EHS Classroom Teacher

Job Summary

The Early Head Start Teacher is responsible for creating a safe, responsive, and developmentally appropriate learning environment for infants and toddlers (birth to age three) in accordance with Early Head Start Program Performance Standards, state licensing regulations, agency policies, and the Agency’s curriculum. The teacher supports children’s social-emotional, physical, and cognitive development while building strong, trusting relationships with families.

Competency Area

Responsibilities

Key Behaviors

Child Development & Learning

• Demonstrates knowledge of infant/toddler developmental milestones and applies that understanding in daily routines and lesson planning

• Implements individualized and culturally responsive learning experiences based on observations and assessments

• Promotes learning through play, exploration, and responsive interactions,

• Designs and delivers activities that foster growth in all developmental domains

• Adjusts strategies based on developmental needs and interests

Health, Safety, & Nutrition

• Ensure compliance with all health, safety, and nutrition requirements.

• Supervise children at all times, maintaining appropriate ratios. Follow safe sleep and diapering procedures

• Follow all health, safety, and nutrition protocols.

• Supervise children at all times, ensuring a safe environment.

• Implement safe sleep and diapering procedures.

• Promote healthy eating habits and model positive mealtime interactions.

• Regularly inspect the environment for safety hazards and address them immediately.

Responsive Caregiving

• Build respectful, culturally sensitive relationships with families

• Implements individualized and culturally responsive learning experiences based on observations and assessments

• Conduct at least two home visits and two parent-teacher conferences annually.

• Share resources and strategies to support learning at home

• Builds secure attachments through warm, consistent, and responsive interactions

• Encourages children’s self-regulation and independence

• Respects and integrates children’s and families’ cultures, languages, and values into the learning environment

• Listen actively to family concerns and respond with empathy

• Conduct home visits and parent-teacher conferences to discuss progress.

• Provide resources to support family learning at home

• Collaborate with staff to meet children’s individual needs.

• Responds promptly and sensitively to children’s cues.

• Uses positive guidance and age-appropriate discipline techniques.

• Uses materials and strategies that reflect diverse cultures

• Supports dual language learners appropriately

Family & Community Engagement

• Build respectful, culturally sensitive relationships with families

• Implements individualized and culturally responsive learning experiences based on observations and assessments

• Conduct at least two home visits and two parent-teacher conferences annually.

• Share resources and strategies to support learning at home

• Listen actively to family concerns and respond with empathy

• Conduct home visits and parent-teacher conferences to discuss progress.

• Provide resources to support family learning at home

• Collaborate with staff to meet children’s individual needs.

Observation, Documentation, & Assessment

• Conduct developmental screenings and ongoing assessments.

• Maintain accurate, confidential records of each child’s progress.

• Use assessment data to guide lesson planning and individualization

• Conduct timely developmental screenings

• Observe and document children’s progress using objective language.

• Record accurate and confidential documentation of each child’s progress.

• Use assessment results to guide instructional planning.

• Share progress with families in a strengths-based manner.

Professionalism & Continuous Improvement

• Participate in professional development, training, and reflective practice.

• Maintain confidentiality and comply with all program policies.

• Collaborate effectively with colleagues and specialists

• Model respectful, professional interactions with staff, families, and children.

• Maintain confidentiality in all matters

• Remain flexible and solution-focused when challenges arise

• Seek feedback from peers and supervisors to improve practice.

Minimum Qualifications

• CDA in Infant/Toddler care or Associate/Bachelor’s degree in Early Childhood Education or

related field with infant/toddler coursework.

• At least one year of experience working with infants/toddlers, preferably in an Early Head Start setting.
• Knowledge of infant/toddler development and responsive caregiving practices.
• Strong communication, organizational, and collaboration skills
• Ability to communicate in English, both written and verbally

Licenses/Certifications

• Current CPR and First Aid certification (or ability to obtain).
• Background clearance as required by state and federal regulations.
• Valid Texas Drivers License

Working Conditions & Physical Demands

• Ability to lift up to 40 pounds,
• Frequent bending, standing, sitting on the floor, and active movement
• Exposure to common childhood illnesses
• Performs other duties as assigned

Performance Indicators

• Child Development outcomes show progress across domains
• Compliance with all Head Start standards and state licensing
• Positive feedback from family engagement surveys
• Timely completion of assessments and documentation
• Performs other duties as assigned by Center Director