DUTIES: Essential duties and responsibilities include, but are not limited to:
• Monitor and provide feedback to Instructional staff to promote children’s cognitive, social, and emotional growth for positive outcomes and school readiness.
• Monitor and provide feedback to Instructional staff to ensure the delivery of high-quality program services that are developmentally, culturally, and linguistically appropriate.
• Monitor and provide feedback to Instructional staff to embed responsive and effective teacher-child interactions and classroom management techniques.
• Monitor and provide feedback to Instructional staff to implement a research-based curriculum, as well as screening and assessment procedures that support individualization and growth in the areas of development described in HSELOF.
• Conduct regularly scheduled site visits to observe Instructional staff and classrooms.
• Provide written documentation of all classroom observations and develop written action plans when necessary. Provide Instructional staff with reflection and feedback regarding recommendations to support continuous quality improvement.
• Collect, review, and provide feedback to Instructional staff regarding lesson planning and individualization, including children with disabilities who hold an IFSP/IEP, to ensure curriculum implementation and fidelity and progress toward goals and objectives.
• Review child observations and classroom assessment results for timeliness and accuracy, and assist Instructional staff in documenting child progress, plans for progression, individualization; noting any concerns, for continued school readiness.
• Review child portfolios and provide feedback and guidance to Instructional staff on changes and improvements as needed.
• Observe and provide feedback to the instructional team on an ongoing basis.
• Monitor and provide feedback on all areas of the environment, which may include but is not limited to; daily schedule, room arrangement, curriculum planning etc.
• Direct modeling of skills to Instructional staff to improve instructional practices and classroom quality.
• Participate in agency committees as requested to support the agency.
• Contribute to a positive community presence, focusing on networking opportunities, enhancement of volunteer participation and educational awareness efforts in regard to program needs.
• In collaboration with Disabilities Coordinator, reviews IEPs with teaching staff and ensures teachers implement intervention strategies as per child’s plan and needs.
• Monitors and provides feedback to Instructional staff in all aspects of the child’s transition process.
• Assist Instructional staff and Area Managers with planning and implementing new initiatives as directed by Administration.
• Submit all required reports as requested.
• Monitor instructional staff for compliance of Arizona State licensing, Head Start Performance Standards and WSHS Policies and Procedures.
• Report any suspicion of child abuse or neglect to child protective services.
• Perform emergency first aid procedures as required.
• As program needs dictate, may be called upon to fill in as a substitute in one of the WSHS classrooms to ensure uninterrupted service delivery to children and families.
• Promote an ongoing commitment to excellence and continuous quality improvement to ensure the highest quality of services to our staff and clients.
• Other duties as assigned.
REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required.
• Knowledge of child development theory; specifically early childhood development
• Understanding of the daily routine and schedule required for the coordination and delivery of a developmentally appropriate early education program
• Statute of Rules on Child Care Center Rules Instrument (A.R.S. 36-891)
• Arizona Department of Health Services (AZDHS) Forms CCL-114 and CCL-324
• Strategies to motivate children and parents to become involved in activities
• Understanding of and sensitivity to cultural differences within the community, program, and agency
• Techniques for accurate record-keeping and data management
• Awareness of community resources and available support services
• Understanding of Head Start Act and Performance Standards preferred
• Ability to create individual and group activities for children to support school readiness
• Effectively motivate others; encouraging their participation and engagement
• Managing change and demonstrating adaptability, flexibility, and responsiveness to varying needs and situations
• Critical thinking and resourcefulness to overcome challenges and solve problems
• Using, structuring, and managing time effectively
• Understanding, following and carrying out written and oral instructions
• Communicating effectively with others
• Proper English grammar and usage
• Fluent in Microsoft Office Applications (Word / Outlook).
• Maintaining cooperative work relationships.
• Bilingual (English/Spanish) skills preferred; may be required for some positions (Staff will receive a 2% base pay differential upon successful completion of a Spanish language proficiency assessment)
• Identify opportunities for improved effectiveness or efficiency and lead change and innovation
• Work successfully with socio-economically disadvantaged and culturally and linguistically diverse pre-school age children and their parents in a fast-paced environment
• Read, understand, interpret, and apply rules, regulations, and policies
• Adhere to a structured schedule, adhere to timelines, and meet deadlines
• Maintain confidentiality of personal information (FERPA)
• Stand and/or sit for prolonged periods of time
• Lift children up to 40 pounds and assist them to the bathroom as necessary
• Sit on the floor and ambulate over uneven floor surfaces including stairs, steps, and playgrounds
• Other significant physical abilities include lifting/carrying/pulling, stooping/kneeling/crouching, reaching/handling/fingering, talking/hearing conversations and other sounds, near/far visual acuity/depth perception/accommodation/field of vision
Must meet one of the following educational requirements, as well as the experience requirement:
§ Minimum of Bachelor’s degree in Early Childhood Education or Child Development or other directly related field preferred
§ Bachelor’s degree in a related field with 12 hours of ECE credits will be considered.
Three years minimum experience teaching in an ECE classroom required, demonstrated competency in the following areas:
§ Providing effective and nurturing teacher-child interactions
§ Planning, facilitating and evaluating learning experiences that ensure effective curriculum implementation
§ Experience using child data to track child progress to plan individualized instruction
Credentials, Licenses, and Certifications
• Meets Arizona Department of Health Services (AZDHS) requirements for licensure
• Possesses or acquires, and maintains, Arizona Department of Public Safety Level One Fingerprint Clearance
• Approved documentation of a negative result for a tuberculin (TB) skin test or chest x-ray
• Meets federal Head Start employment requirements including physical examination at hire (and every three years thereafter)
• Possesses or completes verified training in First Aid and CPR (within ninety (90) days of hire) and remains current in the certification
• Possesses or acquires, and maintains valid Maricopa County Environmental Services Food Service Worker Certificate
• Possesses and maintains a valid Arizona driver license (An individual must be 21 years of age or older to drive on behalf of Westside Head Start and Catholic Charities Community Services)
• Reliable personal transportation and ability to show proof of current/valid vehicle registration and insurance
• Fully Vaccinated against COVID-19
We Value Diversity!
OUR GUIDING PRINCIPLES