Early Head Start Mentor Teacher (Infant/Toddlers)-Cabarrus, NC

Position Title: Mentor Teacher, Early Head Start

Employee Type: Full-Time Regular

Supervisor Title: Center Director or Manager, Education & Inclusion

Division: U.S. Programs & Advocacy

Summary

The Early Head Start Mentor takes the lead in working with Co-EHS teacher to develop and implement individual and group educational plans for infants and toddlers, designed to promote social-emotional, physical, language, and cognitive growth in a manner appropriate to their stage of development. In each Early Head Start classroom, two Early Head Start Teachers work together to lead child development activities with support from Program Aides and Volunteers.

In collaboration with a Co-Teacher, you will be responsible for the general, day-to-day operations of the Early Head Start classroom, verifying legal compliance with federal, state and local regulations. You will create and nurture strong partnerships with families and ensures that program quality is of the highest standards. The Mentor Teacher reports directly to the Center Director or Manager of Education & Inclusion.

As a front line representative of Save the Children, the Early Head Start Mentor Teacher is required to ensure the safety and security of children and families that he/she comes in contact with, adhering to the agency’s values of Accountability, Ambition, Collaborations, Creativity and Integrity.

As a Save the Children employee who will come into contact with children on a routine basis, you are expected to prevent child abuse in every situation by striving, through mental awareness, good practice and training to minimize risk to children. You must take positive steps to protect children who may be a subject of concern and report, respond to any instance of child abuse, and promote training and awareness around all child-safeguarding obligations.

What You’ll Be Doing (Essential Duties)

Teaching

• Develop and implement individualized and group lesson plans as well as educational activities that promote all developmental areas to improve the readiness of children for school.
• Practice responsive caregiving to promote relational learning and include individualized and small group activities that integrate appropriate routines into a flexible schedule of learning experiences.
• Ensure there is a safe, healthy and developmentally-appropriate learning environment.
• Build effective relationships within the organization, the children and their families.
• Plan, conduct and document observations, assessments and screenings. Maintain a comprehensive and ongoing portfolio assessment for each child including weekly observations,

Examples of the child's work and developmental assessments.

• Engage with children during all activities throughout the day. Provide constant supervision of children during all learning activities indoors and outdoors and ensure safe environment.
• Use the playground as an extension of the classroom; ensure the playground is safe.
• Provide a balanced program of child-initiated and teacher-directed activities and opportunities for individual, small group and large group learning activities.
• Eat with and assist children in eating during mealtime to teach social and self-help skills and sound nutritional practices.
• Ensure that the physical needs of children are met, assisting children in health and personal habits, such as resting, brushing teeth, diapering and toilet habits.
• Plan and conduct conferences (minimum 2) and home visits (minimum 2) or more often as needed to ensure parent/caregiver is well informed on their child’s progress of development and learning, routines, activities and behavior.
• Create ways to engage parents in the education of their children including encouraging classroom involvement and home activities.
• Plan, conduct and document observations, assessments and screenings; maintain a comprehensive and ongoing portfolio assessment for each child including weekly observations, examples of the child's work and developmental assessments.
• This position must have the ability to work in a constant state of alertness and safe manner and protect the children’s safety by implementing active supervision techniques to ensure no child is left alone or unsupervised at any time.

Coaching

• Work with the Co-EHS Teacher, Program Aides and Volunteers to develop their skills and abilities in planning and carrying out classroom activities.
• Work in cooperation with Manager of Education & Inclusion to develop and document progress on professional development plan; actively engage in professional development activities to increase qualif