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High Scope Jobs in Florida (NOW HIRING)

Le Jardin Community

Head Start Teacher

Homestead, FL · On-site

$19.42 - $26.18/hr

Focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high ...

Le Jardin Community

Head Start Teacher

Homestead, FL · On-site

$19.32 - $25.08/hr

Focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high ...

Mount Sinai Hospital

GI Scope Tech

Miami Beach, FL · On-site

I Scope Tech As Mount Sinai grows, so does our legacy in high-quality health care. Since 1949, Mount Sinai Medical Center has remained committed to providing access to its diverse community. In ...

Smith Seckman Reid

Senior Civil Project Manager

Tampa, FL · On-site

$117K - $170K/yr

Salary Ranges: $117,900 to 170,250 Applicant will receive a guarantee sign on bonus What You'll Do As a Senior Project Manager, you will lead high-scope, high-complexity projects or multiple programs ...

Concentra

Xray Limited Scope PRN

Saint Petersburg, FL · On-site

High school graduate or GED equivalent * Certifications and/or Licenses: * Completion of state approved Limited Scope Technician certificate program and license by the state in which employed, if ...

Concentra

Xray Limited Scope PRN

Saint Petersburg, FL · On-site

High school graduate or GED equivalent * Certifications and/or Licenses: * Completion of state approved Limited Scope Technician certificate program and license by the state in which employed, if ...

Socket.dev

Technical Project Manager

Pensacola, FL · On-site

$90 - $120/hr

Supports medium to large-scale projects with high scope, impact, risk, and technical complexity, exercising a greater degree of technical judgment and autonomy than a general Project Manager.

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High Scope information

What is the difference between High Scope vs Preschool Teacher?

AspectHigh ScopePreschool Teacher
CredentialsTypically requires a degree in early childhood education or related certificationRequires a preschool teaching credential or certification, often a degree in early childhood education
Work EnvironmentDesigned for early childhood education settings, including preschools and childcare centersWorks directly with preschool-aged children in educational settings
Industry UsageUsed as an educational approach and curriculum modelRefers to the role of the educator implementing early childhood programs

High Scope is an educational approach and curriculum used in early childhood settings, emphasizing active learning. A Preschool Teacher is a professional who implements this or similar curricula, working directly with children. While High Scope refers to a teaching method, a Preschool Teacher is a role that may utilize the High Scope approach to foster child development.

What are popular job titles related to High Scope jobs in Florida?

For High Scope jobs in Florida, the most frequently searched job titles are:

What job categories do people searching High Scope jobs in Florida look for?

The top searched job categories for High Scope jobs in Florida are:

High Scope jobs near you
Infographic showing various High Scope job openings in Florida as of August 2026, with employment types broken down into 1% As Needed, 80% Full Time, 16% Part Time, 2% Contract, and 1% Nights. Highlights an 87% Physical, 3% Hybrid, and 10% Remote job distribution.

Head Start Teacher

Le Jardin Community

Homestead, FL • On-site

$19.42 - $26.18/hr

Full-time

Re-posted 19 days ago

Job description

PAYROLL TITLE: HEAD START TEACHER

Under the supervision of the Curriculum Specialist, the Head Start Teacher (HS Teacher) will provide responsive care, effective teaching and an organized learning environment that promotes the health development and children’s skill growth aligned with the Head Start Early Learning Outcomes Framework: Ages Birth to Five, (HSELOF) including for children with disabilities. HS Teachers will emphasize nurturing and responsive practices, interactions and environments that foster trust and emotional security; are communication and language rich; promote social, emotional, behavioral, and language development and support all children’s engagement in learning experiences and activities. (HSPPS 1302.31)


The Head Start Teacher will:

