Share Email Opening
Title

Early Childhood Education Teacher 

Position Early Childhood Education Teacher  
Full-Time/Part-Time Full-Time  
Base Wage  
Description

Summary

The Early Childhood Teacher is responsible for developing a quality learning environment which is developmentally appropriate and actively engages children in the learning process. Through experience this position will serve to enhance the child's physical, emotional, cognitive, and social growth. The Early Childhood Teacher implements curriculum with active participation from other members of the teaching team, works with parents, and assesses the needs of the individual children.

Essential Duties and Responsibilities include the following. Other duties may be assigned.

  • Ensure the safety and well-being of all children at all times. This includes; visual contact with children both inside and outside, children not allowed in hallways unescorted, knowing the number of children responsible for at all times, and refraining from unnecessary adult conversations while supervising children.
  • Actively participate and practice Trauma-Informed Care. Trauma threatens a person's physical or psychological integrity and is unique to each individual based on experiences, cultural background and family history. Using Trauma-Informed practice recognizes that children and families may experience trauma and that staff must be aware of how to support children and families through this trauma.
  • Maintain a neat, organized and hazard free room arrangement. This includes clear pathways, toys in good repair, minimized clutter.
  • Insure sanitary procedures are followed by all adults and children. This includes hand washing procedures, blood borne pathogen training and practices, diapering procedures, and soiled clothing practices.
  • Cultivate a friendly and welcoming atmosphere where each child feels safe and secure and can develop a sense of belonging and value.
  • Develops and post a daily schedule with flexible, consistent routines, scheduled curriculum activities and planned transitions.
  • Develop and maintain learning centers which contain materials that reflect the concepts being explored through the integrated curriculum. Interest areas to be included in the room are: Blocks, Dramatic Play, Math, Science, Creative Arts, Language and Literacy, Music Movement, Sand/Water Play, and Table Manipulatives.
  • Conduct on-going assessment and evaluation of the program environment to ensure it provides appropriate support of program goals using Teaching Strategies (TS) GOLD.
  • Supervise and coordinate practicum students and volunteers.
  • Inform Supervisor in a timely manner of needs for supplies, materials, and equipment.
  • Ensure curriculum provides opportunities for rich conceptual development that actively engages children in the learning process, encourages independence, and allows children to make meaningful choices. Curriculum emphasis is on mathematical, scientific, language, physical, and social/emotional growth.
  • Involve children in planning and implementing learning activities, as appropriate, using Creative Curriculum for instruction and TS GOLD for child assessment.
  • Incorporate a wide variety of learning experiences, materials, equipment, and instructional strategies which consolidate learning and foster acquisition of new concepts and skills while building on what children already know and are able to do using benchmarks and activities.
  • Provide curriculum opportunities that emphasize the development of children's thinking, reasoning, decision making, and problem-solving abilities. Emphasize multiple conversations with all children throughout the day asking open ended questions and waiting for responses.
  • Through the curriculum emphasize the value of social interaction and provide opportunities for children to learn from their peers.
  • Ensure the curriculum is supportive of children's physiological needs for activity, sensory stimulation, fresh air, rest, hygiene, and nourishment.
  • Strengthen the children's sense of competence and enjoyment of learning by providing experiences for children to be successful from their point of view. Give children responsibilities (Job Helpers).
  • Ensure the curriculum fosters each child's comfortable, empathetic interaction with diversity among people. Utilize classroom activities that acknowledge cultural differences.
  • Establish routines with smooth transition periods. Music, songs, finger plays, and props. Utilize transitions as learning experiences.
  • Maintain weekly written lesson plans that include all areas of curriculum through Creative Curriculum. Lesson plans must be submitted weekly on TS GOLD and physically posted in the classroom on a weekly basis and are accessible to all families and guardians.
  • Use TS GOLD assessment methods which demonstrate children's overall strengths, progress, and development. Identify completion of skills during curriculum activities. Assessments must be regularly maintained and up-to-date in order to follow best-practice.
  • Ensure assessment results are of benefit to and supportive of individual children's learning and development, are used to adjust the curriculum, used to make program improvements, and used to communicate with parents/guardians regarding children's progress.
  • Demonstrate respect for all children at all times. Talk with, not to, children at their physical level. Never discuss a child in front of other children. Do not yell across the room.
  • Discuss unacceptable behavior with the Site Director prior to reporting it to parents, particularly if behavior indicates a child is not adjusting to the program or if the behavior is detrimental to the functions of the group.
  • Present self as a professional ally of parents, establishing genuine empathy for parent/guardians perspectives. Seek to reflect family life and values in the classroom. Provide a variety of ways that family members can participate in the program and encourage family participation.
  • Promote positive relations with parents through formal and informal communications to include daily contact, occasional phone calls and frequent oral and written reports on each child's progress. Conduct parent/teacher conferences as needed, but not less than twice per year, where child assessment results are shared with parents/guardians.
  • Report all suspected cases of child abuse to Site Director and /or the Department of Human Services in Iowa and the Department of Children and Family Services in Illinois.
  • Ensure compliance with the Child Adult Care Food Program (CACFP).
  • Employees holding this position may be required to perform other job-related duties as requested.

Competencies

Human Growth and Development - Early Childhood Teachers use current and emerging principles, theories, and knowledge of developmental milestones as a foundation for all aspects of their work with young children, birth through age 8, and their families. Early Childhood Teachers have a curiosity about how children develop and learn, and understand the mutual influences among different domains of development, and between the child and the contexts within which s/he develops. They view child development knowledge as the core of their professional practice, and engage in ongoing learning. They use their understanding as they plan and implement observations and teaching/learning interactions, and as a context for collaboration with families and other team members on behalf of children.

