Description:
Do you have a passion for serving children? Want to join a team that is changing lives? Rock Walworth Comprehensive Family Services is looking for a Lead Teacher at both our Beloit and Janesville locations. The ideal candidate will have an Bachelor's or Associate's degree in Early Childhood Education.
The Lead Teacher develops, plans, and implements a series of educational experiences appropriate to the growth and development of each of the three to five year-old children assigned to his/her care in a classroom setting, working toward the overall goal to promote school readiness and social competency. Working collaboratively with program staff and community representatives to meet individual child and family needs, the Lead Teacher integrates the educational aspects of all Head Start service areas into the child’s daily program.
This position will begin in time for the fall semester. Estimated start date: August 18, 2026.
Currently, full-time 30 and 40 hour positions are available.
Requirements:
RECORDKEEPING
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Maintain complete records on each child’s educational program using program adopted systems including observations, documentation and utilization of in-line, on-going assessment, developing goals and monitoring progress towards attainment of goals, recording outcomes data and supporting child’s portfolio development.
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Complete documentation of parent contact as required and communicate family emergency contact information changes, and all other information pertinent to the child’s health, safety, well-being, and educational progress to appropriate staff per program policy and procedure.
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Participate in the collection of In-Kind donations and documentation. As well as recording At Home Project hours and any classroom volunteer hours, or hours contributed by professionals.
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Submit files, records, reports, including data, as guided and when requested. Submit appropriate program request forms and receipts for materials and equipment when required.
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Complete all required paperwork according to program policies and procedures: weekly attendance records, USDA reports (daily meal counts), Child Abuse and Neglect Reporting form, monthly volunteer records, and all other records as required. Complete Classroom daytime family engagement reports, which include any activities or events that parents are invited to attend.
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Conduct and document screenings as assigned. Conduct and/or support parents in completing program adopted developmental and social emotional screening tool with each child according to screening procedures within 45 days of each child’s first day of attendance.
CURRUCULUM AND ASSESSMENT
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Work collaboratively with agency staff assigned to the classroom to prepare and conduct daily, individualized programming, for children and families according to team-developed lesson plans based on developmentally appropriate and best practices.
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Lead/oversee the integration of a variety of activities including but not limited to, music, movement and outdoor/active play, health, dental, nutrition and safety into the classroom day. As well as incorporate learning opportunities that foster the development of skills, behavior, language and literacy, cognition, and motor skills through implementation of program approved research based curriculum approaches.
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Develop, execute, post and turn in lesson plans according to agency and supervisor expectations.
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Use the Positive Guidance policy and personal safety guidance with classes including any program approved curriculum. Provide behavior management for individual children, including consulting with the Mental Health Consultant who will assist with further screening and ISP development as beneficial.
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Follow all conduct and safety policies and procedures to ensure the children’s safety at all times including ensuring children are within sight and sound of RWCFS staff at all times.
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Participate in the IEP, IFSP process for serving children with special needs and implementation of appropriate support plan.
FAMILY PARTNERSHIP BUILDING
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Advise mothers, fathers and guardians of classroom and Head Start activities, events, meetings and program initiatives, such as Family Literacy, Parent Center Meetings, Family Nights, Fatherhood Friday and other appropriate workshops, trainings or other opportunities for family engagement.
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Assist and participate in planning, set up, conducting and clean-up of Family Nights.
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Make a minimum of three required home visits to each child’s home and two parent/teacher conferences held in the family’s home or at the center. These home visits will be used to provide orientation to the program, solicit parental input for their child’s curriculum, and support effective transitions to the next appropriate educational setting, to share child’s progress and to maintain a close partnership with parents.
FAMILY ENGAGEMENT
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Communicate with parents through a variety of mediums to provide program orientation, involve them in their child’s education, discuss their child’s progress, suggest activities that can be continued in the home, and develop individualized programing.
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Assist families with transition planning for children into and out of Head Start, and to the next appropriate setting.
COMMUNICATION
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Maintain documentation of parent contact regarding child behavior and adjustment to school, home visits, health and nutritional needs, educational curriculum, goals and progress, family emergency contact information changes, and all other information pertinent to the child’s health, safety, well-being and educational progress.
