Centerbased Early Intervention Teacher

Job Description:

Under the direction of the Program Supervisor and Director, the Early Intervention Teacher (Teacher) is responsible for classroom care, development, intervention, and supervision of children ages birth to 36 months with developmental delays or disabilities. The Teacher is responsible for the supervision of assistant teachers assigned to the classroom and delivery of teleservices (when applicable). The Teacher will work with families, educators, and other professionals to provide early intervention services that promote the overall growth and development of children.

· Conduct Assessments: Conduct anecdotal observations and complete quarterly assessments on each child’s developmental progress using the Hawaiian Early Learning Profile (HELP) assessment tool. Administer and document all program assessments and updates accurately to meet timelines. Participate in the observation and evaluation of each child’s progress and provide a written report (HELP assessment tool) within 30 days after enrollment and at least a every 12 weeks for each child. Completes and maintains necessary documentation within the required timeframe, including anecdotal notes and assessment reports.

• Develop Individualized Plans: Based on the Individual Family Service Plan (IFSP) goals and in collaboration with families and other professionals, develop an Individualized Play Plan (IPP). Sets and monitors each child’s goals in accordance with the child’s IFSP.

The IPP will outline specific IFSP goals and strategies to address the child's specific needs and promote their development in areas such as communication, motor skills, social-emotional development, and cognitive abilities.

· Provide Center-Base Services: Teachers directly provide services to children with developmental delays or disabilities. Teachers create and implement developmentally appropriate activities and techniques to support the child's growth and development; including activities to improve communication skills, fine motor skills, adaptive behavior, and social interactions.

o Maintain the confidentiality of parents, children, and staff.

o Arrange classroom environment to meet the changing developmental needs of the children.

o Maintain the cleanliness and orderliness of the classroom and common areas (including the outdoor environments).

o Assist Lead Teacher/Director in monitoring the general maintenance and repair of the facility and ordering of supplies.

o Implementation of IFSP goals into daily classroom and teleservice experiences using Zoom or other electronic platforms (when applicable)

o Plan and implement age-appropriate curriculum to nurture and stimulate the cognitive, social emotional and cultural needs of children in the program.

o Responsible for securing health hygiene, safety, and overall well-being of children always.

o Monitoring the child’s progress and current development utilizing developmentally appropriate assessment tools

o Preparation of lesson plans based on IFSP goals, HELP assessment, and classroom/teleservice observations.

o Responsible for reporting any symptoms of child abuse and/or neglect, abnormal behaviors, injuries, illnesses to supervisor and/or parents/caregivers.

o Keeps necessary attendance records, up-to-date emergency forms, curriculum plans, individual child development profile and other records as needed.

· Collaborate with Colleagues: Partner and collaborate with assistant teachers and volunteers. Work cooperatively with staff to ensure quality services for children and families. Effectively train assistant teachers and volunteers. Attend and participate in direct and remote staff meetings, and related activities; attend workshops, conferences, and classes to increase professional knowledge.

· Collaborate with Families: Building strong professional partnerships with families is a vital aspect of the role. Supports parents/caregivers by providing education and/or resources to promote their child’s unique development. Maintains ongoing communication with parents/caregivers to discuss children’s progress.

· Coordinate with Other Professionals: Teachers collaborate with a multidisciplinary team of professionals, such as service coordinators, speech therapists, occupational therapists, psychologists, and educators. They share information and ensure a universal approach to intervention and care. They also participate in team meetings, transition meetings, and contribute to the development of a comprehensive IPP plan.

· Other duties as assigned.

Required Skills:

· Knowledge of Child Development: Early Intervention Teachers should have a strong understanding of child development milestones and the typical progression of skills in various domains. They need to be able to identify and assess delays or disabilities in children accurately.

• Knowledge of Early Intervention Laws and Policies: Familiarity with the Individuals with Disabilities Education Act (IDEA) and other relevant legislation and policies related to early intervention services is necessary to ensure compliance and provide informed support to families.

· Excellent Communication and Interpersonal Skills: Effective communication is essential when working with children, families, and other professionals. Early Intervention Teachers should possess strong verbal and written communication skills to explain complex information, provide support, and collaborate effectively with all stakeholders involved. Write and turn in concise, grammatically correct, and clear professional notes and documentation. Excellent organizational skills with an ability to handle multiple tasks and to managing multiple deadlines. Ability to use the internet and Microsoft Office software.

Required Education:

Twelve (12) units in Child Development/Early Childhood Education (ECE); preference Associate Child Development permit/associate degree in child development/ECE; verifiable college transcripts.

· Six (6) units must include courses in the following: Infant/Toddler Development (3 units) and Introduction to Curriculum for Young Children (3 units).

Required Experience:

One (1) year experience working with children (preferably children with developmental delays/special needs)

Special Requirements:

· Must maintain state health requirements to include passing a physical examination as condition of employment, Live Scan, TB clearance and required vaccinations.

· Maintain First Aid and Infant CPR certificate.

· Cleared local and federal background check.

Physical Standards:

The work environment and physical demands of the positions as described below are representative of those that must be met by the Teacher to successfully perform the essential functions of a position in this general instructional category. Reasonable accommodations may be made to enable individuals to perform the essential functions of a specific position. These physical demands are generic in nature and tasks may vary dependent on the school site of specialized department assignment.

*The information contained in this physical standards description is for compliance with ADA and is not an exhaustive list of duties performed. The individuals currently holding this position perform additional duties and additional duties may be assigned.

Work Environment:

While performing the duties of this job, the Teacher works in several environments including classroom, indoor and outdoor environments and on or near children’s playground equipment. The Teacher’s primary responsibility is working with children in any of the various classifications such as bilingual, regular, and recreational instructional assistants in a classroom and/or instructional environment. Teachers in this position may have a higher level of exposure to infection from children, parents, and staff. The noise level is moderate.

Physical Demands:

The physical demands of this position include frequent sitting and standing for extended periods of time. Dependent on class/student assignment the Teacher may occasionally lift, push, pull and/or move up to 40 pounds. Repetitive bending at the waist as well as kneeling, stooping, crouching to assist students is also required. Teachers may reach overhead as well as above the shoulders and horizontally. Dexterity of hands and fingers to demonstrate activities or run instructional equipment is required as is hearing and speaking to exchange information, make presentations, hear in a noisy environment, and locate the source of a sound. Seeing to read a variety of materials and monitor student activities is also required. Physical demands may also increase due to recreational program assignments where the Teacher will engage in recreational activities with students.

Job Type: Non-exempt position; working 30-40 hours per week.

Location: Downey, CA.

Job Types: Full-time, Part-time

Pay: From $18.00 per hour

Benefits:

• Health insurance
• Paid time off

Schedule:

• 8 hour shift
• Monday to Friday

Education:

• Associate (Preferred)

Experience:

• Teaching: 1 year (Preferred)
• Special education: 1 year (Preferred)

License/Certification:

• Teaching Certification (Preferred)
• Special Education Certification (Preferred)

Work Location: In person

Salary : $18