- Assist in establishing and maintaining an inclusive, professional and safe learning space for children of all backgrounds, identities, abilities and
developmental stages in compliance with MN DHS licensing and NAEYC accreditation standards, as well as relevant federal laws. - In conjunction with the teacher, plan and execute a consistent daily visible schedule of routines and activities.
- Conduct daily checks of the environment; assign, monitor, and follow up on the health and safety of the children and ensure the supervision of
children are within sight and sound as per NAEYC and MN DHS Licensing (indoors and outdoors). - Maintain and secure the confidentiality of information and records regarding staff, children, and families.
- Participate in on-going reflection (monthly and yearly) on evaluation of the program and personal professional development aligning with
performance and job responsibilities. - Participate in planning and implementing emergent curriculum for children in a developmentally appropriate and inclusive environment.
- Use small groups, reflective practice, and observations when supporting the planning and implementation of learning experiences.
- Assist in developing the child's role as an integral member of their learning community through developing the child's self-image and competence.
- Assist in preparing materials required for daily instruction and classroom environment for the children.
- Assist in assessing individual children's learning and development using the assigned assessment tool.
- Partner with the teacher to complete and maintain accurate documentation and anecdotal records on children.
- Assist in reviewing assessments and documentation of children's learning to revisit, reflect, and extend emergent curriculum, investigations, and
small group explorations. - Update and extend documentation to reflect children's work, processes, questions, and dialogues between teacher to child, child-to-child, with
encounters, investigations and projects.
- Assist in maintaining an open verbal and written communication with parents regarding child development, behavior issues, parent education,
and other child related issues. - Regularly communicate parent, child, and/or staff issues with the classroom teacher (i.e., concerned parents, a child's behavior problems, or an
employee's performance issues). - Regularly communicate and collaborate with fellow teachers.
- Attend CDLS staff meetings.
- Participate in scheduled CDLS-wide professional development training sessions, workshops, retreats, etc.
- Participate in ongoing reflection (monthly and yearly) on the evaluation of the program and personal professional development aligning with
performance and job responsibilities. - Competitive wages, paid holidays, and generous time off
- Continuous learning opportunities through professional training and degree-seeking programs supported by the
- Low-cost medical, dental, and pharmacy plans
- Healthcare and dependent care flexible spending accounts
- University HSA contributions
- Disability and employer-paid life insurance
- Employee wellbeing program
- Excellent retirement plans with employer contribution
- Public Service Loan Forgiveness (PSLF)
- Financial counseling services
- Employee Assistance Program with eight sessions of counseling at no cost
- with free or reduced rates in the Twin Cities metro area
Assistant Child Care Teacher - Twin Cities, United States - University of Minnesota
Description
About the Job
Position Overview
Under the direction of the Infant/Toddler Program Director or Preschool Program Director, the assistant teacher works in collaboration with the classroom teacher to participate in establishing and maintaining a safe, organized, classroom at the CDLS. This includes participation in the planning to establish a learning environment that is inclusive and developmentally age-appropriate. The assistant teacher supports a curriculum rich with relational experiences designed to support the development of a range of social, emotional, self-help, language, literacy, cognitive, and motor skills.
This position will participate in staff development opportunities and support and advance the school's commitment to diversity, equity, and inclusion. This position will support the Institute of Child Development's commitment to anti-racism.
This position is based on campus at the Child Development Laboratory School. All UMN employees are expected to follow applicable public health and safety procedures. This position reports to either the Infant/Toddler Program Director or the Preschool Program Director, is a 100% position, and holds a 12-month appointment.
This position is represented by the AFSCME Union, Local 3937. The hours vary according to the needs of the program between 7:30 am - 5 pm. The work location is near the Minneapolis campus. The minimum starting pay for this position is $20.80.
Job Responsibilities
Assistant Teacher (60%)
Documentation and Assessment (20%)
Communication (15%)
Professional Development (5%)
Qualifications
About the Department
Program Overview
The Child Development Laboratory School at the University of Minnesota is academically and administratively housed in the Institute of Child
Development (ICD) and is integrated with the department's research and early childhood education training programs. A laboratory school is a
University-affiliated program that offers pre-service teacher training to university students, professional development for early childhood teachers,
and opportunities for education research. As an early development model and demonstration program, practices are guided by current research
in child development. CDLS serves ICD as the primary training site for teacher candidates in early childhood programs and is an active center for
observation and research focused on early development, education, and high-quality care and education for young children.
Department Overview
The Institute of Child Development (ICD) at the University of Minnesota has long been a premier center for scholarship, teaching, and outreach
devoted to the understanding and fostering of child development. Founded in 1925, the Institute is one of the oldest departments studying
children's development in the United States. From its inception, a key tenet of the department has been to "give away" child psychology. This
philosophy has created an environment rich with collaborations, new ideas, and exciting interdisciplinary work. The ICD is housed within the
College of Education and Human Development (CEHD) and has an undergraduate program within the College of Liberal Arts (CLA).
College Overview
The College of Education and Human Development (CEHD), the third largest college and the University, contributes to a just and sustainable
future through engagement with the local and global communities to enhance human learning and development at all stages of the life span. We
know diversity is necessary to do our best work and foster our humanity. That's why the CEHD community is collectively dedicated to cultivating
an inclusive and equitable environment, embracing and celebrating all identities of our students, staff, and faculty. These values are also a moral
imperative requiring continuous proactive measures and a firm stance against prejudice, discrimination, and systemic injustice.
Benefits
Working at the University
At the University of Minnesota, you'll find a flexible work environment and supportive colleagues who are interested in lifelong learning. We prioritize work-life balance, allowing you to invest in the future of your career and in your life outside of work.
The University also offers a comprehensive benefits package that includes: