REPORTS TO: EDUCATION COORDINATOR  This position is a based on a 40 hour work week and 42-43 weeks per program year between mid-August-beginning of June.
Pay:$17.00-$18.00/hour, based on experience. 


Knowledge of early childhood development and general principles of early childhood education and developmentally appropriate, multi-cultural, anti-bias curriculum for 3-5 year olds is required.

An Associate or Bachelor degree in Early Childhood Education (ECE) or Child Development; or a related degree with coursework that includes 30 quarter/20 semester college credits in ECE, Child Development, Elementary Education, or Special Education; and 2 years of experience teaching 3-5 year old children in an early childhood education setting; or STEP 8.5 or higher on the Oregon Registry or equivalent combination of education and experience


  • Basic Proficiency of Microsoft Office: Word, Excel, Power Point and Publisher
  • Basic Proficiency of Outlook Mail, Calendar, and One Drive Knowledge of Teaching Strategies GOLD preferred
  • Direct experience working with parents is preferred

Ability to: model positive and appropriate interactions with children and other adults; work effectively with individuals from diverse communities and cultures and communicate effectively with those whose English language skills are limited; communicate professionally with clients, families, service providers, community members and co-workers; ability to work with sensitive and confidential information; ability to assume a high degree of responsibility; ability to work effectively with a wide variety of individuals and groups; ability to work independently and in a team setting; ability to appropriately assess and handle crises and solve problems, as needed.

  • At time of hire must be currently enrolled in the Oregon Child Care Division Central Background Registry (CBR) and must be able to maintain current enrollment at all times of employment
  • -Within 30 days of employment must attain and maintain current certification of:
  • Adult and Pediatric CPR &b First Aid Certification
  • Food Handler’s Card
  • -Must complete post-offer physical exam and TB test
  • -Must successfully complete enrollment in Oregon Child Care Registry Step Program
  • -This position requires own vehicle transportation, a valid driver’s license, and continuous coverage of car insurance (acceptable to Neighborhood House’s insurance provider)


Neighborhood House’s Head Start program provides an opportunity for participants to learn, grow, and thrive in an environment that emphasizes parents as primary teachers, a co-operative environment between families, teachers, family advocates, home visitors, and other staff, connection to community resources, and learning through child-led play. Our program is designed to meet the needs of and to provide school readiness skills to all eligible children, including those with special needs and disabilities, so our community’s children and families are stronger for life.

This position will be responsible for lead classroom operations in a team-teaching environment that follows Oregon Childcare Division licensure requirements and Head Start Performance Standards, using effective Creative Curriculum and Teaching Strategies GOLD (TS GOLD), nurturing the well-being of children and implementing Positive Behavioral Interventions and Support (PBIS) strategies


This position has no direct supervision but will be the lead in the classroom and will be expected to mentor and support the professional growth of the classroom teaching staff, as well as ensure all adults in the room understand program policies, procedures, and requirements.


  • Establish and maintain a positive classroom climate, utilizing PBIS framework
  • Ensure the safety of children and staff in the classroom at all times and monitor the physical and social/emotional wellbeing of the children while relating to each child with acceptance, understanding, and care
  • Supervise students in order to protect students from conditions harmful to learning, mental and physical health, and safety
  • Take all necessary and reasonable precautions to protect students, staff, equipment, materials, and facilities, indoors and outdoors
  • Ensure the classroom supplies and children’s art, routine charts, word labels, etc. are at the children’s eye level and easily accessible
  • Follow a consistent routine which includes: small and large group activities, skill development, choice-time, music and art, structured physical activity, free play, and effective transitions between activities
  • Arrange the classroom environment to encourage exploration, problem solving, team-building/positive socialization, choice-making, and an area for down time
  • Assist in setup and cleanup of activities, projects, and meals both in the classroom and outside
  • Ensure all adults in the classroom understand and practice positive behavior management
  • Ensure all adults in the classroom know the safety, health, and emergency management policies and procedures


  • Develop and implement appropriate lesson plans using Creative Curriculum, classroom observations and data from various assessment tools by:
  • Leading the teaching team in developing and implementing developmentally appropriate lesson plans that include all developmental domains (social/emotional, physical, cognitive, and language/literacy);
  • Ensuring lesson plans are both children and teacher directed, inclusive of all children and utilize an anti-bias curriculum based on the needs, abilities, and interests of enrolled children;
  • Establish weekly, monthly, and yearly goals that promote individual and group educational plans and include Head Start Performance Standard requirements;
  • Submitting weekly lesson plans to the Education Coordinator and post lesson plans in the classroom;
  • Ensuring Individualized Learning Plans (ILP) and Individual Family Services Plans (IFSP) goals/strategies are incorporated into weekly lesson planning and classroom set-up
  • Participate in monthly Professional Learning Communities (PLC), that may include other lead teachers, the classroom teaching staff, the Education, Inclusion, and Health and Family Services Coordinators, other staff, as well as with classroom Family Advocate


  • Promote a classroom and site atmosphere that reinforces meaningful involvement of families and volunteers, e.g. reading, leading an activity, introducing family culture
  • Support the role of families as the first and primary teachers of their children and assist families in understanding child development and positive parenting techniques
  • Conduct the required twice yearly parent/teacher conferences and home visits for the purpose of developing and updating the child’s ILP, supporting the family to meet their own parenting goals, and to share information about progress and educational strategies in the classroom and at home
  • Educate families on the meaning of kindergarten readiness and assist them with kindergarten transition information
  • Communicate regularly with families about their child’s progress in the classroom, as well as review the results and implications of all developmental screenings, throughout the program year
  • Regularly meet with the family advocate assigned to the classroom to discuss child and family updates and concerns
  • Assist in the planning of and actively participate in family engagement events


  • Complete necessary paperwork (Behavior Incident Reports, Accident Reports, Meal Counts) daily or as needed
  • Develop and update a written ILP for each child with parent input and, if applicable, include IFSP goals in the ILP plan and document in Child Plus as they occur
  • Document observations of children and finalize checkpoints in TS GOLD for each child three times a year according to established timelines
  • Maintain accurate records in child files and Child Plus based on program policies
  • Document bi-yearly home visits, in Child Plus within 2 weeks after they occur
  • Complete and document required Ages and Stages (ASQ & ASQ:SE) developmental screenings within 45 days of child first entering program and interpret the screening results with the Inclusion Coordinator to determine if further evaluation is needed
  • Work with admin staff to utilize classroom assessments to improve child, family, and program outcomes
  • Meet with the early intervention team for each child with an IFSP to coordinate disabilities services once per year and as needed thereafter


  • Participate in program and agency committees, when available
  • Attend all program all-staff meetings and trainings
  • Attend and actively participate in required trainings and appropriate professional development opportunities
  • Engage in regular self-assessment and supervisor assessment of job performance
  • Fully participate in the program’s annual self-assessment and strategic planning
  • Other duties and responsibilities as assigned by the supervisor