Transition teacher job description

The Goddard School is a premier preschool for children from six weeks to six years are encouraged to develop at their own pace in a nurturing environment, lovingly guided by our highly skilled, professional teachers. By using the most current and academically endorsed methods, the F.L.EX.SM Learning Program focuses on developing seven Learning Domains: personal and social development, language and literacy, mathematical thinking, scientific thinking, social studies, creative expression and physical development. Our program for exceptional early childhood education, ensures children have fun while learning and is aimed at preparing them with skills and aptitudes needed for success in the 21st century.

Job Description

The Goddard School®, an early childhood education center, is currently seeking qualified Kindergarten Transition Teachers (Please note that this is not a Kindergarten position, but a class for the children who miss the Kindergarten cut-off) You do not need a teaching certificate, but you will need to have at least your 90 hours OR CDA.

We are looking for fun and energetic Teachers for our school.

Daily Responsibilities

Our Teachers work together to:

• Developing lesson plans.
• Meeting the individual's needs of the children
• Parent communication.
• Participation in staff and training meetings.
• Designing an appropriate room arrangement to support the goals and developmental level of the children in the classroom.
• Interacting with the children to support play, exploration, and learning.
• Presenting expectations that are appropriate to the child’s age and developmental level.
• Planning and implementing activities that develop self-esteem and social skills.
• Communicating appropriately and professionally with parents and fellow staff.
• Building teamwork.
• Using assessment tools.
• Committing to continuing education.

Teachers are responsible for ensuring compliance with Goddard's industry-leading Quality Assurance standards. Lead Teachers write and implement their own lesson plans based on Goddard Developmental Guidelines and monthly school themes. Most importantly, they create a positive learning environment in their classroom where children develop a lifelong love of learning!

For immediate consideration please apply now!

Job Requirements

Teacher Qualifications:

• B.A. Degree in Education
• Prior classroom experience
• Demonstrated knowledge of developmentally appropriate practices
• Strong written and communication skills

The Goddard School offers competitive compensation and benefits based on experience, education and certifications and is an Equal Opportunity Employer

We provide outstanding opportunities including:

• Competitive salary
• Paid vacation
• Sick days
• Holidays
• Medical Insurance

Required experience:

• Child Care Experience preferred: 1 year

Required education:

• B.A. Degree and 90 Hour Certification

1. Ensure the safety of all children in an assigned group and maintain sight and sound at all times.
2. Create a warm, clean, and accepting environment that is inclusive of all children’s needs. Provide a welcoming atmosphere for all families, volunteers, community representatives, and staff. Mentor and encourage assistants, substitutes, and volunteers by providing guidance and instruction on daily routines and procedures.
3. Create and implement a developmentally appropriate curriculum. Ensure that activities are child led, play based, goal-oriented, and meet fidelity requirements. Observe and document evidence of child growth and development in order to contribute to assessments. Complete assessments as required and utilize data to influence daily lesson plans. Share assessments results with families during parent conferences as required. Collaborate with families to create child goals to influence lesson plans.
4. Abide by program philosophies on parent engagement and parent participation. Actively participate in parent engagement opportunities. Encourage families to engage in activities offered by the program that promote family well-being. Complete home visits with assigned children as allowed.
5. Appropriately communicate with families both verbally and in writing. Provide families with resources and referrals to community agencies as needed. Follow-up with referrals made for families.
6. Model appropriate language and behavior for children, staff, volunteers, and families
7. Report any health, social, or crisis needs of the child or family to management as needed. Document accordingly. Complete required child screenings on assigned children within 45 days of enrollment, report findings to parents and the appropriate manager, and follow up with any areas of concern.
8. Attend all meetings and trainings as required to meet state and federal regulations.

   QUALIFICATIONS:
   1. Infant and Toddler CDA or an equivalent of a CDA (12 credit hours in ECE) is required, Associates or Bachelors in ECE or a related field is preferred
   2. Must be at least 21 years of age
   3. Must have or be able to obtain CPR certification annually and First Aid certification every two years
   4. General knowledge of child development, nutrition, health, and safety
   5. Must possess good oral and written communication skills
   6. Experience working professionally with children under the age of 3 years is preferred

OTHER FUNCTIONS:

1. Must be able to hold and move small children weighing 5-50 pounds.
2. Must be able to move and play with small children indoors and outdoors, including routine tasks such as diaper changing and feeding.
3. Must be willing to travel with personal or agency vehicles in all conditions to complete home visits for enrolled families.
4. Comply with regulatory health requirements, including: providing documentation of an annual physical within 30 days of hire and every five (5) years thereafter; and an annual TB test.
5. Display an overall commitment to the agency and program’s mission, values, and vision while maintain a positive, professional image.
6. Adhere to all plans, policies, and procedures of Bona Vista Programs and the early childhood department.
7. Perform all required documentation and reports and submit in a timely manner.
8. Assist with additional duties when directed by management.

