On-Call Asst Child Care Teacher

Apply for JobJob ID356886
LocationTwin Cities
Job FamilyLR-Technical
Full/Part TimePart-Time
Regular/TemporaryRegular
Job Code4905
Employee ClassAFSCME Unit 7 - Technical
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About the Job

Position Overview

The Assistant Teacher works in collaboration with the Teacher to plan and implement a high-quality, responsive, enriching, and supportive learning environment that is respectful of each child's background, development, and needs. The weekly curriculum and learning experiences are rich with relational experiences designed to support the development of a range of social, emotional, self-help, language, literacy, cognitive, and motor skills and should align with the MN Early Childhood Indicators of Progress-ECIPS (Infant, Toddler, and Preschool).

This position is based on campus. Per UMN policy, work may be done remotely when appropriate and approved by your manager. All UMN employees are expected to follow applicable public health and safety procedures.

This is a supplemental / on-call position with variable hours. This position is represented by the AFSCME Union, Local 3801. The work location is on the Minneapolis campus. The minimum starting pay for this position is $20.80 per hour.

Job Responsibilities

Classroom Leadership (30%)

• 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 (e.g. USDA, ADA/IDEA, EOAA).
• 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 ensures 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 as mandated by the U of MN (e.g. FERPA, MN DHS-Licensing, MN Dept. of Ed., NAEYC accreditation and USDA, HIPPA and ADA).
• Participate in on-going reflection (monthly and yearly) on evaluation of the program and personal professional development aligning with performance and job responsibilities.

Curriculum (30%)

• 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.
• Collaborate with the Teacher and Area Coordinator to help plan and implement curriculum, centering the educational work with children on their emerging interests and on their learning in relationship with others in accordance to the CDLS Learning Philosophy.
• 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, ensuring they meet MN DHS licensing and NAEYC accreditation standards.

Documentation and Assessments (20%)

• Through authentic observation, assist in assessing individual children's learning and development using the assigned assessment tool, and in accordance with MN DHS licensing and NAEYC accreditation standards.
• Partner with the Teacher to complete and maintain accurate documentation for compliance with the NAEYC standards, and anecdotal records on children. Provide required information to the Teacher when meeting established deadlines.
• 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 (20%)

• Establish effective partnerships with parents and reciprocal processes of communication on a regular basis. 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 Teacher and Area Coordinator (i.e., concerned parents, a child's behavior problems, or an employee's performance issues).
• Regularly communicate and collaborate with fellow teachers (e.g. assistants, as child(ren) transition to different classrooms).

Qualifications

Required Qualifications

• A combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 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. 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 11.

Physical Requirements

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, stand, reach, squat, and 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 University of Minnesota Child Development Laboratory School (CDLS) in the Institute of Child Development, is an early development model and demonstration program whose practices are guided by current research in child development. The program serves 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.

How To Apply

Applications must be submitted online. To be considered for this position, please click the Apply button and follow the instructions. You will have the opportunity to complete an online application for the position and attach a cover letter and resume.

Additional documents may be attached after application by accessing your "My Job Applications" page and uploading documents in the "My Cover Letters and Attachments" section.

To request an accommodation during the application process, please e-mail or call UOHR

Diversity

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:

Employment Requirements

Any offer of employment is contingent upon the successful completion of a background check. Our presumption is that prospective employees are eligible to work here. Criminal convictions do not automatically disqualify finalists from employment.

About the U of M

The University of Minnesota, Twin Cities (UMTC)

The University of Minnesota, Twin Cities (UMTC), is among the largest public research universities in the country, offering undergraduate, graduate, and professional students a multitude of opportunities for study and research. Located at the heart of one of the nation's most vibrant, diverse metropolitan communities, students on the campuses in Minneapolis and St. Paul benefit from extensive partnerships with world-renowned health centers, international corporations, government agencies, and arts, nonprofit, and public service organizations.

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