Hourly Salary: $22.28 - $42.66/hour
Position Summary
Each Lead Teacher will ensure that all children reach developmentally appropriate milestones through the implementation of evidence-based curricula, individualized support and high-quality learning environments. Lead Teachers will focus on making sure that all the children and families will be ready to be successful in kindergarten and in life, while ensuring that all Head Start Performance Standards and site-specific funding regulations are met or exceeded.
Children’s Aid Mission
To help children in poverty to succeed and thrive. We do this by providing comprehensive support to children and their families in targeted high-needs New York City neighborhoods. Children’s Aid annually serves children and their families at over 40 sites in New York, as well as through three national program models. Children’s Aid is concentrating its efforts on creating cradle-through-college pathways in high-need neighborhoods, with a focus on children’s health, family stability, education, and social and emotional development.
Culture and Values
We put children, youth, and families first: We listen to and incorporate the voices of children, youth and families in all that we do.
We seek equity and transformation in our communities: We courageously work within and outside systems to create opportunities for children, youth and families.
We strive for excellence: We hold ourselves to the highest standards and are committed to continuous learning and improvement.
We are powered by collaboration: Our work is stronger when we trust, partner, and respect each other and the communities we serve.
We are driven by compassion: We lead with kindness, care, and empathy and believe in the endless potential of the people we serve and our team.
Essential Duties and Responsibilities
Strategic Oversight
- Understand and promote the organization’s Mission, Vision, and Core Values to ensure alignment with organizational policies and procedures.
- Oversee additional teachers and volunteers in the classroom.
Curriculum Implementation
- Promote high-quality teaching and learning in the classroom that leads to children’s school readiness.
- Provide responsive care to all children through individualized planning, instruction, and supervision.
- Plan and establish an environment in which children develop trusting and accepting relationships with adults and peers that foster growth and development.
- Design and execute a developmentally appropriate and integrated curriculum which provides opportunities for children’s meaningful exploration.
Classroom Preparation
- Prepare and organize materials and resources needed for daily lessons, activities, and projects.
- Set up and maintain an inviting and conducive learning environment, including the arrangement of learning centers and displays.
Small Group Instruction
- Conduct small group activities under the guidance of the Education Director to reinforce lesson concepts and provide additional support to students as needed.
- Monitor and assess student progress during small group sessions, noting feedback for the student’s development.
Individualized Instruction
- Work one-on-one with students who may require extra assistance, ensuring they receive personalized attention to meet their specific learning needs.
- Collaborate with the assisting teacher to implement individualized education plans (IEPs) and accommodate students with diverse abilities.
Behavioral Support
- Support the team in maintaining a positive and inclusive classroom environment by reinforcing classroom rules and expectations.
- Address behavioral challenges by employing positive reinforcement strategies and seeking guidance from the team or school administration.
Technology Integration
- Support the integration of technology tools into the curriculum, helping students with educational software and assisting in managing technology resources within the classroom.
Record Maintenance, Screening and Assessment
- Responsible for maintaining accurate educational records and portfolios on each child, implementing child observations, screening and assessments.
- Ensuring children receive a developmental and behavioral screen within the first 45 days of school and assessment at three different points over the course of the year (November, February and May).
- Observe and document students’ development to request additional support from Education Director through an internal referral process.
Family Engagement
- Encourage parent involvement and communication through a variety of methods (e.g., newsletters, bulletin boards, classroom events, center-wide activities, and “open-door” policy).
- Facilitate meetings with families when there are outstanding developmental or behavioral needs with children.
- Participate in home visits, Parent/Teacher conferences, Open Houses, and/or Family Days, depending on the center and funding requirements.
- Share highlights of families, kids, staff, and community partners; Educate and engage our online social media community with the EC Instagram committee.
- Recruit new families for our program through tabling, advertising in the school community, and hosting recruitment events.
Data Analysis
- Collect, analyze, and report on data related to student progress and classroom activities to inform continuous improvement efforts.
- Utilize data to identify trends, gaps, and areas for improvement in instructional practices and student support.
Professional Development
- Participate and attend all agency offered trainings, workshops, In-Service days, and/or All-Staff conferences.
- Maintain certification requirement and proof of attendance in professional activities.
- Support the growth of the center including participating in program-wide goal setting and individual and program self-assessment.
- Complete all Early Childhood required trainings.
- Maintain active membership with Aspire and or “Registered” TEACH Account linked to CA.
- Engage in self-assessment and reflection coaching experiences such as completing self-assessment surveys, video recording, coaching, and collaboration sessions.
Health and Safety
- Adhere to all state and city licensing requirements, teacher child/ratios, and CPR/first aid, Child Abuse Mandate, Foundations for Health and Safety, Blood Borne Infection and Mental Health First Aid certification.
- Maintain a safe and healthy environment for children aligned to CDC, DOHMH and ECERS guidance.
- Must abide by privacy laws, including HIPAA, etc.
- Perform other related duties as assigned.
Minimum Qualifications
The Lead Teacher must have qualifications that satisfy Federal Head Start requirements, the New York City Department of Health and Mental Hygiene Article 47 regulations, and Department of Education.
Special Circumstance: DOE-Funded 3-K and Pre-K Classrooms
- To serve as a Lead Teacher in a NYC Department of Education (DOE)-funded 3-K or Pre-K classroom, the individual must hold at minimum a bachelor’s degree in early childhood education.
- Additionally, the teacher must make a formal commitment to obtain the New York State Education Department (NYSED) Initial Certification in Early Childhood Education (Birth–Grade 2) within three (3) years of hire.
