Lead Teacher

Position Summary

Each Lead Teacher will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high-quality learning environments. Lead Teachers will focus on making sure that all the children and families will be ready to be successful in kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.

Children’s Aid Mission

To help children in poverty to succeed and thrive. We do this by providing comprehensive support to children and their families in targeted high-needs New York City neighborhoods. Children’s Aid annually serves children and their families at over 40 sites in New York, as well as through three national program models. Children’s Aid is concentrating its efforts on creating cradle-through-college pathways in high-need neighborhoods, with a focus on children’s health, family stability, education, and social and emotional development.

Culture and Values

We put children, youth, and families first: We listen to and incorporate the voices of children, youth and families in all that we do.

We seek equity and transformation in our communities: We courageously work within and outside systems to create opportunities for children, youth and families.

We strive for excellence: We hold ourselves to the highest standards and are committed to continuous learning and improvement.

We are powered by collaboration: Our work is stronger when we trust, partner, and respect each other and the communities we serve.

We are driven by compassion: We lead with kindness, care, and empathy and believe in the endless potential of the people we serve and our team.

Essential Duties and Responsibilities

Strategic Oversight

Understand and promote the organization’s Mission, Vision, and Core Values to ensure alignment with organizational policies and procedures.
Oversee additional teachers and volunteers in the classroom.
Curriculum Implementation

Promote high-quality teaching and learning in the classroom that leads to children’s school readiness.
Provide responsive care to all children through individualized planning, instruction, and supervision.
Plan and establish an environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
Design and execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
Classroom Preparation

Prepare and organize materials and resources needed for daily lessons, activities, and projects.
Set up and maintain an inviting and conducive learning environment, including the arrangement of learning centers and displays.
Small Group Instruction

Conduct small group activities under the guidance of the Education Director to reinforce lesson concepts and provide additional support to students as needed.
Monitor and assess student progress during small group sessions, noting feedback for the student’s development.
Individualized Instruction

Work one-on-one with students who may require extra assistance, ensuring they receive personalized attention to meet their specific learning needs.
Collaborate with the assisting teacher to implement individualized education plans (IEPs) and accommodate students with diverse abilities.
Behavioral Support

Support the team in maintaining a positive and inclusive classroom environment by reinforcing classroom rules and expectations.
Address behavioral challenges by employing positive reinforcement strategies and seeking guidance from the team or school administration.
Technology Integration

Support the integration of technology tools into the curriculum, helping students with educational software and assisting in managing technology resources within the classroom.
Record Maintenance, Screening and Assessment

Responsible for maintaining accurate educational records and portfolios on each child, implementing child observations, screening and assessments.
Ensuring children receive a developmental and behavioral screen within the first 45 days of school and assessment at three different points over the course of the year (November, February and May).
Observe and document students’ development to request additional support from Education Director through an internal referral process.
Family Engagement

Encourage parent involvement and communication through a variety of methods (e.g., newsletters, bulletin boards, classroom events, center-wide activities, and “open-door” policy).
Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.
Participate in home visits, Parent/Teacher conferences, Open Houses, and/or Family Days, depending on the center and funding requirements.
Share highlights of families, kids, staff, and community partners; Educate and engage our online social media community with the EC Instagram committee.
Recruit new families for our program through tabling, advertising in the school community, and hosting recruitment events.
Data Analysis

Collect, analyze, and report on data related to student progress and classroom activities to inform continuous improvement efforts.
Utilize data to identify trends, gaps, and areas for improvement in instructional practices and student support.
Professional Development

Participate and attend all agency offered trainings, workshops, In-Service days, and/or All-Staff conferences.
Maintain certification requirement and proof of attendance in professional activities.
Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
Complete all Early Childhood required trainings.
Maintain active membership with Aspire and or “Registered” TEACH Account linked to CA.
Engage in self-assessment and reflection coaching experiences such as completing self-assessment surveys, video recording, coaching, and collaboration sessions.
Health and Safety

Adhere to all state and city licensing requirements, teacher child/ratios, and CPR/first aid, Child Abuse Mandate, Foundations for Health and Safety, Blood Borne Infection and Mental Health First Aid certification.
Maintain a safe and healthy environment for children aligned to CDC, DOHMH and ECERS guidance.
Must abide by privacy laws, including HIPAA, etc.
Perform other related duties as assigned.

Minimum Qualifications

The Lead Teacher must have qualifications that satisfy Federal Head Start requirements, the New York City Department of Health and Mental Hygiene Article 47 regulations, and Department of Education.

Special Circumstance: DOE-Funded 3-K and Pre-K Classrooms

To serve as a Lead Teacher in a NYC Department of Education (DOE)-funded 3-K or Pre-K classroom, the individual must hold at minimum a bachelor’s degree in early childhood education.
Additionally, the teacher must make a formal commitment to obtain the New York State Education Department (NYSED) Initial Certification in Early Childhood Education (Birth–Grade 2) within three (3) years of hire.