- All required qualifications must be documented on application materials.
- Meet MN, Rule 3 Department of Human Service licensing requirements for teacher
- Must have a combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 3 (9503.0033) requirements for Child Care Teacher such as a high school graduate/GED plus at least 24 quarter credits (16 semester credits) in early childhood education from an accredited post-secondary school and a minimum of 2 years/4,160 hours formal experience in a DHS licensed program working with older preschool age children (48-60 months of age)
- Must pass background fingerprint study and reference verification that meets requirements of State of MN State Human Services Licensing Act, Rule 11
- Must have or be willing to obtain within 90 days 8 hours approved first aid training and Infant CPR
- Ability to work with a diverse population of children, parents and staff; strong and competent communication skills, experience in providing daily care, developmentally appropriate education, and supervision of preschool age children
- Experience working in or with diverse populations through working in such a center, working with an agency whose population was diverse and/or volunteering over time with a non-profit or agency of this nature
- Knowledge and experience to set-up an environment to carry out engaging developmentally appropriate interactions with and for children, develop emergent curriculum, and carry out routine daily activities
Visually supervise small children and immediately respond to emergency situations; observe children in environment; protect and prevent harm to them; communicate with children, parents and other staff; be able to move frequently up and down, quickly and bend; carry/lift children weighing 60 pounds; must not present risk of transmission of reportable communicable disease as verified by health professional.
Teachers are responsible for leading their classroom in and outdoor assigned areas, for young children in their care, people assigned to assist them, work with parents as partners, and Center duties as assigned. Teachers report directly to their assigned area coordinator. UMCDC has a wide range of diversity. We welcome diversity among our families and want to attract candidates for our positions that reflect diversity.
This position is represented by the AFSCME Technical Union. Salary Range is $31,803.20 to $44,761.60 USD/year.
Framework of Position:
- UMCDC is responsible for the deliverables of the mission statement as a model, demonstration and training site for early childhood practicum students, as well as other student observations, and for some duties related to research opportunities for University faculty.
- UMCDC provides a full day child development program of infants, toddlers, and preschoolers ages 3 months to 5.5 years of age.
- Performance appraisal: every member of the teaching staff goes through a.) An orientation process within the first 30 days of employment; b.) a Probationary period of 6 months with a minimum at midpoint observations and feedback and a probationary performance appraisal. The probation is regarded as an extension of the hiring process. c) Regular teaching staff have annual and midpoint performance appraisal review.
- Staff is held accountable for their job responsibilities, following UMCDC policies, procedures and protocols as well as, federal guidelines, MN DHS Licensing regulations, and NAEYC accreditation standards.
- Knowledge, implementation, & full compliance with MN DHS licensing, NAEYC accreditation standards, and federal law e.g. USDA, ADA/IDEA, USDA and EOAA.
- Adherence to the policies and Codes of Conduct of the University of MN and NAEYC, National Association for the Education of Young Children.
- Understands and implements a comprehensive theoretical base e.g. Erikson, Piaget, Vygotsky, Bronfenbrenner, Montessori, and Reggio Emilia. Applies "best practices" and knowledge of early childhood education and development (e.g. assessments, an early taxonomy of cognition and recognition of developmental indicators).
- Establishes and maintains in the classroom, bungalow and program goals and objectives.
- Ability to work collaboratively with colleagues in a diverse setting of families & children.
- Assesses individual children using the assigned assessment tool, Desired Results. 60 day, two annual assessments are completed on time as per MN DHS licensing and NAEYC accreditation standards.
- Develops a binder for each child in the class that is organized, uses dates, descriptive narrative, & meets the standards and evidence of the DRDP, to reflect a standard of professionalism for your team and to be used and shown in conferences & meetings.
- Assessments meet "best practices" of evidence, observing, taking photos, notes, quotes, records & organizes these and data of children's development, their progress, & support with work samples, strategies, behaviors, & interactions across domains.
