Early Childhood Head Teacher

We are seeking a Head Teacher to join our team at Little Sunshine’s Playhouse of Four Points Austin, Texas.

We are looking for a leader who is interested in…

• Joining a company that provides an encouraging environment for our educators, thus the very best educational experience for young learners.
• Growing their career within the industry.
• Supporting the growth and development of other educators through coaching, collaboration, and modeling.

All applicants must:

• Be able to work full-time and be flexible with scheduling – NO NIGHTS, NO WEEKENDS!
• Meets and exceeds all state Child Care Licensing requirements.
• Have previous experience in childcare, teaching, or a related field, with demonstrated growth into leadership responsibilities. 
• Possess a teamwork mindset, strong communication skills, organization skills, and problem-solving ability.
• Has the ability to build rapport with children, families, and peers.
• Be reflective, open to feedback, and committed to continued professional growth.

We are seeking a Head Teacher to join our team at Little Sunshine’s Playhouse and Preschool member at Little Sunshine’s Playhouse, you will provide a positive and encouraging environment for the educators at your location. You provide support as they work to successfully implement our Reggio Emilia-inspired curriculum, Creatively Shine. At the heart of the Head Teacher role is serving as a Teacher Mentor & Coach—working alongside educators to strengthen teaching and learning across the school.

The following outlines some of the primary job responsibilities within the classroom:

• Manage all responsibilities outlined for the Lead Teacher. In some schools, Head Teachers are also Lead Teachers (assigned to a classroom).
• Collaborate with the Program Director, Assistant Director, and other Head Teachers to regularly observe classrooms, identify priorities for support, plan intentional next steps, and follow up on growth in practice.
• Serve as a consistent mentor and coach to teachers by building trusting relationships that support reflection, growth, and continued improvement in classroom practice.
• Intentionally focus on supporting staff in the classroom through:

A) Mentoring: Share your knowledge, skills, and experience regarding developmentally appropriate practice, the Reggio Emilia approach, state licensing requirements, and LSP policy and procedure. Provide encouraging, positive, intentional coaching opportunities based on classroom observations and identified areas for growth. Guide all LSP teachers regarding appropriate classroom setup, parent-teacher conferences, portfolios, curriculum, lesson planning, LuvNotes®, documentation, learning experiences, materials, and classroom-related questions as needed.

B) Modeling: Engage both students and teachers in the classroom by working alongside educators to demonstrate effective practices in real classroom moments while explaining the rationale behind each step regarding the Reggio Emilia approach, developmentally appropriate practice, state licensing requirements, and LSP policy and procedure. Model practices such as meaningful interactions, engaging story experiences, invitations for learning, transitions and routines, documentation, and intentional use of classroom materials and environments.

C) Coaching & Follow-Up: Provide thoughtful, specific, and timely feedback that recognizes strengths while identifying opportunities for growth. Work with teachers to determine meaningful next steps and revisit areas of support to help ensure coaching translates into changes in classroom practice.

D) Remember! The Classroom is the 3rd Teacher: Support educators in creating thoughtful classroom environments that invite independence, exploration, collaboration, and learning. Help teachers intentionally select, organize, rotate, and enrich materials based on children's development, interests, and ongoing learning. Remember to provide thoughtful and positive feedback in a timely, professional, and caring manner.

Intentionally focus on family relationships through:

• Taking time to learn each child’s name as well as their guardians' name.
• Taking time to learn and show genuine interest in our children and families.
• Modeling warm, professional, and responsive communication with families.
• Thoughtfully and positively provide feedback in a timely, professional, and caring manner while remembering that each child is the reason you are here and needed.

Intentionally support continuous growth across the school through:

• Participating in monthly planning with school leadership and other Head Teachers to identify the most pressing classroom needs and coordinate support.
• Sharing responsibility for classroom support based on current needs, individual strengths, and areas of expertise.
• Partnering with teachers through observation, conversation, resources, modeling, and hands-on collaboration.
• Following up throughout the month to recognize progress, adjust support, and help strengthen practice over time.
• Participate in monthly Head Teacher Training conducted by the home office and help translate professional learning into classroom practice.

The following outlines the secondary job responsibilities within the school:

• Assist the program director, and assistant director with completing onboarding for new staff members as necessary.
• Assist the program director and assistant director in completing campus-wide inspections as necessary.
• Assist in actively engaging staff members on the community page on Paylocity.
• Assist in opening and closing the center, for example, 6 am-8 am / 5:30 pm-6:30 pm with the program director's guidance and by state and LSP policy and procedures.
• Assist in answering school phones in a courteous, relatable, and professional manner.
• Assist prospective families in scheduling admissions calls or tours.

The foregoing description is for example only and is not exhaustive. Job responsibilities may evolve with the position. #INDFourpoints