Description:
The Infant/Toddler Specialist provides high-quality early education and child development services, including for children with disabilities that promote children's cognitive, social, and emotional growth for later success in school. The Infant/Toddler Specialist delivers the research-based curriculum, and screening and assessment embedded with responsive and effective teacher-child interactions that support individualization and growth in the areas of development described in the Head Start Early Learning Outcome Framework: Birth to Five (HSELOF) and support family engagement in children's learning and development.
Requirements:
The requirements listed below are representative of the knowledge, skill and/or ability needed for this position. Reasonable accommodations as required to enable individuals with disabilities to perform the essential functions.
HSPPS #1302.91 - A program must ensure all staff engaged in the delivery of program services have sufficient knowledge, training, experience, and competencies to fulfill the roles and responsibilities of their positions.
Licenses / Certifications
- Valid Driver's License and acceptable driving record – proof of auto insurance within agency limits, or access to transportation
- Immediate/continued enrollment in the Criminal History Registry-Child Care Division
- Current Health Appraisal, updated every two (2) years
- Certification in First Aid and Adult, Infant and Child CPR
Education / Equivalent Experience
- Required: HS Diploma/GED and Infant/Toddler endorsed CDA or Birth-Five FCCPC;
- Desired/Preferred Education: AA; BA; or MA in Early Childhood Education or related field with 21+ semester hours in ECE/Child Development
- State mandated 45-hour coursework completion or ability to complete within established timeframes
- One (1) year experience working in an early childhood setting with a diverse population of infants and toddlers, ages birth to three
Competencies (Knowledge, Skills, and Abilities)
Demonstrate/Knowledge to:
- Provide effective and nurturing teacher-child interactions
- Plan and implement learning experiences that ensure effective curriculum implementation
- Use results of assessment to promote children's progress across the standards described in the Head Start Early Learning Outcomes Framework: Ages Birth to Five and any applicable state early learning and development standards, including for children with disabilities and dual language learners, as appropriate
- Set and maintain professional boundaries with families
- Use technology to plan, record, report and monitor education and child development services
Skill/Ability to:
- Speak, read and write English; bilingual language(s) is helpful
- Collect, analyze and utilize data to plan and monitor growth in child outcomes and school readiness
- Solve problems and make appropriate decisions
- Manage time, solve problems and make appropriate decisions in varying situations
- Work collaboratively and cooperatively with fellow staff, parents, and community representatives
Physical/ Mental Demands
- Lifts and/or moves up to 50 lbs.
- Kneels, stoops, bends, reaches and sits on floor to attend to children's needs
- Sitting, for working at keyboard and desk, standing, driving for home and site visits
- Moves quickly in response to active children in need of redirection to protect their and others safety
- Uses manual dexterity, reaches with hands and arms, stretches, and talks or hears
- Responds both physically and mentally to emergency or crisis situations
Environmental Conditions
- Variability in temperature, environment and noise
- Potential sensory response associated with toileting and/or children who are ill
- Contact with children who are ill and/or possibly contagious
- Contact with chemicals to clean and sanitize equipment and facility
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