Lead Teacher- Head Start

POSITION PURPOSE: Provides daily classroom leadership and high-quality education services for Head Start preschool children ages 3 through 5. Creates a safe, nurturing, inclusive learning environment; implements the HighScope Preschool Curriculum; uses COR Advantage observations and assessment data to individualize instruction; and supports children's progress toward program school-readiness goals. Builds positive relationships with children, families, and colleagues; implements Conscious Discipline and other approved positive-support practices; coordinates the daily work of the classroom team; and maintains timely, accurate documentation. Performs all responsibilities in accordance with the Head Start Program Performance Standards, Indiana child care center licensing regulations, Paths to QUALITY Level 3 requirements, agency policies, and applicable federal, state, and local requirements.

WORK CONDUCT:

1. Interacts with others using the highest standards of professionalism and models Paladin's Respectful Workplace Policy.

2. Maintains dependable attendance, punctuality, preparation, and follow-through and remains actively engaged with children and classroom responsibilities during work time.

3. Works cooperatively as a member of the classroom and Head Start teams, addresses concerns through appropriate channels, and contributes to a positive School Family culture.

4. Protects confidential and personally identifiable information and uses professional judgment when discussing children, families, and colleagues.

5. Follows all agency policies, procedures, standards of conduct, licensing requirements, and applicable ethical expectations.

6. Responds constructively to coaching and feedback and demonstrates willingness to learn, reflect, and implement new strategies.

7. Ensures that a positive image of Paladin is portrayed at all times.

ESSENTIAL FUNCTIONS:

1. Provide day-to-day classroom leadership and coordinate the work of the Assistant Teacher, Classroom Aide, substitutes, volunteers, and other assigned staff. Facilitate daily team planning, assign classroom tasks, model effective practices, and communicate support needs to the Education Manager. Formal personnel supervision remains with the Education Manager.

2. Implement the HighScope Preschool Curriculum with fidelity, including active participatory learning, a consistent daily routine, Plan-Do-Review, well-defined learning areas, open-ended materials, supportive adult-child interactions, and intentional scaffolding.

3. Align curriculum planning, instruction, and individualized learning experiences with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, program school-readiness goals, Indiana's Early Learning Standards, and the Indiana Early Learning Framework.

4. Prepare and submit timely lesson plans that reflect children's interests, strengths, needs, cultures, home languages, assessment information, and family input. Provide developmentally appropriate experiences across all learning domains and balance child-initiated and teacher-guided activities; active and quiet learning; and individual, small-group, large-group, indoor, and outdoor experiences.

5. Maintain an organized, accessible, culturally and linguistically responsive learning environment that supports independence, choice, exploration, play, problem-solving, and the full participation of children with disabilities and dual language learners.

6. Collect objective anecdotal observations during children's natural play and daily routines; enter documentation into COR Advantage accurately and on time; complete assigned assessment checkpoints; and maintain sufficient evidence to support ratings.

7. Use COR Advantage data, informal observations, developmental screening information, family input, and other relevant data to individualize learning, adjust teaching strategies and materials, plan for individuals and groups, and monitor children's progress.

8. Participate in required developmental, sensory, behavioral, and social-emotional screening processes within established timelines. Share relevant observations, support referrals and follow-up, and collaborate with families and specialists without diagnosing children or exceeding the position's scope.

9. Implement each child's Individualized Education Program, accommodations, behavior-support plan, health plan, and other approved individualized strategies in collaboration with families, the Special Needs and Mental Health Manager, education staff, school partners, and other specialists.

10. Use Conscious Discipline consistently to build a connected School Family, model adult self-regulation, teach social-emotional and problem-solving skills, support conflict resolution, and help children develop regulation and safety skills.

11. Use positive, developmentally appropriate, trauma-responsive guidance. Follow program procedures for responding to persistent or serious behavior concerns and seek support early. Do not use corporal punishment, isolation, humiliation, threats, food, physical activity, or other prohibited practices as discipline, reward, or punishment.

12. Maintain active supervision and required child-staff ratios at all times. Apply name-to-face accountability and program active-supervision strategies during classroom activities, routines, outdoor play, field trips, transitions, arrival, and departure.

13. Maintain accurate daily attendance and child-accountability records. Report absences and emerging attendance concerns promptly and collaborate with Family Services staff on required follow-up and family support.

14. Conduct and document daily health and safety checks; follow procedures for hygiene, handwashing, sanitation, illness, injury, allergies, medication, infection control, and emergency response; and immediately report health or safety concerns to the appropriate manager.

15. Maintain a clean, sanitary, safe, welcoming, and well-organized classroom. Inspect indoor and outdoor learning materials and equipment, remove or restrict access to hazards, report maintenance needs, and protect program property and supplies.