Failure to obtain and maintain this certification within the specified timeframe may impact continued eligibility to serve in a DOE-funded teaching position.
☐ Lead Teacher: Candidates must meet one of the following criteria for DOHMH Study Plan Approval:
- Have completed at least 90 credits toward a bachelor’s degree in early childhood education, Childhood Education,
OR
- Have completed at least 90 credits toward a bachelor’s degree in a related field,
OR
- Hold an associate’s degree in early childhood education with a practicum noted on the transcript AND enrolled in a program to obtain bachelor’s degree in early childhood education OR a Related Field.
Study Plan Requirement for Teaching Staff
The NYC Department of Health (DOH) has approved the use of a Study Plan for staff working toward a bachelor’s degree in early childhood education or a related field. Staff approved under this plan must complete their degree within five (5) years.
To remain in compliance, individuals must:
- Maintain continuous enrollment in an approved degree program each semester (Fall, Spring, and if applicable, Summer);
- Provide documentation of enrollment and academic progress at the start and end of each semester.
Failure to meet these requirements may impact employment eligibility.
☐ Lead Teacher I: Candidates must meet one of the following educational criteria:
A bachelor’s degree in a Related field
- Child Psychology and at least 12 credits in Early Childhood Education
- Child Development and at least 12 ECE credits
- Childhood Education and at least 12 credits in Early Childhood Education
☐ Lead Teacher II: Candidates must meet the following educational criteria:
A bachelor’s degree in early childhood education AND hold ONE of the following Initial/ Professional/Transitional B NYSED teaching certifications:
- Early Childhood Education
- Early Childhood Education, Birth – Grade 2
- Students with Disabilities, Birth- Grade 2
- Childhood Education
- Childhood Education, Grades 1 – 6
- Students with Disabilities, Grades 1-6In
- Transitional B Certificate (Teach for America only)
☐ Lead Teacher III: Candidates must meet the following criteria:
A master’s degree in a Related field:
- Child Psychology and at least 12 credits in Early Childhood Education (ECE)
- Child Development and at least 12 ECE credits
- Childhood Education and at least 12 credits in Early Childhood Education (ECE)
☐ Lead Teacher IV: Candidates must meet the following criteria
A master’s degree in early childhood education AND hold ONE of the following Initial/ Professional NYSED teaching certifications:
- Early Childhood Education
- Early Childhood, Birth- Grade 2
- Student with disabilities, Birth–Grade 2
- Childhood Education
- Childhood Education, Grade 1-6
- Students with disabilities, Grade 1-6
NYSED Certification Key https://www.highered.nysed.gov/tcert/certificate/typesofcerts-classroom.html
Certificate Type
Description
Validity
Leads To
Initial
A certificate of this type is issued as the entry-level certificate for classroom teachers (issued in specific subject/grade titles)
Five Years
Professional
Initial Reissuance
A certificate of this type is a reissuance of an Initial certificate that has expired. Go to Reissuance of an Initial Certificate for more information.
Five Years
Professional
Professional
A certificate of this type is issued as the advanced-level certificate for classroom teachers (issued in specific subject/grade titles) and School Building Leaders.
Continuously valid with completion of the required Continuing Teacher and Leader (CTLE) hours during every five year registration period.
N/A
- Minimum of two (2) years of experience teaching infants, toddlers, or preschool-aged children in a licensed early childhood education setting; experience supporting children with special needs preferred.
- Demonstrated knowledge of child development, developmentally appropriate practices, and evidence-based early childhood curricula.
- Strong classroom management, organizational, and communication skills, with the ability to build positive relationships with children, families, and multidisciplinary teams.
- Demonstrated commitment to continuous professional growth, reflective teaching practices, and ongoing improvement of instructional quality.
- Proficiency in documenting child progress, maintaining accurate records, and utilizing technology and Microsoft Office applications to support classroom operations.
- Bilingual in English and Spanish (written and verbal) preferred.
- Current Pre-K or Toddler CLASS Reliability Certification preferred.
- Commitment to Children's Aid's mission and dedication to providing high-quality, inclusive learning environments that promote positive outcomes for all children.
It is the policy of Children's Aid to provide equal employment opportunity to all employees and applicants for employment and is dedicated to maintaining a work environment that is free from harassment and discrimination. Children's Aid will not tolerate discrimination, harassment, or retaliation on any basis, including race, creed, color, national origin, ethnicity, alienage or citizenship status, gender/sex (including pregnancy), disability, religion, source of income, sexual orientation, gender identity or expression, age, familial status, caregiver status, military status, marital or partnership status, status as a victim of domestic violence, sexual violence or stalking, predisposing genetic characteristics, arrest or conviction record, credit history, unemployment status or any other characteristic protected by federal, state or local law. Children’s Aid is committed to complying with applicable state and local laws governing non-discrimination in employment. This policy applies to all terms and conditions of employment, including, but not limited to, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.
Children’s Aid will conduct a prompt and thorough investigation of all allegations of discrimination, harassment, retaliation, or any violation of the Equal Employment Opportunity Policy in a confidential manner and will take appropriate corrective action, if and where warranted. Children’s Aid prohibits retaliation against employees who provide information about, complain about, or assist in the investigation of any complaint of discrimination or violation of the Equal Employment Opportunity Policy.
The incumbent is expected to work a schedule, whether in-person or hybrid, as determined by the department's needs to facilitate effective collaboration with the team. This flexibility is essential for maintaining seamless communication, fostering teamwork, and ensuring the smooth operation of the department's processes. The position's requirements are subject to periodic review and adjustment based on organizational needs and changes in work dynamics.