Health, Safety, and Well-Being - Early Childhood Teachers understand that children's physical health, mental health, and safety are the foundations for development and learning in children, birth through age 8. They acknowledge the value of creating a healthful environment to foster children's physical, cognitive, language, and social-emotional development. They collaborate with families and health professionals to provide safe, healthful environments and to adjust health, nutrition, and safety routines to children's individual needs and abilities. They take responsibility for providing multiple opportunities for children to learn habits that will ensure their health and safety.

Observation and Assessment - Knowledge of individual children's development and learning provides the framework for curriculum and teaching/learning interactions. Early Childhood Teachers are curious about how children develop and learn, and value the roles of informal and formal observation and assessment. They understand the purposes, benefits, and uses of observation and assessment information in early childhood settings. They view observation and assessment as ways to understand children, not only as means for evaluation and accountability. They take responsibility for using a variety of age, developmentally, linguistically, and culturally appropriate formal and informal assessments to gather and share information on each child's skills, abilities, interests, and needs birth through age 8; to monitor children's progress, and to continually evaluate and reflect on and modify their own roles and practices.

Curriculum - Early Childhood Teachers have broad knowledge of appropriate curriculum for young children from birth through age 8. They understand the central concepts, tools of inquiry, and structures of the content disciplines, as well as the interrelationships between and among content disciplines, and developmental domains. They recognize and value the interdependence between children's relationships with others and their construction of knowledge. They view curriculum development as a collaborative, dynamic, and ever-changing professional endeavor. They take responsibility for planning and providing an emerging, anti-bias, integrated curriculum to build on each child's current abilities and interests to expand competence in all content areas and developmental domains.

Interactions, Relationships, and Environments - Early Childhood Teachers use their understanding of developmentally appropriate interactions and environments to provide integrated learning opportunities to young children from birth through age 8. They use interpersonal interactions that guide each child toward desired developmental and learning outcomes. They recognize the important teaching roles of the physical and social environments, and provide and support environments that are nurturing, pleasing, and intellectually stimulating. Environments and teaching/learning interactions reflect values about young children and families, and are sensitive to bias and to individual differences. Environments and interactions are responsive to each child's abilities, interests, and needs, and reflect appreciation of family and community contexts and resources.

Family and Community Relationships - Early Childhood Teachers understand and value the critical role of positive, collaborative partnerships with families, colleagues, and community service agencies. They respect multiple perspectives and demonstrate integrity in conveying their own personal and professional perspectives and values. They use their knowledge of family and social systems to create reciprocal, productive interpersonal relationships that recognize and enhance the contributions of family, program, and community participants to the development, learning, and well-being of young children, birth through age 8, and their families.

Personal and Professional Development - Early Childhood Teachers identify themselves as professionals and conduct themselves as members of a significant, expanding, and changing profession. Their professional attitudes evolve with experience, professional development, and advances in the profession. They honor diversity in cultures, beliefs, and practices. They know and value the history and contributions of their profession and its related fields. They are committed to ongoing professional development, and continually reflect on and take responsibility for their own values, choices, and actions. They advocate for young children, birth through age 8, and their families, and exemplify the ethical standards of their discipline in their profession in their personal and professional interactions and activities.

 
About the Organization Mission


SAL Community Services (SALCS) strengthens children, families, and individuals to build and enhance thriving communities.


About Us


SALCS operates Skip-a-Long Child Development Services - early care and education centers in Iowa and Illinois, The Home Child Care Network - a network of licensed and license-exempt home child care providers in both the Quad Cities and Peoria areas, Open Door - a crisis assistance program funded by IDHS to help individuals and families in crisis navigate local social services, SAL Child Care Connection - the child care resource and referral program in Peoria, IL, the Child Care Resource and Referral of Midwestern Illinois that serves the Illinois Quad Cities and surrounding counties, and Early Head Start Child Care Partnerships that serve Rock Island, Henry, and Mercer Counties in Illinois. SALCS is at the forefront of public policy and issues regarding early care and education and individual and family social services, and is dedicated to making sure all families have what they need to be successful, regardless of financial means.

 
EOE Statement SAL Community Services is an equal opportunity employer and believes in equal opportunity for all employees and applicants. Accordingly, all employment decisions are based on the principles of equal opportunity. These decisions include recruitment, selection, promotion, transfer, discipline, compensation, benefits, training and other personnel actions involving persons in all job titles and shall occur without regard to actual or perceived race, creed (including religious dress and grooming practices), color, religion (or for requesting an accommodation for a religious belief), sex, age, ancestry, national origin, genetic information (as defined in Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA)), military status or discharge status, veteran status, qualified disabled veteran status, sexual orientation, gender identity or gender expression, transgenderism, marital status, citizenship status, familial status, physical or mental disability (or for requesting an accommodation for a disability), association with a disabled person(s), medical condition (including HIV or AIDS status, cancer related or genetic characteristics) arrest record (unless doing so violates contractual, funding, or licensing requirements), order of protection status, pregnancy (including conditions related to childbirth or breast feeding), homelessness or any other characteristic protected by applicable federal, state, or local law.  
Location Moline Skip-a-Long Child Development Center  
Exempt/Non-Exempt Non-Exempt  
Open Date 3/11/2019  

This position is currently not accepting applications.

To search for an open position, please go to http://SALFamilyandCommunityServices.appone.com



WE ALSO RECOMMEND

Other Jobs Within Same Category
-- None found --



Other Jobs Within 60 Miles
-- None found --




Follow us See who works here:
 


 
Click here for technical assistance.