

Depending on one’s education and certification, a Lead Teacher may fall into one of the following categories:

    Lead Teacher: Must be on a Department of Health (DOH) approved study plan as per article 47 regulations; and must have an Associate’s Degree in early childhood education OR 90 or more undergraduate credits and one year of classroom teaching experience in Pre-K, Kindergarten or grades 1-2.

      Lead Teacher I: Bachelor’s Degree required in early childhood education or a related field and two years of supervised and documented relevant experience in a pre-school program.

        Lead Teacher II: Bachelor’s Degree required; and must have a valid New York State Teaching Certification that may be non-Early Childhood focus (example: Childhood Education 1-6).

          Lead Teacher III: Bachelor’s Degree required; and must have one of the following Early Childhood Teaching Certifications valid within the state of New York: Early Childhood (Birth – Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten – Grade 6 certification; Students with Disabilities (Birth – Grade 2); Transitional B (TFA Only).

            Lead Teacher IV: Master’s Degree required and relevant experience.

              Lead Teacher V: Master’s Degree required; and must have a valid New York State Teaching Certification that may be non-Early Childhood focus (example: Childhood Education 1-6).

                Lead Teacher VI: Master’s Degree required; and must have one of the following Early Childhood Teaching Certifications valid within the state of New York: Early Childhood (Birth – Grade 2); Nursery, Kindergarten and Grades 1-6; Prekindergarten – Grade 6 certification; or Students with Disabilities (Birth – Grade 2).

                Key Competencies:

                • Bilingual in English/Spanish
                • Two years’ experience working with infants and toddlers, and children with special needs
                • Dedicated, excited and passionate about teaching and learning with young children
                • Professional approach with effective communication skills.
                • Reflective on own teaching practice and willing to develop and increase capacity
                • Hold Pre-K or Toddler CLASS Reliability Certificate preferred

                Equal Employment Opportunity (EEO) Statement

                It is the policy of Children’s Aid to provide equal employment opportunity to all employees and applicants for employment and is dedicated to maintaining a work environment that is free from harassment and discrimination. Children’s Aid will not to tolerate discrimination, harassment or retaliation on any basis, including race, creed, color, national origin, ethnicity, alienage or citizenship status, gender/sex (including pregnancy), disability, religion, source of income, sexual orientation, gender identity or expression, age, familial status, caregiver status, military status, marital or partnership status, status as a victim of domestic violence, sexual violence or stalking, predisposing genetic characteristics, arrest or conviction record, credit history, unemployment status or any other characteristic protected by federal, state or local law. Children’s Aid is committed to complying with applicable state and local laws governing non-discrimination in employment. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

                Children’s Aid will conduct a prompt and thorough investigation of all allegations of discrimination, harassment, or retaliation, or any violation of the Equal Employment Opportunity Policy in a confidential manner and will take appropriate corrective action, if and where warranted. Children’s Aid prohibits retaliation against employees who provide information about, complain about, or assist in the investigation of any complaint of discrimination or violation of the Equal Employment Opportunity Policy.

                The incumbent is expected to work a schedule, whether in-person or hybrid, as determined by the department’s needs to facilitate effective collaboration with the team. This flexibility is essential for maintaining seamless communication, fostering teamwork, and ensuring the smooth operation of the department’s processes. The position’s requirements are subject to periodic review and adjustment based on organizational needs and changes in work dynamics.

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