Posted by University of Minnesota - 15th Ave

Job ID359202 LocationTwin Cities Job FamilyLR-Technical Full/Part TimeFull-Time Regular/TemporaryRegular Job Code4905 Employee ClassAFSCME Unit 7 - Technical 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%) 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.
Documentation and Assessment (20%) 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.
Communication (15%) 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 em loyee's performance issues).
Regularly communicate and collaborate with fellow teachers.
Professional Development (5%) 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.
Qualifications Required Qualifications A combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 3 (9503.0033) requirements for Assistant Child Care Teacher, such as a high school diploma or the equivalent, at least 12 quarter credits (8 semester credits) in early childhood education from an accredited post-secondary school, and 2,080 hours as an aide or intern.
https://www.revisor.mn.gov/rules/9503.0033/ for additional qualifications.
Have or be willing to obtain within 90 days, 8 hours approved first aid training and Infant CPR.
Demonstrated ability to work effectively with children and families from all backgrounds and identities.
Pass background fingerprint study and reference verification that meets requirements of State of MN State Human Services Licensing Act, Rule Must be able to repeatedly perform each of the following: Physically supervise young children, protecting and preventing harm to them.
Immediately respond to emergency situations.
Visually and aurally observe children in their environment.
Bend, stoop, stand, reach, squat, sit (on floor and/or child size chairs).
Carry and lift children weighing between 30-50 pounds.
Push 4-6 seat stroller while walking with children (infants and toddlers).
Preferred Qualifications Experience in providing daily care, developmentally appropriate education, and supervision of young children from a variety of backgrounds, identities, and communities.
Ability to observe children and adapt curriculum based on their developmental needs and interests.
Effective interpersonal and communication skills, both verbal and written, with people from a variety of backgrounds and identities.
Demonstrated ability to articulate an understanding of child development and best teaching practices.
Strong collaboration skills to effectively partner with colleagues, parents, and children in a professional manner.
Proven ability to work independently, take initiative, and prioritize.
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...
For full info follow application link.
The University recognizes and values the importance of diversity and inclusion in enriching the employment experience of its employees and in supporting the academic mission.
The University is committed to attracting and retaining employees with varying identities and backgrounds.
The University of Minnesota provides equal access to and opportunity in its programs, facilities, and employment without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression.
To learn more about diversity at the U: http://diversity.umn.edu.