Infant/Toddler Teacher - Full Year

Job Summary: 

Under the supervision of the Center Education Coordinator (CEC) and/or Assistant Center Education Coordinator (ACEC), the Infant/Toddler Lead Teacher is responsible for providing comprehensive early care and education services in compliance with Minnesota Department of Children, Youth, and Families (DCYF) licensing regulations, Head Start Program Performance Standards, and all program policies, procedures, and guidelines. The Lead Teacher is responsible for planning, implementing, and evaluating developmentally appropriate curriculum by creating lesson plans and developing individualized learning experiences that support the unique needs of each infant and toddler. Responsibilities include observing, assessing, documenting, and monitoring each child's development and progress to ensure meaningful learning outcomes. The Lead Teacher provides leadership within the classroom by guiding and supporting the classroom team, fostering a positive and collaborative learning environment, and ensuring high-quality caregiving and educational practices. This position is also responsible for ensuring all classroom staff maintain active supervision of children and comply with health, safety, and licensing requirements. In partnership with families, the Lead Teacher maintains ongoing communication through daily interactions, home visits, parent-teacher conferences, and family engagement activities to support each child's growth, development, and school readiness.

Essential Functions:

Duties and Responsibilities: 

• Provide comprehensive services for children in early care and education classrooms maintaining compliance in the program’s guidelines, policies, and procedures. Adhere to Head Start Program Performance Standards as well as DCYF licensing regulations and Child & Adult Care Food Program.


• Strictly maintain the highest standards of confidentiality, professionalism, and ethical conduct when working with children, families, colleagues, and community partners.


• Model respectful, professional, and ethical conduct in all interactions with children, families, colleagues, and program leadership in accordance with Head Start Program Performance Standards, program policies and procedures, and the agency's Code of Ethical Conduct and Standards of Conduct.


• Create and implement developmentally appropriate weekly lesson plans using The Creative Curriculum® (Infants, Toddlers, or Infants, Toddlers & Twos) in accordance with the program's Curriculum and Intentional Planning Procedure. Lesson plans must include intentional teaching strategies and responsive caregiving routines that support each child's individualized learning goals and measurable outcomes based on teacher observations, ongoing assessment, and documentation in the program's child assessment system.


• Implement the program's Primary Care Group process by assigning each child to a designated primary care staff member to foster responsive relationships and support ongoing observation, documentation, assessment, and developmental progress monitoring in Teaching Strategies GOLD®, in accordance with the Assessment and Child Goals: Individualizing for Children Policy.


• Actively engage children in developmentally appropriate learning experiences, including child-initiated exploration, floor play, responsive caregiving routines, self-help activities, routine care (e.g., diapering, toileting, handwashing, feeding, and napping), and intentional adult-guided experiences that promote healthy growth and development.


• Use self-talk, parallel talk, and other evidence-based language facilitation strategies throughout the day to promote infants' and toddlers' receptive and expressive language development.


• Conduct ongoing observations of each child across all developmental domains to develop individualized, meaningful, and measurable child goals. Record authentic observations and maintain accurate documentation to monitor each child's progress, inform individualized instruction and responsive caregiving, and support measurable child outcomes and the program's School Readiness Goals.


• Document, assess, level, and finalize each child's developmental progress using the program's designated online child assessment system in accordance with the Assessment & Child Goals: Individualizing for Children Policy.


• Complete developmental screenings using the Ages & Stages Questionnaires®, Third Edition (ASQ-3), and social-emotional screenings using the Devereux Early Childhood Assessment (DECA) within required timelines. Accurately document and maintain screening records, communicate results with families, and collaborate with program staff to ensure appropriate follow-up, referrals, and individualized support for children.


• Partner with parents to establish child goals and present results of the child’s progress toward meeting the goals using the program’s assessment tool reports in a manner that is easy to understand.


• Communicate with parents regarding the child’s overall development, including the child’s successes and areas of potential concern or needed improvement (per Family Teacher Conferences Policy).


• Develop and maintain strong partnerships with families to support each child's successful transition between home and the classroom. Provide daily written communication that includes information about the child's learning experiences, routines, accomplishments, challenges, and self-care activities (e.g., diapering, toileting, napping, feeding, and meals) in accordance with DCYF licensing regulations and the Parent/Family Engagement Policy.


• Promote family engagement and encourage participation in all aspects of the Head Start program. Communicate opportunities for families to participate in classroom volunteer activities, center meetings and events, parent education opportunities, community resources and events, and leadership opportunities, including the Policy Council and advisory committees.


• Design and maintain a safe, nurturing, and developmentally appropriate learning environment while ensuring active supervision of children at all times in accordance with the Teaching and Learning Environment Policy.


• Maintain a clean, sanitary, and safe classroom environment by routinely cleaning and sanitizing classrooms, toys, equipment, and materials. Follow universal precautions when responding to bodily fluids (e.g., diapering, toileting accidents, mouthing of toys, blood, vomit, and other bodily fluid exposure) in accordance with the Safe Facilities Policy.


• Ensure appropriate health and safety practices are implemented, including cleaning and safety checklists. Inspect the classroom indoor and outdoor space daily ensuring that materials are safe. Remove or repair all unsafe equipment (per Daily Potential Hazards Checklist). Report all major issues to management. Conduct daily informal health checks of each child. Actively participate in all emergency drills (per Emergency Safety Lockdown Policy).


• Focus on developing and implementing trauma-informed classroom supports. Utilize and follow the program’s social-emotional curriculum. Create opportunities for children to build trusting relationships within healthy boundaries.


• Model appropriate expression of feelings (per Promotion of Children’s Mental Health, Social and Emotional Well-Being Policy and Pyramid Implementation in Classrooms Policy).


• Provide positive behavior support with the understanding that children's behavior is a form of communication.


• Foster positive relationships, establish consistent expectations, use natural and logical consequences when appropriate, and provide immediate instruction and guidance to teach replacement skills in accordance with the Behavior Guidance Licensing and Classroom Approach Policy and the Pyramid Implementation in Classrooms Policy.


• Teach social-emotional skills using evidence-based instructional strategies that promote emotional competence, self-regulation, and positive peer relationships.


• Design and maintain a material-rich learning environment that encourages positive social interactions, engagement, and cooperative play.


• Establish and consistently reinforce predictable routines, clear expectations, and classroom environments that support children's social-emotional well-being.


• Model appropriate social-emotional skills and provide intentional opportunities for children to practice conflict resolution, emotional expression, problem-solving, sharing, cooperation, and turn-taking.


• Participate in classroom assessments using the Teaching Pyramid Infant-Toddler Observation Tool (TPITOS) to evaluate and improve the implementation of Pyramid Model practices.


• Actively participate in Practice-Based Coaching to improve teaching skills. Participate in annual classroom overall quality observations, which are completed using the CLASS Observation Tool (per CLASS Observation Tool Policy). If federal thresholds are not met, actively participate in creating and working toward meeting established thresholds through Practice-Based Coaching.


• Maintain complete, accurate, and up-to-date children's records and required program documentation, including classroom files, program databases (e.g., attendance, meal counts, home visits, parent conferences, child goals, and assessments), tracking logs, monthly reports, health and safety documentation, separation logs, accident reports, and all other required records.


• Provide leadership, guidance, and ongoing support to Assistant Teachers and Program Aides to promote their understanding and effective implementation of program policies, curriculum, classroom management practices, and family engagement strategies.


• Monitor and support Assistant Teachers and Program Aides to ensure the consistent implementation of program policies, procedures, curriculum, health and safety practices, and active supervision requirements. Address performance or compliance concerns promptly through coaching and feedback, and communicate ongoing or significant concerns to the Center Education Coordinator (CEC) and/or Assistant Center Education Coordinator (ACEC).


• Ensure the accuracy, completeness, and timely completion of all classroom documentation, including attendance, meal counts, child goals, Teaching Strategies GOLD® documentation, and other required program records completed by classroom staff.


• Respond to the staffing needs of the center by providing classroom coverage and support across all program age groups (birth to five years) as needed to maintain program operations, required staffing ratios, and continuity of care.


• Employees assigned to a "Multi-Site" location are expected to work at multiple program locations based on operational needs. This position requires providing classroom support across all program age groups (birth to five years) and may include assignment to any classroom to maintain program operations, staffing ratios, and continuity of care.


• Perform other duties and responsibilities as assigned to support program operations and organizational needs.