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Maintain communication with the Family Service Coordinator regarding parent concerns, parent living conditions or requests for assistance.
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Maintains established work schedule and is punctual, accountable; and willing to adapt schedule to meet unexpected needs and changes of the agency.
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Follow and comply with all safety and work rules and regulations.
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Maintain open and positive communication and create a supportive/encouraging atmosphere for children, families and co-workers.
LEADERSHIP RESPONSIBILITIES
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Provide feedback on performance, complete evaluations as assigned and within expected time frames.
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Additional responsibilities include planning, assigning and directing work, rewarding and disciplining employees, addressing complaints, resolving problems, and assisting each staff member in improving skills and professional competencies.
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Assist with daily upkeep and cleanliness of designated classroom and facility as assigned.
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Maintain inventory of supplies and equipment.
MINIMUM QUALIFICATIONS
Associate's degree in Early Childhood Education (Pre-K) or a Bachelor’s degree that includes coursework equivalent to a major in Early Childhood Education. Transcripts are required to validate educational requirements.
Employee must be 18 years of age or older.
Must have or be able to obtain CPR and First Aid certificates.
Requires excellent verbal and written communication skills.
Ability to maintain confidentiality at all times.
Ability to maintain good attendance.
PREFERRED QUALIFICATIONS
Minimum one year supervisory experience is preferred.
Ability to operate a variety of office machines, such as computer, keyboard, copier, FAX machine, computer printer, etc.
It is desirable for the employee to be fluent in English and Spanish.
PHYSICAL, MENTAL, and EMOTIONAL DEMANDS:
Employees must be able to demonstrate at all times that they are physically, mentally, and emotionally able to meet the requirements of their job.
Physical Demands:
Communication: Speaking clearly, hearing, and using hands to handle objects or controls.
Physical Activity: Depending on the job, employees may need to lift up to 40 pounds; stand for long periods of time; bend, squat or crouch; sit on the floor and return to standing; climb stairs; and/or move quickly throughout the building.
Visual Acuity: Seeing details of objects at various distances, as well as depth perception. The ability to withstand blue light from computer screens, smart phones, and other technology.
Auditory Acuity: The ability to hear and focus on conversations and potentially respond quickly to sounds.
Mental Demands:
Cognitive Skills: Learning new information, remembering processes, focusing, categorizing, and integrating information for decision-making. Making timely and effective decisions under pressure.
Problem-Solving: Identifying problems, analyzing situations, and finding solutions.
Organization and Planning: Organizing tasks, setting priorities, and managing time effectively.
Adaptability: Adapting to changing situations and priorities.
Stress Management: Managing stress and maintaining composure under pressure.
Crisis Intervention Skills: Experience in crisis intervention and the ability to manage high-stress situations.
Emotional Demands:
Empathy and Emotional Intelligence: Understanding and responding to the emotions of team members. Understanding one's own strengths and weaknesses and how they impact others.
Relationship Building: The ability to form and nurture meaningful connections with others, both personally and professionally.
Conflict Resolution: Resolving conflicts constructively and fairly.
Frustration Tolerance: Coping with and enduring frustrating situations without experiencing excessive negative emotions or behaviors
Resilience: Maintaining a positive attitude and bouncing back from setbacks.
Growth Mindset: Believing that your abilities and intelligence can be developed through dedication, effort, and learning, and maintaining an openness to receiving supervision and feedback to improve practice.
The physical, mental, and emotional requirements described here are representative of those that must be met by an individual to successfully perform the essential functions of this position. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.
BENEFITS: Rock Walworth CFS offers a generous benefit package to regular employees that work 30 hours or more per week. The benefit package includes the option to enroll in health insurance, dental insurance, and vision insurance. Rock Walworth CFS has a 401 K contribution to all employees after 1 year of employment and they have worked 1,000 hours. Part Year employees have built in vacations which include 2 weeks in winter, spring break (part year staff follow the school district calendar in which their program is located) and summers off.
RWCFS is also taking special care to support our teachers and education staff. To that end, for the 2026–27 school year, Mondays will be designated as child-free, no-contact days. These days will be used for teacher preparation, professional development, and team-building activities. We hope this schedule provides additional flexibility and supports staff in delivering high-quality services.
