Teacher EHS/ HS in Anchorage, Alaska at Cook Inlet Native Head Start

JOB SUMMARY: Responsible for providing high quality education to infants, toddlers, and/or preschool-aged children with the goal of strengthening school readiness, social competence, and cultural identity. This position supports the development of pride in traditional Native culture and heritage.
This is a progressive job series designed to build increasing levels of responsibility and independence. Promotion between job levels is based on performance, educational attainment, and demonstrated ability to manage progressively complex tasks.
ESSENTIAL JOB FUNCTIONS:
1. Support Child Development and Learning
a. Assist in developing and implementing plans that enhance children’s education, health, and social-emotional growth.
b. Demonstrate appropriate child supervision by maintaining awareness of ratios, identifying areas needing attention, and practicing active supervision in the classroom and playground.
c. Observe and assess children’s needs using tools such as ASQ, The Way We See online assessment, Teaching Strategies GOLD, and other screening/observation methods.
d. Implement and assist in the continued development of The Way We See CINHS cultural curriculum through weekly lesson plans tailored to individual learning goals.
e. Use varied teaching strategies to meet developmental, cultural, cognitive, social-emotional, language, and physical needs, including dual language learners and children with disabilities.
f. Practice developmentally appropriate guidance techniques (e.g., redirection, acknowledgment of positive behavior, setting limits) and follow specialist recommendations per the CINHS Developmental and Behavior Referral Process.
g. Maintain professionalism, confidentiality, accurate documentation in Child Plus, and respectful communication with diverse staff, families, and children.
h. Participate in developing local education plans with parents and families.
i. Provide responsive care, effective teaching, and an organized environment aligned with the Head Start Early Learning Outcomes Framework (ELOF): Ages Birth to Five.
j. Support family engagement in children’s learning and development.
2. Maintain a Healthy, Safe, and Secure Environment
a. Perform daily health and safety checks on children.
b. Attend to children's personal hygiene needs, particularly during routines such as diapering, feeding, and clothing changes.
c. Encourage parental involvement through modeling, discussion, and training.
d. Assist with required safety drills (fire/earthquake).
e. Comply with CACFP guidelines for meals/snacks and model dental hygiene (e.g., toothbrushing).
f. Maintain current, accurate information on children’s allergies and medical conditions.
g. Foster nurturing, responsive interactions that build trust, emotional security, language development, problem-solving, and engagement in learning.
h. Support children during teachable moments to help them progress toward developmental goals and transitions (EHS → HS → Kindergarten).
3. Participate as a Member of the Education Team
a. Attend staff meetings, training sessions, planning meetings, and problem solving discussions.
b. Collaborate effectively and help reconcile differences within the team.
c. Ensure compliance with Head Start Performance Standards with guidance from supervisors, managers, special needs coordinators, or mentor teachers.
4. Conduct Home Visits
Conduct two home visits per child each program year in accordance with Head Start regulations to build understanding of each child’s home environment.
5. Complete Documentation Accurately and Timely
Complete all required documentation, including behavior incident reports, illness/injury forms, home visit forms, parent teacher conference forms, lesson plans, Teaching Strategies GOLD entries, assessments, DLL checklists, and monthly classroom news.
6. Demonstrate Professional Work Ethic
Maintain reliable attendance and provide own transportation as required by the schedule.
7. Continued Professional Development
Work with mentor teachers and supervisors to engage in training and ongoing professional development.
8. Other Duties
Perform additional tasks as assigned to support CINHS goals.
NECESSARY SKILLS AND KNOWLEDGE:
1. TEACHER ASSISTANT
a. Familiarity with Alaska Native/American Indian culture and effective communication with enrolled families.
b. Strong oral and written communication skills.
c. Ability to work with diverse cultural groups from urban and rural communities.
d. Ability to work independently with minimal supervision.
e. Knowledge of safety and infection control standards.
f. Basic computer skills.
g. Familiarity with the Head Start Early Learning Outcomes Framework (ELOF): Ages Birth to Five.
h. Ability to coordinate individual and group learning activities.
i. Ability to provide developmentally appropriate experiences for children, including those with disabilities.
j. Knowledge of positive behavior strategies (Second Step, Pyramid Model).
k. Ability to assist with timely and accurate reporting.
l. Ability to participate in screenings and assessments.
m. Flexibility in work hours, days, and assigned tasks.
2. HS and EHS TEACHER
a. Ability to maintain positive, cooperative relationships with families, encourage involvement, and promote nurturing parent child relationships.
b. Ability to provide children with experiences that foster curiosity, creativity, problem-solving, and a strong sense of self/belonging.
c. Ability to conduct developmental screenings and assessments.
d. Flexibility in schedule and duties.
e. Ability to monitor and improve own performance and that of others.
f. Ability to maintain classroom operations, including planning, activities, safety, supervision, home visits, and conferences.
g. Ability to develop weekly age-appropriate lesson plans aligned with CINHS cultural curriculum.
h. Ability to implement curriculum for infants/toddlers or preschool-aged children.
i. Ensure compliance with education performance standards per supervisor/manager guidance.
QUALIFICATIONS/REQUIREMENTS:
1. TEACHER ASSISTANT
a. High school diploma or GED.
b. CDA preferred or must enroll in CDA or SEED program and complete within 24 months.
c. CPR/First Aid certification within 6 months of hire.
d. Successful TB & hepatitis screenings; required vaccinations.
e. Ability to pass state and federal criminal background check.
2. TEACHER
a. Two years’ experience teaching children.
b. Associate or advanced degree in Early Childhood Education or currently pursuing a bachelor’s or graduate degree in ECE with substantial relevant coursework.
c. Supervisory experience preferred.
d. CPR/First Aid certification within 6 months.
e. Successful TB & hepatitis screenings; required vaccinations.
f. Ability to pass state and federal criminal background check.
g. Valid driver’s license and insured personal vehicle for home visits and community engagement.

3. EHS TEACHER
a. Current Infant/Toddler CDA or Preschool CDA or SEED with infant/toddlers specific training.
b. Associate or advanced degree in ECE, or working toward a bachelor’s/graduate degree with relevant coursework.
c. If degree does not include infant/toddler coursework, must obtain Infant Toddler CDA within 24 months.
d. Two years’ experience teaching children.
e. Supervisory experience preferred.
f. CPR/First Aid certification within 6 months.
g. Successful TB & hepatitis screenings; required vaccinations.
h. Ability to pass state and federal criminal background check.
i. Valid driver’s license and insured personal vehicle for home visits and community contact.
WORK ENVIRONMENT:
This position requires the ability to work in both indoor and outdoor environments, with exposure to varying weather conditions, including hot and cold temperatures. While travel is minimal, employees may occasionally be required to travel for work-related purposes. The role involves potential exposure to infectious diseases and requires adherence to all safety and health protocols. Employees may encounter emotionally charged situations and must be prepared to interact with frustrated or upset co-workers, parents, and children in a sometimes hostile or high-stress environment. Physical demands include frequent bending, stooping, standing for extended periods, and repetitive reaching motions using tools such as typewriters, pens, and pencils. The position also requires lifting and carrying items weighing up to 50 pounds.