  • Provide and deliver developmentally, culturally and linguistically appropriate learning experiences in language, literacy, and mathematics, social and emotional functioning, approaches to learning, science, physical skills and creative arts. HSPPS 1302.31(b)(1)(i).
  • Provide responsive care, effective teaching and an organized learning environment that promote health development and children skill growth aligned with Head Start Early Learning Outcomes Framework, Birth to Five (HSELOF), including for children with disabilities. HSPPS 1302.31(b)(1)(i)
  • Provide nurturing and responsive practices, interactions and environments that promote trust and emotional security. HSPPS 1302.31(b)(1)(i)
  • Provide environments that are language rich and high quality, language modeling using self-talk, parallel talk, and open-ended questions as outlined in CLASS Language Modeling- Instructional Support. HSPPS 1302.31(b)(1)(i)
  • Promote critical thinking and problem-solving, while also providing opportunities for social emotional behavioral and language development. Maximize student’s engagement by implementing interesting activities so that children have the opportunity to explore, utilize materials and gain positive experiences. HSPPS 1302.31(b)(1)(i)
  • Support all children’s engagement in learning experiences and activities. HSPPS 1302.31(b)(1)(i)
  • Focus on promoting growth in the developmental progress described in the HSELOF by utilizing the High/Scope curriculum to direct planning of organized activities, schedules lesson plans and high-quality learning individualized learning experiences. HSPPS 1302.31(b)(1)(ii)
  • Integrate child assessment data in individualized and group planning through the COR Advantage using the COR Highest Score report. HSPPS 1302.31(b)(1)(ii)
  • Recognize that bilingualism and biliteracy are strengths for dual language learners and will implement research-based teaching practices that include: HSPPS 1302.31(2)(ii)
  • A focus on both English language acquisition and the continued development of the home language HSPPS 1302.31(2)(ii)
  • Requests from the supervisor for culturally and linguistically appropriate materials (HSPPS 1302.31(2)(iii)
  • Implement well-organized learning environments with developmentally appropriate schedule, lesson plans and indoor and outdoor learning experiences. HSPPS 1302.31(c)(2)
  • Provide a balance of teacher-directed and child- initiated activities, active and quiet learning activities and opportunities for individual, small group and large group learning activities. HSPPS 1302.31(c)(2). Engage in Instructional Support assisting children in concept development, language modeling and quality feedback (Teachstone CLASS Instructional Support Domain).
  • Provide intentional age-appropriate approaches to accommodate children’s need to nap (such as a regular time every day where children are encouraged but not forced to rest or nap). HSPPS 1302.31(e)(1)
  • Implement snack and meal times to support development and learning. Snack and meal times will be structure as learning opportunities to support teaching/staff teacher/child interaction and foster communication and conversation through family style meals using the High Scope Mealtime Cards or child-initiated discussions. HSPPS 1302.31 (e)(2)
  • Provide sufficient time for children to eat and not use food as reward or punishment HSPPS 1302.31 (e)(2)
  • Approach routines such as hand washing and tooth brushing and transitions between activities as opportunities for strengthening growth and development. HSPPS 1302.31(e)(3)
  • Integrate intentional movement and physical activities into curricular activates and daily routines in ways that support health and learning. Physical activities cannot be used as reward or punishment. HSPPS 1302.31(e)(4)
  • Teachers will implement the High Scope curriculum (a scientifically valid research-based curriculum with standardized training practices - that is aligned with the HSELOF). HSPPS 1302.32(a)
  • Teachers will implement curricular enhancements to include a social and emotional focus

(Pyramid model) with science infused learning opportunities along with Positive Climate, Teacher Sensitivity and behavior management outlined in the Teachstone CLASS Classroom Organization and Emotional Support Domain. HSPPS 1302.32(b)

  • In collaboration with each child’s parent and parental consent, obtain a current development screening to identify concerns regarding children’s development, behavioral, motor skills, language development, social and emotional skills, within 45 calendar days from a child’s enrollment. HSPPS 1302.33(a)(1)
  • When a concern is noted on the appropriate screenings, teachers will implement the referral process HSPPS 1302.33(b) to include
    • Notification and collaboration with the Licensed Mental Health and Disabilities Professional HSPPS 1302.33(b)(1)
    • Referrals to the local agency responsible for evaluation and implementation of IDEA services HSPPS 1302.33(a) (2-4)
  • Conduct standardized and structured assessments based on observation or direct assessment – that provide ongoing information to evaluate child’s development a level and progress in child outcomes described in the HSELOF. HSPPS 1302.33(b)(1)
  • Utilize assessment data to provide individualized instruction for each child and for groups of children HSPPS 1302.33(b)(1)
  • Share the results of these assessments with parents and families focusing on the strengths, interests, growth and progress, and the needs of each child through Parent Teacher Conferences and providing access to the Parent Portal in Galileo. HSPPS 1302.33(b)(2)
  • Encourage parents and family members to be involved in the educational services. HSPPS 1302.34(b)
  • Regularly communicate with parents so families are well informed about their child’ routines, activities and behavior. HSPPS 1302.34(b)(2)
  • Hold parent conferences as need (no less than two timers per program year). HSPPS 1302.34(b)(3)
  • Conduct home visits as needed (no less than two times per program year) HSPPS 1302.34(b)(7)
  • Encourage parents and family members to volunteer in the class and during group activities. HSPPS 1302.34 (b)(4)
  • Encourage parents to provide feedback on selected curricula, leaning activities and instructional material, and will incorporate parental suggestions into the daily lesson plans. HSPPS 1302.34(b)(4)
  • Inform parents of the purposes and results of screening and assessment and discuss their child’s progress. HSPPS 1302.34(b)(6)

Qualifications:

  • At least an associate’s or bachelor's degree in child development or early childhood education, equivalent coursework, or otherwise meet the requirements of section 648A(a)(3)(B) of the Act.
  • DCF – 45 hours and corresponding exams completed within DCF allotted timeframe
  • Within two (2) months, complete the following coursework:
    • Implementing the Florida Standards in preschool classrooms: 3 years old to Kindergarten
    • Emergent Literacy for VPK Instructors 2021 (VPK21)
    • Language and Vocabulary in the VPK classroom 2021 (LVPK21)
    • Phonological Awareness Development for Preschoolers (Component 1) 2021 (VIPA21) Then Virtual class needs to be completed for credit
  • Experience with Head Start programs preferred.
  • Intermediate computer skills, Internet and email capability.
  • Ability to utilize agency resources, technology and conduct action research.
  • Able to stand and sit for extended periods of time
  • Able to kneel and sit on the floor or at a child’s eye level
  • Able to lift 40 pounds

Salary: See the most recent salary schedule.

FLSA Status: Non-Exempt


Monday-Friday
40 hours per week