Teacher Early HS

Position Title

Early Head Start Teacher

Full-Time Regular

Center Director or Manager, Education & Inclusion

Head Start, U.S. Programs

The Early Head Start Teacher develops and implements individual and group educational plans for infants and toddlers, designed to promote social‑emotional, physical, and cognitive growth appropriate to their stage of development. In each classroom, two Early Head Start Teachers work together to lead child development activities with support from Program Aides and Volunteers. In collaboration with a co‑Teacher, you will be responsible for general, day‑to‑day classroom operations, verifying legal compliance with federal, state and local regulations, creating and nurturing strong family partnerships, ensuring program quality, and reporting directly to the Center Director or Manager of Education & Inclusion.

As a frontline representative of Save the Children, you are required to ensure the safety and security of children and families, adhering to the agency’s values of Accountability, Ambition, Collaboration, Creativity and Integrity.

• Develop and implement individualized and group lesson plans and educational activities that promote all developmental areas to improve children’s readiness for preschool.
• Guide and facilitate activities of the children, including daily classroom activities and field trips.
• Select and set up equipment and materials in the classroom, ensuring a safe and developmentally appropriate learning environment.
• Practice responsive caregiving to promote relational learning and include individualized and small group activities that integrate appropriate routines into a flexible schedule of learning experiences.
• Plan and conduct conferences (minimum
  2) and home visits (minimum of
  2) to keep parents/caregivers informed on their child’s progress, routines, activities and behaviour, and assist parents in developing observational skills.
• Maintain accurate records on paper and in designated online systems.
• Maintain confidentiality regarding children and families.
• Plan, conduct and document observations, assessments and screenings; maintain a comprehensive and ongoing portfolio assessment for each child, including weekly observations, examples of the child’s work, and developmental assessments.
• Work with Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities.
• Protect the safety of children by implementing active supervision techniques, ensuring no child is left alone or unsupervised at any time.
• Use the playground as an extension of the classroom; ensure that the playground is safe.
• Eat with and assist children in eating during mealtime to teach social and self‑help skills and sound nutritional practices.
• Ensure that the physical needs of children are met, assisting with health and personal habits such as resting, brushing teeth, diapering, and toilet habits.
• Create ways to engage parents in the education of their children, such as encouraging classroom involvement and home activities.
• Create an inventory of all classroom equipment and supplies annually.
• Work in cooperation with the Manager of Education & Inclusion to develop and document progress on professional development plans; actively engage in professional development activities to increase qualifications.
• Keep the classroom clean and organized.
• Ensure the mobilization and documentation of matching‑in‑kind activities, goods and services.
• Work may require the flexibility to stay until all children have been picked up by parent/legal guardian.
• Perform other related duties as assigned.

• Minimum of a CDA or an associate degree in child development, early childhood education or a related degree with early childhood equivalent coursework equivalent to a major relating to early childhood education, with experience teaching preschool‑age children.
• Professional proficiency in spoken and written English.
• Demonstrated ability to successfully communicate and collaborate with individuals and teams at all levels—whether internal or external—in the provision of…