Infant/Toddler Team Teacher

2 weeks ago

Baltimore, United States Downtown Baltimore Child Care Full time
Job DescriptionJob Description

Hello,

We are looking to fill three full-time positions with applicants who are available to work from 9 to 6pm.

At Downtown Baltimore Child Care (DBCC) centers the Early Childhood Teaching Team is responsible for ensuring the development and implementation of comprehensive services including the educational program for children ages birth to five, family support, health, nutrition, mental health, and social services in compliance with MSDE and/or NAEYC standards.Team Teachers will implement the DBCC’s vision, under the leadership of the Center Director, Assistant Director, Mentor Teachers, Head Teachers, and Assistant Teachers.  This will be accomplished by providing nurturing care, a curriculum that meets each child’s social emotional, cognitive and physical needs, and pursues the latest, most effective research-based approaches to meet the needs of the children and their families in the metropolitan Baltimore community.

 Qualifications:

Ø  Successful completion of an MSDE 90 clock-hour approved course in Child Care, the 45-hour infant toddler course if needed (or equivalent), including all other currently required Office of Child Care teacher training.

Ø  Some teaching experience in an early childhood setting is preferred but not required.

Ø  Experience working with a diverse, mixed-income community of children and their families is preferred but not required.

Ø  Participates in on-going professional development and activities to maintain a child care credential of level 3 or higher.

1.       Purposeful Planning and Instruction

v  Assists the Head and Assistant Teacher in teaching and planning high-quality, research-based, early learning experiences using an interdisciplinary approach that incorporates early language and literacy, numeracy, science, social-emotional development, creativity, problem-solving and physical development.

v  Meets with the teaching team on a regular basis to review classroom and child data, develop action plans that support the child’s on-going growth and development.

v  Supports the Classroom Teaching Team to collaborate with the Parent(s), and other support staff to promote individual goals for children and their families. Participates in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families and continuous program improvement.

v  Supports the classroom teaching team to develop curriculum for children as a group, personalized learning plans, and identify teaching strategies to maximize learning for all students.

v  Helps plan and supports the implementation of intentional classroom activities and care routines that are child-centered, developmentally appropriate, and use a relationship-based approach to the care and education of young children.

v  Supports the implementation of Individual Family Support Plans (IFSP) and/or Individual Education Plans (IEP) for children with diagnosed disabilities.

v  Supports the teaching team and parents in purposefully planning for the smooth transition and preparation for children transitioning to a new classroom or a new school environment.

 

2.       Effective Learning Environment

v  Supports the teaching team in creating a child centered learning environment that is inviting, engaging, includes developmentally appropriate materials, and exhibits of children’s work.

v  Supports the teaching team in developing and managing an environment that encourages independence and self-selection of activities; reinforcing opportunities for self-regulation and other executive function skills

v  Builds responsive relationships with each child and models developmentally appropriate practices with infants, toddlers, twos, and/or preschoolers.

v  Establishes a safe and secure environment for the children.

v  Contributes to the functioning of an environment that responds to children’s needs, communication with families, allows for record keeping and documentation.

v  Encourages opportunities for continued success with appropriate challenges.

v  Helps create a classroom culture that is welcoming to all children and families and engages children in active and explorative learning.

 

3.       Assessment

v  Supports the teaching team in creating and maintaining documentation of daily health checks as well as occurrences in the incident / medical forms.

v  Supports the teaching team in creating and maintaining ongoing documentation, assessment, and reflection of the classroom experience and its effectiveness for children and families.

v  Helps maintain documentation of each child's progress and growth and ensures ongoing learning experiences meet state and federal standards, children’s individual needs and are intentional and differentiated.

v  Collects anecdotal notes and portfolio items to assess and document children’s development.

v  Supports the teaching team in using a range of web-based and print tools to conduct ongoing observations and assessments of children.

v  Participates in collection of data and outcomes as function of an overall annual program review.

 

4.       Family and Community Partnership

v  Actively supports effective partnerships with families by maintaining open communication, remaining sensitive to different families’ cultures, values and needs and encouraging family input into the educational program.

v  Collaborates with the teaching team to participate in, and document parent teacher conferences at least twice a year.

v  Works together with the families and the Family Support Specialist to encourage a deeper understating of child development and supports the family in the completion of paperwork.

v  Supports the teaching team in providing frequent communications with parents by means of parent meetings, emails, newsletters, home visits (if working in Early Head Start), and individual parent conferences.

v  Promotes DBCC and the early learning program.

v  Respecting the family as the child’s first and forever teacher.

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