Teacher; WG - HS

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This position is responsible for providing children a safe and developmentally appropriate environment that promotes the child’s cognitive, social/emotional, health and physical development through effective delivery of instruction/activities in accordance with performance standards, Federal, State and Local regulations, and AVANCE policies.

• Promotes and models the organization’s Core Values.
• Maintains an open, friendly, and cooperative relationship with each child’s family, encourages their engagement in the program, and promotes parent-child bonding and nurturing parent-child relationships.
• Follows program confidentiality policies concerning information about children, families, and other staff members.
• Provides effective and nurturing teacher‑child interactions, plans and implements learning experiences that ensure effective curriculum implementation and use of assessment and promote children’s progress across the performance standards and applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate.
• Uses positive methods of child guidance and will not engage in corporal punishment, emotional or physical abuse, or humiliation. In addition, staff will not employ methods of discipline that involve isolation, the use of food as punishment or reward, or the denial of basic needs.
• Provides children with experiences and opportunities that allow them to develop curiosity, initiative, problem‑solving skills, and creativity, as well as a sense of self and a feeling of belonging to the group.
• Conducts developmental screenings of children’s motor, language, social, cognitive, perceptual, and emotional skills.
• Ensures that no child will be left alone or unsupervised while under our care.
• Encourages parents to always have their child(ren) in class and when the child is absent, staff should inquire as to the reason(s) for the absenteeism.
• Responsible for reporting to supervisor any patterns of absences or any special circumstances surrounding absenteeism.
• Responsible for initiating appropriate family support procedures for all children with two or more consecutive unexcused absences. Reports any chronic absenteeism to supervisor if it persists so that the child’s enrollment can be evaluated, and a decision made as to whether to keep the child in the program or vacate the child’s slot.
• Participates in pre‑service training, to plan and set up the program at the start of the year, to close the program at the end of the year, to conduct home visits, to conduct health examinations, screening, and immunization activities, to maintain records, and keep service component plans and activities current and relevant.
• Actively encourages parents to participate in two home visits annually for each child enrolled in a center‑based program option; home visits must be initiated and carried out by the child’s teacher. The major purpose of the home visits is to enhance the parental role in the growth and development of the child.
• Performs other duties as assigned.

• Associate degree in Early Childhood Education or related field with the required 18 hours of Early Childhood Development.

• Bachelor’s degree in early childhood education or related field with the required 18 hours of Early Childhood Development.

• Six months in a licensed childcare facility or in a public/private school or early childhood facility or has completed an early childhood degree program where practicum(s) were required.

• Excellent writing, editing and proofreading skills.
• Proficiency in MS Office software applications.
• Spanish fluency helpful, but not required.
• Demonstrated ability to achieve high performance goals and meet deadlines in a fast‑paced environment.
• Strong organizational skills that reflect ability to perform and prioritize multiple tasks seamlessly with excellent attention to detail.
• Very strong interpersonal skills and the ability to build…