TIP TEACHER

POSITION SUMMARY The TIP Teacher will work within the assigned TIP classroom to achieve the mission of WCCS and the Early Learning Centers, and to meet the requirements of the Head Start Performance Standards and Ohio Child Care Laws, as well as the expectations for the TIP program.
Shares responsibility for the overall classroom including planning developmentally appropriate activities, active supervision of the children, and trauma-informed teaching practices.
HOURS: As assigned, Mon.
through Fri.
, with occasional after-hours obligations, as assigned by Supervisor.
DUTIES AND RESPONSIBILITIES 1.
Work collaboratively with TIP team and center team to assure cooperative programming.
2.
Share responsibility with teaching team for writing lesson plans based on the Creative Curriculum and the Ohio Early Learning and Development Standards, using the TS Gold planning tools.
Select themes and projects that build on the children's emerging interests.
Submit lesson plans electronically to the Education Manager monthly.
3.
Share responsibility for preparing educational materials to implement daily lesson plans with co-teachers.
4.
Adjust classroom curriculum, schedule and activities for a trauma-based approach.
Further adjust for specific trauma-related issues with individual children.
5.
Assist and educate special visitors with trauma-sensitive practices and words to use.
6.
Share responsibility for parent and community engagement in activities at the center.
This includes written communications to parents, staff, and public relations with the community.
7.
Responsible for the daily operation of the classroom, assuring that the classroom and activities function according to Head Start performance standards, child care licensing regulations, and Step Up to Quality guidelines.
8.
Make appropriate referrals for children with suspected special needs or concerns.
9.
Responsible for keeping all written documentation for the class required by Federal, State, and local center policy.
10.
Write observational notes on all children and families related to TIP and Childrens Services concerns (such as appearance, condition of home, statements child makes about home life issues, social-emotional behaviors child displays, etc.
) 11.
Confer with TIP Coordinator regarding children's and families progress, concerns, and recommendations prior to contacting caregiver or caseworkers with any updates.
12.
Attend TIP meetings and participate actively.
Plan all activities and events around these scheduled meetings.
13.
Plan and conduct home visits throughout the year as needed, to gather information and communicate with caregivers and caseworkers about progress, concerns, goals, resources, etc.
Coordinate with and inform TIP Coordinator of home visits as soon as scheduled.
Bring any requested paperwork from TIP to home visits.
14.
Give copies of completed home visit and parent-teacher conference reports, along with any additional notes that relate to TIP, to TIP Coordinator by the 10th of the following month for monthly reports.
15.
Provide assistance in obtaining needed documentation and signatures for Head Start and TIP enrollment.
16.
Responsible for requesting classroom supplies needed for implementing lesson plans by the 20th of the preceding month.
17.
Maintain a physical environment that conforms to Federal, State, and local standards of safety and health for the physical well-being of the children and adults who use the center by: Taking necessary measures to reduce and prevent accidents.
Keeping the environment free of factors that may contribute to or cause illness.
Promoting positive health through nutrition, dental health, and health education activities appropriate to the developmental level of the children.
Obtaining First Aid, Communicable Disease, CPR and Child Abuse Certification as required Sitting with children and eating family style during meals.
18.
Choose and arrange materials and equipment to provide an environment that facilitates learning and is appropriate to the developmental level and special social-emotional needs of the children in the room.
19.
Provide a flexible schedule with a variety and balance of child-initiated and teacher-directed activities, as well as quiet and active learning activities.
Post schedule in the classroom with pictures to show children the daily routine, and actively use the picture schedule to support childrens understanding of the daily routine.
20.
Conduct DECA assessments three times a year.
Provide results to TIP Coordinator and Disabilities/Mental Health Manager as soon as completed.
21.
Conduct Brigance developmental screening, and hearing, speech and vision screenings within 45 days of the child's entry into the program, if these screenings have not been completed before enrollment, and submit results to the Health Manager.
22.
Determine developmental needs of children through formal and informal assessment, then plan and implement activities to meet those needs.
Document each child's developmental progress using Teaching Strategies Gold, complete checkpoints three times a year, and share progress with parents.
23.
Participate in IEP meetings along with parents and Disabilities Manager, and implement individual goals for each child with special needs in the classroom.
Make individual observations to document each child's progress and share with parents.
24.
Foster the development of both large and small muscle coordination in children through selection of appropriate equipment and activities.
25.
Prepare materials and implement activities that encourage exploration and problem-solving skills in young children and allow children to develop pre-math skills such as matching, graphing, measuring, classification and seriation.
26.
Use technique of asking open-ended questions to encourage children's thinking and imagination.
27.
Help children develop skill in the use of language for communication by stimulating and promoting conversation and modeling language that is appropriate and correct with respect to grammar and syntax.
28.
Support childrens emerging literacy skills by reading aloud daily, identifying rhyming words and letter sounds, labeling shelves, displaying the alphabet and childrens printed names, providing a variety of print and writing materials in all areas of the classroom, and encouraging children to read and write at their own developmental level.
29.
Promote the creative expression of children through a variety of art media, music, and dramatic movement.
Avoid the use of models and patterns for art activities with children.
30.
Help each child develop a positive sense of self by providing an atmosphere of acceptance and respect for the culture and heritage of the children: Provide opportunities for children to gain independence and accept responsibility at a level appropriate to their development.
Provide activities that allow children to experience high degree of success.
Plan individualized activities to meet needs and interests of each child.
Display photographs of children and their families Provide classroom materials and posters that reflect a variety of cultures and abilities.
31.
Help children develop social skills necessary to function productively in a group.
Model and encourage cooperation and respect for rights, property, and opinions of others.
32.
Use the Conscious Discipline approach to support childrens social-emotional development, problem-solving skills and empathy skills.
33.
Encourage children to develop internal controls and self-discipline, through the use of positive guidance techniques, including friendly reminders, redirection, speaking quietly and directly to children on their level, and recognition of childrens feelings.
34.
Assist children with toileting and personal hygiene as needed.
35.
Support and encourage parents and caregivers, providing opportunities to involve them in center activities.
36.
Plan and provide parent education in area of child development at parent meetings, which reinforce learning activities in the home.
37.
Provide appropriate guidance and training for parent volunteers and trainees.
38.
Make a minimum of two home visits and hold two parent conferences per year to discuss each child's progress and needs with parents.
39.
Establish and maintain accurate, current, and confidential records of all pertinent child information.
30.
Document family contacts and In-kind, and turn in to the Site Supervisor weekly.
31.
Attend staff meetings, pre-service, in-service and other relevant meetings and workshops.
32.
Serve on a planning or advisory committee to provide input on program planning in an area of interest.
33.
Work as a member of the center team by attending monthly team meetings and assisting with other job duties as needed when team members are absent from work.
Be available to sub as a monitor on the TIP bus when necessary.
34.
Work with the center team to carry out recruitment and enrollment activities as needed.
35.
Perform other duties as needed or assigned by Site Supervisor, in fulfillment of the goals and mission of the Early Learning Centers.
Associate or Bachelor degree in Early Childhood Education At least three years experience working with pre-school children Training in trauma-informed care Ability to lift and carry up to 50 pounds.
Technology skills in word processing and data entry.
Hold a valid Ohio Driver's License.
Good written and verbal communication skills Ability to work cooperatively with co-teachers, Site Supervisor and center team members.
Relate with warmth and understanding to pre-school children and families with special emotional needs.
Ability to provide guidance to trainees and volunteers working in the center.
Ability to maintain confidentiality and work in a professional manner with other professionals.
High degree of self-motivation and ability to work with little supervision.