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Infant/Toddler Head Teacher/Director

The Children's Center at SUNY Brooklyn, Inc
Date Posted: 07/29/2021
Salary / Wage: Negotiable
Location: New York, New York
Job Type:

Description:

The Early Education Infant/Toddler Head Teacher/Director in the Infant/Toddler program is expected to support and exhibit a commitment to the Center’s mission and belief statements. The head teacher has responsibility and accountability for everything that happens in the classroom(s). The teacher is concerned about each child’s physical, emotional, social and intellectual needs as well as long-range goals for development.  The teacher is responsible for ensuring the design and maintenance of an attractive, orderly learning environment appropriate to each child’s development.  This involves creating a warm and caring atmosphere that will welcome children and parents, as well as visitors.  It will involve setting up individual interest and learning centers, planning daily classroom activities to allow for children’s choice, arranging equipment appropriately, meeting fire and safety requirements and assuring that equipment is safe, clean and appropriate for the child’s age ability, and supervising classroom staff.  In addition, the teacher must at all times maintain confidentiality of information regarding personnel, families, children and program matters.

Responsibilities:

Responsibilities also include but no limited to  

  • assuring compliance with codes of all State and local governing contracting agencies; and works collegially with other staff members of The Children's Center.
  • Overseeing the development of weekly plans, and implementation of age appropriate curriculum (lesson plan) to nurture and stimulate all domains of children’s development in their care.
  • providing a developmentally appropriate classroom environment that reflects the children’s learning and growth.
  • performing on-going developmental evaluations of children as required by funding sources and develop lesson plans and follow curriculum implementation that addresses the individual needs of each child.
  • on an on-going basis, plan, evaluate and improve the physical environment in the classroom to create opportunities to meet the changing needs of the developing child.
  • providing responsive care to all children by adapting daily care giving routines and plans to the interests and needs of the individual child and the group.
  • Prepare developmental progress reports as needed.
  • Assists in the orientation of all new staff, volunteers, substitutes and students assigned to work in the classroom.

  • Supervises all staff and volunteers working within the classroom.

Qualifications:

 (1) Baccalaureate degree in early childhood education or related field of study, and (2) At least one year of experience as a group teacher or on the teaching staff in a child care program for children under 24 months of age, or six college credits in infant/toddler coursework, or a study plan leading to six college credits in infant/toddler coursework.

To be study plan eligible, a person shall have: (i) Associate's (AA or AS) degree in early children education, practicum included; or (ii) Ninety or more undergraduate college credits and one year classroom experience teaching children in under 24 months; or 14 (iii) Baccalaureate in any other academic subject and one year classroom experience teaching children up to 24 months.

Application Instructions:

All resumes must be emailed to Audette Allicock at audette.allicock@downstate.edu


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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

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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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