16. Implement emergency plans and participate in required drills. Maintain immediate access to current rosters, emergency contacts, attendance records, and emergency supplies; account for every child; and follow all evacuation, shelter, reunification, and communication procedures.

17. Implement applicable CACFP and USDA meal-service procedures, including required records, accurate meal counts, safe food practices, accommodation of documented dietary needs, and developmentally appropriate meal experiences. Never use food as a reward or punishment or force a child to eat.

18. Fulfill mandated-reporter responsibilities and immediately report suspected child abuse or neglect as required by Indiana law and agency procedure.

19. Communicate regularly with families about each child's routines, learning, development, behavior, strengths, and needs. Use accessible and culturally responsive communication methods and share positive information as well as concerns.

20. Conduct at least two education-focused home visits per program year for each child, including one before the program year begins when feasible, and at least two parent-teacher conferences per program year, in accordance with the Head Start Program Performance Standards and program procedures.

21. Explain the purpose and results of screenings and assessments, discuss children's progress with families, incorporate family knowledge and goals into planning, and provide families with meaningful opportunities to contribute to curriculum and classroom activities.

22. Welcome and support family participation and approved volunteers while following orientation, confidentiality, active-supervision, and safety requirements.

23. Collaborate with the Education Manager, Education Coach, Family Services, Health and Nutrition, Special Needs and Mental Health, ERSEA, and other staff to coordinate services, participate in child and family review processes, and support children's transitions into Head Start and kindergarten.

24. Maintain complete, accurate, confidential, and timely classroom and child records in COR Advantage, ChildPlus, and other assigned systems, including lesson plans, observations, assessment data, screenings, attendance, home visits, conferences, family contacts, incident reports, meal records, and required follow-up.

25. Support continued compliance with Paths to QUALITY Level 3 through planned curriculum implementation, professional development, family and staff input, accurate documentation, and participation in program improvement activities.

26. Participate in classroom observations, coaching, reflective supervision, data review, monitoring, and continuous-improvement activities. Apply feedback, complete agreed-upon action steps, and use data to strengthen teaching practices and child outcomes.

27. Attend required staff meetings, education meetings, family events, parent meetings, conferences, home visits, training, and other program activities.

28. Provide classroom or program coverage for breaks, absences, vacancies, or operational needs when assigned and consistent with qualifications.

29. Support field trips, community experiences, kindergarten-transition activities, recruitment, enrollment, and other Head Start events as assigned.

30. Handle confidential and sensitive information appropriately and follow applicable child-record and privacy requirements.

31. Perform other relevant responsibilities required by the program or assigned by the Education Manager.

KNOWLEDGE AND SKILLS:

➢ Knowledge of child development, developmentally appropriate practice, inclusive education, positive adult-child interactions, and family engagement.

➢ Ability to learn, understand, and apply the Head Start Program Performance Standards, Indiana child care center licensing regulations, agency policies, and other requirements applicable to the position.

➢ Ability to communicate with children in a warm, responsive, respectful, and developmentally appropriate manner that supports language, thinking, emotional security, and belonging.

➢ Ability to build respectful, culturally and linguistically responsive, trusting relationships with families and communicate in ways that are accessible and understandable.

➢ Ability to communicate clearly and professionally with colleagues, managers, school partners, volunteers, and community partners in verbal, written, and electronic formats.

➢ Ability to share observations, concerns, and required information promptly while maintaining confidentiality and appropriate professional boundaries.

➢ Effective verbal, written, interpersonal, organizational, and basic technology skills.

➢ Ability to work respectfully and effectively with children, families, classroom team members, specialists, managers, and community partners from varied backgrounds.

TOOLS AND EQUIPMENT:

➢ Computers, tablets, email, word-processing programs, databases, COR Advantage, ChildPlus, and other assigned web-based child and family data systems.

➢ Classroom learning materials and equipment, sanitation and safety supplies, emergency materials, and communication equipment used in preschool program operations.

MENTAL REQUIREMENTS:

➢ Ability to maintain continuous awareness of children, apply active supervision, and respond promptly to events in classrooms, outdoor learning areas, on field trips, and during arrival, departure, and transitions.

➢ Ability to observe children's health, development, behavior, and environmental conditions; exercise sound judgment; and respond appropriately to emergencies or crises.

➢ Ability to organize classroom responsibilities, complete accurate documentation within required timelines, protect confidential information, and use planning time effectively.

➢ Ability to manage multiple responsibilities and changing priorities while maintaining attention to detail and remaining calm in stressful situations.

➢ Ability to work independently within assigned responsibilities and cooperatively as a member of the classroom and interdisciplinary Head Start teams.