Early Head Start - Mentor Associate Teacher

Early Head Start - Mentor Associate Teacher JobID: 1906

Position Type:

Early Childhood/Early Childhood

Date Posted:

5/27/2026

Location:

Crockett Early Head Start

Date Available:

08/10/2026

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Primary Purpose:

The role of the Mentor Associate Teacher is to develop, implement, direct, and evaluate the assigned content area plan and services in compliance with federal performance standards.

Qualifications:

Education/Certification:

• High School diploma or equivalency
• Training appropriate for assigned content area
• A.A. degree (depending on content area assigned)
• Pediatric CPR and first aide certified

Special Knowledge/Skills:

• Communication and interpersonal skills
• Knowledge/skills appropriate to assigned content area
• Computer and software knowledge
• Excellent organizational skills

Experience:

• 1 - 2 years experience in providing services related to the content area

Performance Responsibilities and Duties:

General

• Support board and administrative policies and decisions.
• Maintain professional work environment through a positive attitude, punctuality, regular attendance, phone etiquette, and personal appearance.
• Attend staff meetings, professional development, conferences, and seminars as necessary.
• Supervise and train volunteers.
• Provide information for budget preparation.
• Maintain compliance with AISD, and HS/EHS policies and procedures as well as other funding agency requirements.
• Ensure compliance with all AISD, Child Care Regulations, Federal Performance Standards, and other program guidelines pertaining to the content area.
• Anyone who works for Start/Early Head Start Program has the primary responsibility for the health and safety of children, staff, parents, and volunteers.
• Project enthusiasm for program goals, philosophy, relationships, and job responsibilities.
• Cooperative and friendly toward co-workers and everyone else employee comes in contact.
• Maintain a regular daily work schedule to ensure continuity of care for families and children.
• Provide on-going communication with and serve as a role-model for families with sensitivity to cultural differences.
• Participate in the development of an individualized Professional Development Plan (yearly evaluation) in collaboration with direct supervisor
• Attend and participate in agency sponsored training and professional development opportunities designed to assist in acquiring and/or increasing the knowledge and skills needed to provide high-quality, comprehensive services within the scope of job responsibilities
• Record and report, as outlined in agency protocols, any health and safety-related incidents, accidents and/or infractions, including employee accidents
• Participate in the agency's self-assessment process when needed
• Follow established confidentiality procedures by keeping private and sensitive information
• Follow established procedures on monitoring and reporting suspected child abuse and/or neglect, in compliance with state regulations
• Follow agency established Standards of Conduct
• Establish effective working relationships at all levels of the organization
• Substitute in the classroom to allow classroom teachers to attend meetings, conferences, lunch, etc.
• Performs other duties as assigned by the EHS Director & EHS Assistant Director

Other- Content Area Specific:

• Ensure the delivery of high-quality program services that are developmentally, culturally, and linguistically appropriate. Support school readiness in a coordinated approach to comprehensive services, aligned with the Head Start Program Performance Standards, State, and local licensing regulations, and Children First, Inc. Policies and Procedures
• Deliver coaching practices for the purpose of assessing needs, engaging in focused observations, and providing reflection and feedback in order to set goals and develop action plans
• Provide intensive coaching when assigned by administrative staff
• Provide constructive feedback and on-site support regarding teaching practices for the purpose of increasing teacher confidence and competence, which may include model teaching, co-teaching, providing reading materials and/or other resources as needed
• Provide on-going communication with teacher, education leadership, director, and assistant director
• Participate in agency and community sponsored events to promote staff, child, and family development
• Develop and maintain positive, supportive relationships with teachers for the purpose of supporting professional growth through the coaching process
• Provide coaching, mentoring, and professional development for teachers to enhance teaching practices and skills
• Model best practices in instruction to build skill and effective teacher practices directly related to the Head Start Program Performance Standards (HSPPS)
• Model Conscious Discipline skills in your daily interactions with students, parents and staff
• Assist teachers in setting goals that support improved instruction and conscious discipline skill development
• Provide follow-up support to staff following any form of coaching for professional development for the purpose of increasing implementation of resources and transfer of conscious discipline skill to practice
• Plan, develop, and present professional development classes and workshops as needed
• Attend meetings and professional development classes to stay current with early learning trends, practices, and research
• Obtain 24-clock hours minimum of professional development per program year to include Conscious Discipline Training
• Monitor and track coaching activities with appropriate documentation
• Flexibility: In order to meet the needs of the program one may be expected to set aside the days agenda to complete other tasks as assigned
• Computer literacy, using internet, Windows, word processing, and spreadsheet software programs to produce work documents; skill with database software generating reports; email programs
• Use of technology to include digital camera, video, projector, and web-based meeting tools
• Excellent oral, written, and interpersonal skills to include strong evidence of ability to work collaboratively and gain trust and confidence with teachers being coached
• Organize work, set priorities, and meet deadlines
• Translate Conscious Discipline skills and structures into practical solutions for each individual classroom
• Work independently and cooperatively without intense supervision
• Set and maintain professional boundaries
• Work varied hours to accommodate the needs of the program
• Moves quickly to respond to children who are active and need redirection to protect their and others' safety

Supervisory Responsibilities:

• Children, aides, and volunteers

WORKING CONDITIONS:

TOOLS & EQUIPMENT: Computer, printer, calculator, tablet, copier, fax machine, laminator,

phone, digital camera, and fire extinguisher

MENTAL DEMANDS: Work with frequent interruptions

Maintain emotional control

PHYSICAL DEMANDS: Lift and carry up to 50 pounds

Ability to sit or stand for prolonged periods of time

Ability to walk, climb, balance, stoop, and kneel

Repetitive hand motions

Hear well

Speak clearly

Visual acuity

Distinguish colors

Driving personal vehicle as needed

ENVIRONMENTAL FACTORS: Exposure to biological and chemical hazards

Contact with children who are ill and/or possibly contagious

Contact with chemicals to clean and sanitize equipment and facility

Wage/Hour Status: Non-Exempt

Pay Grade: Clerical Paraprofessional - 6

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.

The Abilene ISD does not discriminate against any employee or applicant for employment because of race, color, religion, sex, national origin, age, disability, military status, or any other basis prohibited by law. Employment decisions will be made on the basis of each applicant's job qualifications, experience, and abilities.