Professional Development 

• Actively participate in required and optional professional development opportunities, including trainings, workshops, conferences, and other learning activities, to maintain required competencies, enhance professional knowledge and skills, and support continuous professional growth.


• Attain and maintain required reliability certifications (e.g., TS GOLD inter-rater reliability) within established program deadlines.


• Maintain accurate and current professional development records, including personal training logs. Complete all required annual training hours to remain in compliance with Minnesota Department of Children, Youth, and Families (DCYF) licensing requirements and program standards. 


• Actively participate in agency, program, center, classroom, and community meetings; classroom team meetings; family engagement events; conferences; home visits; and other required program activities to support program operations and strengthen partnerships with families.

Safety: Provide active supervision of children at all times and consistently implement and enforce program health and safety policies, procedures, and practices to ensure a safe and secure learning environment.

Qualifications: 

Education & Experience: 

• AA/AS/AAS Degree in Child Development, Early Childhood Education or a degree in a related field with 12 semester credits of coursework equivalent to a major relating to early childhood education required.


• BA/BS/MA/MS Degree in Early Childhood Education or a degree in a related field with coursework equivalent preferred. 


• Must meet current educational requirements as specified in the Head Start Performance Act. 


• Required to provide transcripts and/or certification 


• Six months experience in an early childhood setting (ages 0 - 3) required


• Experience with Early Childhood Special Education preferred


• Head Start experience preferred 

Abilities and Skills:

• Demonstrate a genuine interest in working with young children and supporting their growth and development.


• Communicate effectively and build positive relationships with children, families, colleagues, volunteers, and community partners from diverse cultural, ethnic, linguistic, and socioeconomic backgrounds.


• Work collaboratively and effectively as a member of a teaching team while demonstrating flexibility and adaptability.


• Exercise sound judgment and professional decision-making in daily interactions with children, families, staff, and community partners.


• Demonstrate proficiency in using computers and related software applications to complete required job responsibilities.


• Communicate effectively in English, both verbally and in writing, to ensure compliance with program requirements and the health and safety of children, families, and staff.

Certifications: Must obtain CPR/First Aid Certification within 90 days of hire; must maintain certifications. 

Driver’s License: Because of the multiple locations of centers and home visits, a valid driver’s license and reliable transportation on a daily basis is required. 

Physical Requirements: 

• Must be able to lift 50 pounds, have the stamina and ability to model best practices in the classroom and act appropriately in an emergency situation.


• Physically capable of reacting to the demands of active 0-5 year olds.


• Must be able to successfully pass the pre-placement Head Start physical exam. 

Environmental Requirements: School environment, including infant and toddler classrooms and playgrounds; home visits within the community; and training and meetings at various program and community locations. 

Benefits: 

Department: Head Start  

Starting Salary Ranges:  

• $25.33/hr (AA) - $28.48/hr


• $26.09/hr (BA) - $29.34/hr 


• $26.84/hr (MA) - $30.19/hr 

CAPRW's compensation offerings are determined by job related knowledge, education and relevant experience.  

Location:  Battle Creek - 2181 Suburban Ave. St. Paul, MN 55119

Schedule: M-F, 40 Hours/Week, Full Year, Full Time  

Battle Creek - Monday-Friday 9:15am-5:45pm

Hybrid Capability: This position has 0% remote/hybrid capability.  

Posting Dates : This position will be reposted until all vacancies are filled.  

Benefits: Community Action offers excellent benefits including generous 23 days paid time off (PTO) for new employees, 14 paid holidays plus two personal days, health, dental, vision & life insurance, health savings accounts (HSA), flexible saving accounts (FSA), retirement, employee discount programs and so much more!  

Background Checks: Community Action conducts criminal background checks at the time of hire. Not all backgrounds are a barrier to employment.  

Community Action Partnership of Ramsey and Washington Counties is an Equal Opportunity (EEO) Employer. We recruit, select, hire, place, transfer, promote, demote, layoff, discipline, terminate, recall, compensate, and train without regard to race, religion, creed, color, national origin, age, gender, gender identity, sex, sexual orientation, familial status, disability, veteran status, status with regard to public assistance, membership or activity in a local human rights commission, or any other basis protected by applicable laws, directives, and regulations of federal, state, and local governing bodies or agencies. We will provide reasonable accommodation to applicants and employees with disabilities whenever possible.