Lead Teacher Preschool at EducareDC – Washington, District of Columbia

ORGANIZATIONAL OVERVIEW
Educare DC serves over 350 children from birth to five years – and their families – through our state-of-the-art center and through community partnerships. Building on the program foundations of Early Head Start and Head Start and accredited by NAEYC (National Association for the Education of Young Children), Educare DC promotes school readiness by providing high-quality, comprehensive early learning programming for children who are historically underserved due to systemic racism, eliminating the opportunity gap often experienced by low-income communities. Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader change, inspiring high-quality programs in communities, improving public policies nationally and within each state, and demonstrating a comprehensive, research-based approach to the first five years of life and learning. Educare DC draws on a blend of private and public dollars, including federal childcare funding, Early Head Start, Pre-K, and other state and federal funding streams.

POSITION OVERVIEW
Under the direction of the Mentor Teacher, the Preschool Lead Teacher will develop and implement individual educational plans for children, which support their development socially, intellectually, linguistically, physically, and emotionally in a manner appropriate to their age and stage of development. They will provide a high quality language enriched with early learning experience for children ages three to five, while establishing a developmentally appropriate classroom environment favorable to the development and personal growth of children. The Preschool Teacher will facilitate children’s development of communication abilities, and content knowledge needed for future success in school, in accordance with each child’s ability and based on the Educare core components and local early learning standards. The Preschool Teacher will be held responsible for implementing all program requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.

Responsibilities
Program Core Features of the Educare Model:
Participate in training to build an understanding of the Educare Model
Provide a high-quality early learning program that incorporates evidence-based curriculum and instructional activities
Implement, document, and demonstrate an understanding of the importance of multiple perspectives and have the skills to be successful in their interdisciplinary efforts
Participate in Family Child Service Reviews as scheduled
Maintain professional competence through in-service education activities provided by Educare of Washington, DC, the Educare Learning Network, and through other professional growth activities
Meet with the Mentor Teacher on a weekly basis; review classroom and child data, develop an action plan, support goal achievement through active collaboration
Facilitate reflective supervision, as both a participant and through utilization in managing classroom staff and volunteers
Collaborate with the Family Engagement Specialist (assigned to each child), and other Educare personnel and support staff to promote individual children's goals relating to communication skills, health habits, physical skills, development of self-awareness, and early literacy
Participate in the local evaluation and national Educare Implementation Study, engaging in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families and continuous program improvement
Create an effective environment for learning through functional and attractive displays, interest centers, and exhibits of children’s work
Support and provide continuity of care to help children develop secure relationships
In support of ongoing, intensive professional development, Lead Teachers attend and participate in all scheduled trainings, engage in coaching cycles with their Teacher Assistants and Teacher Aides, and develop individual plans for their own professional development
Provide an enhanced curriculum focused on:
-Language and Literacy
-Social/Emotional development
-Problem-solving and numeracy
-Integration of the Arts

Curriculum:
Plan and implement classroom activities that are child-centered, developmentally appropriate, open-ended and process oriented
Support children’s ideas, initiatives, and creativity
Develop and manage an attractive and engaging environment that encourages independence and self-selection of activities
Provide early learning experiences in literacy, language, mathematics, sciences, social studies, physical education, fine arts, foreign language, social-emotional development, and other subject matter suited to the needs of children
Develop and use instructional materials suitable for verbal or visual instruction of children with a wide range of mental, physical, and emotional maturities
Develop in each child an awareness of his/her worth as an individual and his/her role in the family and community
Meet with Teaching Assistant and Aide to review lesson plans, individual children's goals and plans, and assign best practice teaching strategies
Complete and submit required forms and records in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessments, time sheets, meal reports etc
Assure that files are complete, accurate, and confidentially maintained
Plan and coordinate the work of Aides, Assistants and Volunteers in the classroom and on field trips in order to obtain the maximum benefit from their efforts. Collaborate with student teachers/interns
Provide individual and small-group instruction designed to meet individual needs of children in communication skills, health habits, physical skills, and development of self-awareness
Enrich the educational program through study trips to community resources such as museums, parks, and through classroom visits by resource persons from the school and community. Share and interpret these experiences with children and parents
Provide an appropriate climate to establish and reinforce acceptable child behavior, attitudes, and social skills
Use the playground as an extension of the classroom; ensure that the playground is safe
Assist in implementing an I.E.P. (Individual Education Plan) seeking clarification for any aspects that are not well understood
Participate in curriculum and other developmental programs as appropriate

Assessment:
Provide ongoing observations and authentic assessments of children and maintain documentation of each child's progress and growth according to Head Start guidelines
Collect anecdotal notes and portfolio items to assess development using individual files
Participate in Family Child Service Reviews for their primary children
Complete band-aid reports and documentation of incidents in the medical log

Home-School Connection:
Conduct parent teacher conferences at least twice a year and home visits at least twice a year
Develop activities for parents that promote parent participation and involvement in education activities provided for their children. Collaborate with the Family Engagement staff to promote these goals
Communicate regularly with parents by means of parent meetings, newsletters, home visits, and individual parent conferences
Interpret school program to parents in order to strengthen parental understanding of the individual children’s needs and the school’s role in the child’s life

EXPERIENCE AND ABILITIES
3 years of relevant experience
Knowledge of early childhood curriculum and developmentally appropriate practice for the specific age group (3-5)
Knowledge of Head Start Performance Standards
Knowledge of City and State licensing requirements
Successful experience working in a team setting
Ability to work respectfully and cooperatively with a Teacher Assistant, and Teacher Aide assisting him/her in increasing professional knowledge and skills
Ability to present a positive image of the organization to members of the community
Ability to plan, organize and implement position responsibilities
Knowledge and experience in the philosophy and practices of early childhood education, developmentally appropriate practice, emergent literacy and social emotional development
Proof of a physical examination within the last six months, which includes a tuberculosis test, and compliance with other background checks as required by OSSE and ACF (Head Start)
Supervisory experience with teaching staff (preferred)
Develop and implement individual education plans for children which encourage their social, emotional, physical, linguistic, and intellectual development in a manner appropriate to their age and stage of development.
Responsible for implementing all program requirements in adherence to performance and outcome standards, along with compliance standards, as prescribed by the multiple funding and model requirements.
EDUCATION REQUIREMENTS
Bachelor’s Degree in early childhood education or a related field

ADDITIONAL JOB REQUIREMENTS
Clearance of background checks as required by local, state and federal regulations.
Physical examination and diagnostic tests as required by local, state and federal regulations.
A bi-annual physical exam, drug screen, COVID-19 vaccine and TB test are required as a condition of continual employment.

ESSENTIAL JOB FUNCTIONS
Must have advanced command of the English language and grammar, both verbal and written
Visual and auditory acuity within professionally determined normal ranges, with correction if needed
Manual dexterity sufficient to operate a computer and office equipment, including, but not limited to, the telephone, fax machine, copier, and tape recorder
Must be able to lift 40 pounds
Must be able to travel
Must be able to enter and exit a vehicle without assistance and withstand exposure to adverse weather conditions
Experience working successfully with a culturally diverse staff and clients