1. QUALIFICATIONS:

1. Infant and Toddler CDA or an equivalent of a CDA (12 credit hours in ECE) is required, Associates or Bachelors in ECE or a related field is preferred
2. Must be at least 21 years of age
3. Must have or be able to obtain CPR certification annually and First Aid certification every two years
4. General knowledge of child development, nutrition, health, and safety
5. Must possess good oral and written communication skills
6. Experience working professionally with children under the age of 3 years is preferred

Job Title: Family Teacher (TLP Program)

Qualifications: Bachelor degree in social sciences, education or related field from accredited institution preferred and minimum of one year of experience working with children; or a similar combination of education and experience. Minimum of high school diploma or equivalency and minimum of one year of experience working with children required. A valid SC driver’s license and acceptable driving record is required. Experience working with youth in foster care or youth who have experienced homelessness preferred. Experience in Teaching-Family Model preferred.

Job Description: This position reports to the Transitional Living Program Supervisor. Through use of the Teaching-Family Model, the Family Teacher applies his or her knowledge, training and experience to recommend and execute individualized treatment for each youth and a therapeutic daily schedule that meets the needs of all residents. This includes ensuring compliance with organization policy and procedures. This full-time, salaried (exempt) position requires flexibility but typically requires working an “eight days on, six days off” (Monday to Monday) schedule. During the eight work days staff sleeps at the community-based transitional living home.

Positions Supervised: The position provides supervision to volunteers who work with residents to ensure that interactions are appropriate and impact treatment in a positive way. The Family Teacher directs Relief and Part-time Family Teachers (but does not directly supervise) in problem solving and executing the transitional living plan and treatment plan as developed by the Family Teacher under direct supervision of the Program Supervisor.

Family Teacher Responsibilities:

• Direct and execute the assessment and intake process for all transitional youth coming into the residential portion of the program.
• Complete all intake and screening paperwork and the CRAFFT as trained within 1 week of intake.
• Ensure that the following tools are executed within at least 7 days of intake as trained: DERS, Ansell E. Casey Life Skills plus the Casey Homeless Youth Supplement, Children’s Hope Scale (including those placed immediately in community-based housing).
• In partnership with the youth, execute the individual course of treatment as informed by data gained through assessment tools. This includes but is not limited to ensuring that:

1. For DERS, any youth scoring higher than a three (3) on the impulse control domain or lack of emotion regulation engage with staff quickly in safety planning. A written safety plan should be in place within a week of intake the plan should highlight the youth’s visible strengths (for youth in community based housing work with the case manager to ensure a written safety plan is in place).
2. All clinically significant scores on CRAFFT found during screening will result in an immediate referral for further assessment and support related to the possibility of substance abuse problems.
3. Formal planning toward a transitional living plan in partnership with the Case Manager begins within two weeks with the youth driving this process; a written transitional living plan will be in place in the youth’s file no later than the 30th

• Direct weekly life skill groups which will typically take place at two times during the week, focusing on independent living skills and positive youth development as outlined per grant requirements. Track youth attendance at classes and provide information to the case manager or program supervisor as appropriate on areas of need that surface during class time.
• Apply training to daily teach target skills which tie to the transitional living plan.
• Review weekly goal sheets with each youth served in the group home setting; meet regularly with the case manager to ensure target skills are tying closely with transitional living plan.
• Work closely with the transitioning youth to identify natural supports and build healthy relationships with others.
• Coordinate with the part-time FT and program supervisor to meet transportation needs of transitional youth.
• Assess maintenance needs and complete a maintenance report for the Facility and Safety Supervisor weekly; work with the case manager and house manager to ensure resident help and accountability related to maintenance needs.
• Work with the resident manager to ensure implementation of a house and yard cleaning and maintenance program.
• Implement organization policy and procedures as written.
• Complete all paperwork in a timely fashion, per organization policies, using organization forms.
• Keep track of expenditures, following the organization fund management policy.
• Assess and respond to youth trauma needs; apply knowledge, training and experience to develop an individualized course of treatment to address the effects of trauma.
• Work toward professional certification in the Teaching-Family Model.
• Provide and execute all elements of the Teaching-Family Model program as trained and work with the team of Family Teachers to implement the program as trained.
• Remain informed about local, state, federal and Teaching Family Association standards and regulations pertaining to the provision of services.
• This position is an integral part of the PQI process for HCFC through duties which include but are not limited to:

1. Recording output data including supplemental education hours and family visits
2. Completing necessary assessments on clients within specified time frames
3. Completing other duties as assigned on the PQI Grid

• Other duties as required to meet treatment needs.

Duties corresponding to both transitional living youth and youth placed at Faucette House typically by the Department of Social Services:

• Provide transportation for residents to and from personal appointments, religious services, place of employment, etc.; support residents to develop transportation methods that create less dependency on the program (use of public transportation, bicycle, network of friends, saving for a car, etc.).
• Ensure that residents are adequately supervised according to their needs; residents under the age of 18 and in SC DSS custody must be supervised at all times, even when volunteers are present, unless the legal guardian has authorized sole volunteer supervision in writing.

Necessary characteristics: Must be committed to positive changes in children. Must be able to develop strong relationships with children and have understanding of issues impacting children in foster care; must have good problem solving skills and perseverance in advocating for the best interests of each child served. Must exhibit a desire for professional growth as evidenced by accepting and responding to constructive feedback. Strong customer service, team leadership and critical thinking skills are essential.