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part time Head Teacher

Hamilton-Madison House
Date Posted: 10/13/2021
Salary / Wage: Commensurate with qualifications and experience
Location: New York, New York
Job Type:

Description:

We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others. The HT sets the tone for the class, creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The HT also ensures that all paperwork is completed in a thorough and timely manner and that all health and safety regulations are observed.  This position reports to the Education Director.

Responsibilities:

Responsibilities:

Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies, and procedures

INTERACTION BETWEEN FACULTY AND CHILDREN

  • Interact frequently, affectionately and respectfully with all children every day
    • This includes: smiling and comforting children
    • When in close proximity to children, speaking in a calm, friendly, soft and courteous manner.
  •  Be available and responsive to children’s needs, questions and requests
  •  Encourage and model social behavior and expectations that are developmentally appropriate
  •  Intervene in play in order to maintain safety
  •  Communicate directly with each child at the child’s level

PHYSICAL ENVIRONMENT, HEALTH, SAFETY, AND NUTRITION

  •  Supervises given group of children at all times
  •  Maintain accurate attendance records
  •  Complete appropriate paperwork (accident reports, allergy lists, etc.).
  •  Maintain a clean and safe environment for children at all times.  Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
  •  Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
  •  Organize a variety of materials and equipment as to encourage maximum constructive use
  •  Understands the responsibilities as a mandated reporter

PHYSICAL DEMANDS: Work is primarily performed in the center environment which is a dynamic place with a high level of physical activity. 

  •  Must be able to
    • stand for a majority of the day
    • bend to be at a child’s eye level
    • perform all activities with the children including; running, dancing, walking, jumping, etc.
    • move from a seated position to a standing position promptly to respond to emergency situations
  •  Must possess acceptable hearing and visual capabilities in order to monitor the environment and children’s well-being.

CURRICULUM

  •  Create and implement a rich and developmentally appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
  •  Plan and implement child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
  •  Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children’s interests
  •  Assess the skills, abilities, interests and needs of children consistently throughout the year
  •  Create documentation of children’s accomplishments through anecdotal notes, work sampling and/or portfolios
  •  Plan the use of community resources to enrich the educational content of the program
  •  In a timely fashion, complete all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms
  •  Take into consideration the individual needs of children and differentiate instruction to meet student needs
  •  Design an environment that responds to the children’s individual developmental levels, physical needs and interests
  •  Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
  •  Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
  •  Encourage creative expression that is individualized
  •  Plan a daily schedule that provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.

FACULTY/PARENT INTERACTIONS

  •  Acknowledge parents and all classroom visitors
  •  Demonstrate a friendly, courteous and accommodating demeanor at all times
  •  Respond to parents’ comments and concerns with sensitivity, interest, and respect while maintaining confidentiality
  •  Invite input from parents concerning their child’s development and care
  •  For Parent Teacher Conferences, prepare detailed notes concerning each child’s development keeping in mind the family’s concerns and former input

TEAMWORK

  •  Keep the supervisors informed of any necessary information regarding the care and safety of children
  •  Establish and maintain a relationship built on trust, cooperation and respect with co-workers
  •  Promote the professional growth of classroom associates through regularly scheduled individual meetings where the associate’s performance is based on daily observations as well as applications of new skills acquired through training and experience
  •  Establish and maintain collaborative relationships with other community service providers working with children
  •  Offer and share ideas and materials with co-workers
  •  Communicate directly, work to resolve conflicts quickly

PROFESSIONALISM

  •  Attend and participate in all staff meetings, center events, and parent/teacher meetings
  •  Demonstrate flexibility in assignment and work hours
  •  Be receptive to feedback and willing to change practices to best serve children
  •  Maintain confidentiality about issues concerning other faculty members, children and families
  •  Demonstrate knowledge of ages and stages of development
  •  Ensure continuity of care for children by reporting to work on time and maintaining consistent attendance
  •  Continue professional growth by attending courses, asking for feedback, and reading professional literature
  •  Check HMH email daily as well as staff mailboxes weekly

LEADERSHIP

  •  Collaborate with team in developing an action plan to implement classroom goals and a quality program
  •  Model exemplary behavior with children, parents, and co-workers and give direction as needed to less-experienced faculty, including substitute teachers and volunteers
  •  Orient new team members to classroom routines, curriculum practices, and parent communication
  •  Observe children for signs of learning differences or emotional problems and take appropriate action

Hamilton-Madison House is an Equal Opportunity Employer

Qualifications:

Minimum Qualifications:

  • BA in Early Childhood Education or related field and NYS Education Department Early Childhood Certification.
  • Certified with MA in Early Childhood Education or in a program which will guarantee permanent certification at its completion preferred
  • Ability to work positively and patiently with children, parents and staff
  • Possess good computer skills
  • Bilingual English/Chinese (Mandarin) a plus

Application Instructions:

Submit cover letter and resume to:

                                    Fax: 212-349-2793

                                    Email:  hrdept@hmhonline.org

Additional Information:

Compensation:            Commensurate with qualifications and experience

Hours:                          Monday to Friday, 20 hours per week


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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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