Are you ready to light up the classroom and make a real difference? We’re on the lookout for a passionate teacher who’s eager to inspire and empower young minds! The position will begin in August 2025. We are currently accepting applications in advance and encourage you to apply early!

Not only will you be a vital part of our education staff, but you'll also enjoy excellent benefits that truly value your contribution, including:

• Competitive Salary & Benefits: We value your hard work and dedication! Affordable health coverage to keep you and your family healthy. A 401(k) plan with up to 5% match to help you secure your future
• 15 paid program holidays - celebrate Thanksgiving, Winter, and Spring Breaks with your loved ones! Summer off to recharge and pursue your passions. Generous PTO to support your well-being
• Growth Opportunities: Enjoy professional development and career advancement.
• Make a Difference: Join us in creating a nurturing and inspiring learning environment!

Your Role:

As a Head Start Preschool Teacher, you will:

• Create a nurturing and engaging environment that sparks curiosity
• Develop and implement exciting lesson plans tailored to young learners
• Build strong relationships with children and their families
• Collaborate with a dynamic team to provide an exceptional educational experience
• Monitor and celebrate each child's growth and development

What You Bring:

• A Bachelor's degree in Early Childhood Education or a related field (Associates degree considered)
• A genuine passion for guiding preschool-aged children
• Strong communication skills and a collaborative spirit

ESSENTIAL FUNCTIONS:

Planning:

• Prepare the learning environment so that it encourages discovery, experimentation and creative play.
• Plan, organize and execute daily lesson plans based on developmentally appropriate practices and using research-based methods and materials.
• Use observations and data to individualize lessons to meet children’s developmental needs.
• When required, develop classroom interventions and/or Positive Guidance Plans for children who need more specific or individually directed instruction.
• If classroom interventions are not successful, make appropriate referrals for further assessment and additional support of children’s needs.

Supervision & Guidance:

• Implement a positive approach to guidance and behavior management that focuses on a child’s strengths, takes a developmental view of behavior, and helps the child to learn new behavioral and social skills.
• Provide classroom structure and routines that assist young children in learning self-regulation and developing independence in self-care.
• Supervise children at all times to ensure a healthy and safe learning environment for children inside and outside the classroom.
• Apply Active Supervision principles at all times when supervising children.

Teaching:

• Actively participate with children daily, both indoors and outdoors.
• Incorporate both child-guided and adult-guided educational experiences, taking advantage of both planned and unexpected learning opportunities.
• Encourage every child to explore, experiment, and be creative.
• Instill a love of learning.

Assessment:

• Using the TS Gold system, regularly collect and record observations and data on children’s progress.
• Utilize the DECA tool to maintain accurate records and create targeted plans to support children’s behaviors and positive outcomes.
• Utilize Speed DIAL 4 Tool to assess cognitive, speech & language, and motor development of children.

Collaboration:

• When a child is involved in the special education process, participate in the multi-disciplinary assessment and the Individualized Education Program (IEP) meetings.
• Welcome parents, community visitors and volunteers into the classroom.
• Work collaboratively with classroom staff to plan activities, determine roles of each staff member, implement lessons, and reflect on results.
• Complete required two Home Visits and two parent-teacher conferences to reinforce the role of the family in their child's development.
• Communicate regularly and clearly with parents and classroom team to share curriculum and individual goals for children, and ways that parents can support their children’s education.
• Share developmental outcomes and progress reports with parents/guardians and set appropriate goals with families that incorporate any special needs of the children.

Other:

• Use personal safety strategies while executing home visits.
• Regularly communicate with supervisor regarding classroom status.
• Must maintain regular job attendance during the program year.

ESSENTIAL SKILLS

• Must maintain self-control and manage difficult or emotional situations with tact and professionalism.
• Must communicate clearly, both orally and in written format.
• Must be organized to ensure timely and accurate documentation of required records and reports.
• Must demonstrate respect and sensitivity at all times for cultural, racial and economic differences.
• Must treat others with respect and consideration to foster a teamwork environment.
• Must support and advocate Head Start, Inc.’s mission and philosophy.
• Must be able to use computer technology and understand its application to organizational and/or departmental function.
• Engages parents and families and forms mutually supportive relationships with them.

SUPERVISION & PROFESSIONAL DEVELOPMENT:

Teacher I is an entry level position and is held to the minimum requirements to be qualified as a Teacher under Head Start standards. They are expected to work collaboratively with the Professional Development Team (consisting of Education Coach, Education Coordinator and Child & Family Services Manager, advised by the HR Director) to determine career ladder level and career path. Requests to consider a career ladder level will be made by the Teacher I, in writing and will include the following:

• A reflection of how the incumbent’s work aligns with the goals of the agency
• Discussion of the incumbent’s accomplishments, including evidence of the career ladder expectations being met
• Personal and professional goals and ambitions

A Teacher I must complete the following before qualifying for Teacher II.

• Successfully complete a mentorship with assigned supporter
• Attend a virtual or local conference in early childhood or a related field
• Have successful performance review(s) with no current corrective action plan
• Demonstrate basic awareness of NSHA’s quality indicators for a Program of Excellence
• Indicators applicable to this position include: QI20, QI21, QI32, QI33, QI39
• Participate in an individualized coaching program with Education Coach
• Implement the Creative Curriculum to fidelity
• Document and monitor each child’s individual progress in TS Gold with consistency and accuracy
• Any employee actively participating in a corrective action plan, PIP, or other form of disciplinary action is not eligible for advancement until the successful completion of the disciplinary term

A Teacher I will typically possess at least three years of experience either at Head Start, Inc. or a similar early childhood education program before moving into a higher-level position.

USING ACTIVE SUPERVISON TO KEEP CHILDREN SAFE:

Head Start, Inc. uses the strategy of Active Supervision to ensure that no child is left unattended while in the care of Head Start, Inc. Incidents of children left unsupervised must be immediately reported to the Executive Director.

All Head Start, Inc. employees are responsible for the safety of children in our program. Active Supervision requires focused attention and intentional observation of children at all times. All employees who care for children position themselves in classrooms, on playgrounds, in hallways, on buses, on field trips and in any space where children are present so that they can observe all of the children: watching, counting, and listening at all times. They also use their knowledge of each child's development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary.

EDUCATION AND EXPERIENCE REQUIREMENTS:

Bachelor’s degree in child development or early childhood education or equivalent coursework with one-year early childhood teaching experience, or associate degree in child development or early childhood education or equivalent coursework with two years’ early childhood teaching experience. Early Childhood Education (ECE) concentration is preferred.

Teachers are expected to be registered on the Montana Early Childhood Practitioner Registry and maintain membership in the National Association of Education of Young Children and/or Montana Association for the Education of Young Children. Membership costs for these associations are paid for by the agency. Other groups may be approved by supervisor based on agency need and professional development plan.