Duties and Responsibilities: 
The Teacher will ultimately be evaluated on a combination of skills, dispositions related to the specific service area of this position and others that represent general expectations of all CHCF employees. 
Infant-toddler Growth & Development: Uses knowledge of the principles of child growth and 
development to work with children and communicate with families, internal and external stakeholders.  

• Implements a child-centered daily routine, curriculum and learning environment that 
encourages the development of age-appropriate positive social interactions, active exploration/ 
engagement in learning, and self-motivation (curiosity) to promote development in all domains 
for children of all abilities.  
• Understands the development of self-regulation in infants-toddlers as well as age-appropriate 
expectations for prosocial behaviors. Creates a nurturing, responsive environment that 
promotes positive and development of social and emotional competencies. Observes closely 
and with understanding to determine possible causes of challenging behavior, implementing 
preventive measures, teaching children new social and communication skills in partnership with 
families. 
• Uses observations of children and anecdotal notes to document children’s progress and 
individualize curriculum 
• Creates partnerships with families to establish positive interaction patterns in program, school, 
and home 

PLANNING  
Ensures that the written curriculum includes:  
• Goals for children’s development and learning; 
• The experiences through which children will achieve these goals; 
• What staff and parents can do to help children achieve these goals; 
• The materials needed to support the implementation of the curriculum towards achieving the 
stated goals; 
• Support the social and emotional development of children.  
• Responsible for collaborating with a partner Teacher in the preparation of daily lesson plans. 
Post them for parents, volunteers and visitors in the classroom   
• Will assist in the development of individual plans for each child including goal-setting based on 
identified needs and prescriptions for objectives and activities to meet established child 
outcomes.  
• Planning and implementing learning experiences that advance the cognitive and physical 
development of children, including progress toward school readiness goals by developing their 
language (understanding and increasingly complex use, expanding vocabulary) emergent 
literacy, print and numeracy awareness, their appreciation of books and their problem-solving 
abilities. 
 

PROGRAM IMPLEMENTATION 
• Follow program curriculum providing ample opportunities for natural play and hands on 
experiences that reflect the learning styles of individual children in the group. 
• Implement developmentally and linguistically appropriate experiences appropriate to age, 
language and culture of children served. 
• Establish and maintain a safe, healthy learning environment.  
• Implement experiential learning activities advancing the intellectual and emotional competence 
of infants and toddlers.  
• Provide positive guidance and discipline supporting children as they acquire readiness skills for 
kindergarten and beyond.  
• Implement daily lesson plans in response to children’s needs and interests incorporating 
observations, anecdotal record keeping, knowledge of early childhood development and the key 
experiences.  
• Implement Individual Family Services Plans (IFSPs) for children with disabilities. 
• Provide children with a consistent classroom routine that is responsive to individual infants and 
toddlers’ needs.  
• Provide supervision and ensure the safety and security of children at all times in accordance 
with Early Head Start and day care licensing requirements.  
• Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum 
activity (toddlers and 2’s) to model good nutrition and proper social skills for infants and 
toddlers.

• Feed all infants on demand. 
• Hold all non-mobile infants during feeding. 
• Supervise all classroom field trips and outdoor activities.  
• Understand regulations associated with prevention of disease and injury, including proper 
diapering procedures, and the exercise of universal precautions, and the prevention of 
contamination. 

FAMILY PARTNERSHIPS 
• Invite parent involvement in the development of the program’s curriculum and approach to 
child development and education.  
• Encourage the involvement of the families of the children in an Early Head Start Program and 
supporting the development of relationships between children and their families.  
• Provide opportunities for parents to increase their child observation skills and to share 
assessments with staff that help plan the learning experiences.  
• Encourage parent participation in staff-parent conferences and home visits discussing their 
child’s development and education.  
• Establish positive and productive relationships with families focusing on building trust and 
rapport.  
• Work with a partner Teacher to schedule and complete two home visits per year and at least 
two parent-teacher conferences per year.  
• Participate in parent orientation and ongoing parent training as required.  
• Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other 
volunteer activities to their Family Advocate. Support parent volunteers in the classroom as 
needed. 

COMMUNICATION AND SERVICE COORDINATION 
• Share pertinent information with Family Advocate ensuring coordinated services to meet the 
needs of individual children and families. Participate in case conferences as appropriate.  
• Maintain regular contact with parents and complete appropriate documentation (e.g. daily 
reporting on infant sleep, eating and elimination). 
• Forward classroom updates to the Center Director to be included in the monthly newsletter.  
• Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.  
RECORD KEEPING AND RECORDING  
• Request supplies as needed and participate in classroom/program inventory as requested.  
• Gather and maintain individual, family and classroom data for documentation, on-going 
assessment, evaluation and recording keeping for successful individual and program planning. 

ONGOING MONITORING AND SELF-ASSESSMENT 
• Conduct daily health checks.  
• Assess children on an on-going basis. Gather and organize anecdotal notes into the key goals 
and objectives and document in GOLD. 
• Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, 
consult with education leadership and make adjustments to curriculum planning and 
implementation as needed.  

SUPERVISION AND HUMAN RESOURCES  
• Model appropriate classroom practices.  
• Work with the Center Director and partner Teacher to develop and support the individual 
development plan for assigned volunteers.  
• Maintain the plan to meet changing or emergent program requirements within available 
resources and with minimum sacrifice to quantity or quality of work.  
• Participate actively in bi-weekly Team Meetings to reflect on performance, generate solutions 
and ensure high-quality classroom operations.  
• Participate actively in bi-weekly Teacher Meetings.   
• Participates in assigned meetings, events and training as required.  
 

Non-Essential Duties:  
• Performs any and all other duties as assigned.

Requirements:  
• Master’s degree (preferred)/Bachelors degree in Early Childhood Education

• Birth to 2nd NYS Certification (Initial or Professional) Preferred
• Physical exam and background checks are required for this position.  
• Travel required locally or long-distance up to 10% of the time for work-related meetings and 
functions.  

• Minimum Education Level: Bachelor's Degree
• Preferred Education Level: Master's Degree

Please apply at our website: Careers & Internships - The Committee for Hispanic Children and Families