Summary/Objective:

This position provides safe and nurturing learning environments, routines, and interactions that promote positive outcomes for children and families. The Teacher plans and implements individualized, developmentally-appropriate curriculum based on child observation and assessment data, family input, and in accordance with Child & Family Division established curriculum guidelines. They ensure safety and supervision of children at all times by adhering to all program policies and in accordance with all Federal, State, and local standards and best practices.

Essential Functions

1. Creates and maintains a research-based, developmentally-appropriate, and nurturing learning environment designed to foster children’s social, emotional, physical, and cognitive development, and to successfully engage all learners, including those with diverse learning needs and those for whom English is a second language.

2. Incorporates The Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into routines, interactions, and activities.

3. Interacts respectfully with children, families, and colleagues using strength-based, trauma-informed, and relationship-based practices.

4. Develops and implements weekly lesson plans, in collaboration with co-teacher or assistant teacher, that include specific developmentally appropriate learning objectives – both child and teacher-led - aligned with the program’s established curriculum, MA Early Learning Standards, and the Head Start Early Learning Outcomes Framework.

5. Conducts screenings and regular observations of children in assigned classes for the purposes of: completing developmental assessments, individualizing instruction, assessing and reporting on children’s progress toward learning objectives, and providing timely referrals for services as needed.

6. In partnership with colleagues, including co-teacher or assistant teacher, utilizes data such as child assessments, classroom observation rating scales, and program surveys/assessments, to identify strengths and to guide ongoing development of effective practices.

7. In compliance with all State licensing regulations and program policies, practices positive discipline techniques with children to promote positive behavior and prevent or reduce the likelihood of challenging behavior.

8. Ensures children’s safety at all times, including providing appropriate active supervision both in and outdoors, and maintaining a clean, well-organized classroom.

9. Partners with families to support children’s learning. Expected practices include: acknowledging all families, practicing anti-bias education principles, valuing diversity, inviting input, responding to concerns with sensitivity and respect, sharing strength-based observations of child’s skills, interests, and abilities, and conducting Parent-Teacher conferences and Home Visits in accordance with program’s assigned schedule of frequency.

10. Communicates regularly with Family Support Specialists (FSS) and content area specialists to coordinate efforts to respond appropriately to child and family needs.

11. Actively participates in team meetings, training, coaching, reflective practice, continuing education, and other educational activities to promote team building and professional development.

12. Supports children and families during transitions to and from classrooms.

13. Establishes and maintains a relationship of cooperation and respect with colleagues. Participates actively in teaching team responsibilities through communication, collaboration, and curriculum planning.

14. Collaborates with, guides, and supports Teaching Assistants, per-diems, and volunteers in all aspects of classroom functioning.

15. Keeps timely, accurate records – including attendance, CACFP meal counts, incident reports, child observations/assessments, and all required documentation.

16. Works collaboratively with supervisor and Director of Professional Development and Coaching to develop and follow an Individualized Professional Development Plan (IPDP) to guide short and long-term training, educational, and coaching goals and plans.

17. Maintains the highest degree of professionalism at all times, including, but not limited to: adherence to dress code, to NAEYC Code of Ethics, to Child & Family code of conduct, and to consistency of care through regular attendance and punctuality.

18. As a mandated reporter, recognizes and reports suspected abuse or neglect to the appropriate authorities as required by law.

19. Maintains confidentiality at all times.

20. Other duties as assigned.

Competencies

1. Excellent interpersonal and communication skills (written & verbal).

2. Knowledge of Early Childhood Development and Family Systems.

3. Proficient computer skills.

4. Takes responsibility for delivery of services as part of team effort in unit/department.

5. Takes initiative in making suggestions for improvement of services.

6. Meets deadlines without causing undue disruption.

7. Utilizes human resources, time, and supplies efficiently.

8. Incorporates organization mission, goals, and policies into daily work to foster an inclusive, supportive, and culturally responsive environment for children and adults.

Positively represents the Dimock Center in all interactions with visitors, families, colleagues, and community partners.

Work Environment

This position is primarily classroom-based which may involve both indoor and outdoor environments. This position may be assigned primarily to one classroom location or may be assigned to support multiple classrooms.

Physical Demands

Duties may require standing and walking, or sitting for long periods of time.

May require lifting up to 40 lbs., with frequent carrying of up to 25 lbs.

Must be able to work in both indoor and outdoor spaces.

Position Type/Expected Hours of Work

Early Head Start & Head Start programs: Monday – Friday 8:15am – 3:45pm.

Required Education and Experience

1. MA Department of Early Education and Care teacher certification required.

2. To be eligible for assignment to an Early Head Start classroom must have a minimum of a Child Development Associate (CDA) credential or comparable credential, and have been trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.

3. To be eligible for assignment to a Head Start Classroom, must have at least an associate's or bachelor's degree in child development or early childhood education, or a baccalaureate or advanced degree and coursework equivalent to a major relating to early childhood education, with experience teaching preschool-age children or otherwise meet waiver requirements of Head Start Act 648A(a)(3)(B).

4. A minimum of two years of experience working with ethnically, linguistically, and/or economically diverse children and families, preferable in case management capacity populations preferred.

5. Bilingual skills: English/Spanish, English/Cape Verdean or Haitian Creole a plus.

Other Duties

Note this job description is not designed to cover a comprehensive listing of duties that are required of the employee for this job. Duties and responsibilities may change at any time with or without notice.

EEO Statement

The Dimock Center values diversity and its committed to equal employment opportunity regardless of age, color, disability, ethnicity, marital status, national origin, race, religion, sex, sexual orientation, veteran status or any other status protected by law.