- Uses the assessment data points to do weekly reviews of evidence and matches development (or lack thereof) to scaffolding plans, use of mediators, ICCP's. And, uses as a base for emergent curriculum.
- Understands & routinely implements emergent curriculum to reflect children's interests, developmental needs & zone(s) of proximal development (what children can do with assistance but not yet alone).
- Knows and applies a myriad of teaching behaviors e.g. nondirective, mediating & directive to address different learning styles, temperaments, multiple intelligences & knowledge of cultural diversity.
- Routinely (weekly) reviews & uses the DRDP individual & group profiles when reflecting & planning emergent curriculum to plan objectives for the classroom & to support individualized learning. Evidence must show routine weekly use of in curriculum planning.
- Curriculum developed by Child Care Teachers will incorporate concepts and activities that encompass all domains as developmentally appropriate (social, emotional, physical, sensory, cognitive, nature science, math, the arts, health/safety, and social studies) across modalities.
- Curriculum planning of encounters/happenings, investigations, and projects will begin with questions to find out -what the child/children know.
- For the development of perceptual, vestibular, proprioceptive will plan motor movement activities daily in curriculum and implements in the play yards, classroom, Flex, and/or multi- purpose room to reach and meet the diverse range in the classroom among all the children in our care. Directs student workers and assistant teacher to implement these activities.
- Regularly incorporates practices from assigned readings, knowledge of development, & research to develop curriculum planning outdoor motor activities, small groups, classroom, investigations & projects & social emotional development to guide & co-regulate.
- Supports the AT and CCW's by giving clear verbal and written direction, steps, policy, practices and procedures to follow in the classroom. Follows up to ensure these are demonstrated.
- Child Care Teachers will make children's work visible through documentation of their conversations, strategies, problem-solving and/or "knots".
- Documentation will be used to revisit, reflect, share discourse, & design to extend, & frame emergent curriculum and/or investigations, projects, and small group work
- Documentation is connected and can be seen as related to assessment, the DRDP.
- Documentation is updated, extended, and/or changed twice a month to it reflect current work, processes, questions, dialogues teacher to child, child-to-child, with encounters, investigations & projects.
- Documentation will be used as a communication tool to make children's interactions, relationships, work, strategies & processes meaningful & visible to the children, parents & between teaching partners
- Daily checks the environment, assigns, monitors, & follows-up on the health & safety of the children and ensures the supervision of children are within sight & sound as per MN DHS Licensing (in & outdoors).
- Follows the schedule set by the Area Coordinator. Sets a consistent daily, planned and visible schedule of routines and activities with children for the assistant teacher & student workers to follow.
- Materials in the environment are intentional reviewed and reflected on weekly to connect to the curriculum, encounters, investigations, projects, & children's needs as per the DRDP. The materials are rich in sensory experiences, sensitive to & cultural diversities.
- Creates a psycho-social environment that maintains a warm ambient tone to nurture, foster & enhance the developing child's self-image and competence along with providing the child(ren) a sense of community, a sense of participation and belonging in the class.
- Materials in the classroom are rotated to engage children, to reflect new interests, provocations, scaffolding plans, the children's zone of proximal development to expand & extend learning, small group projects and/or investigations.
- Collaboratively assists, twice a year, plan & sets-up the multi-purpose room environment to meet the needs of toddlers & pre-k. Updated photos & captions explaining are made to display for parents & colleagues, and UMCDC tours.
- The environment meets program plans, NAEYC & MN DHS Licensing standards & regulations.
- Daily communicates to assign, guide, monitor, follow-up and give feedback on work given to the assistant teacher, on call substitute, CCW's (student childcare workers) and/or practicum students.
- Communicates with "parents as partners" when there are concerns, challenges, conferences and meetings. This is to ensure that parents have routine input and share in the development of an action plan when necessary. Communication is to be regarded as a two way, reciprocal process.
- Communicates collaboratively as a team member in/with each of the following: In the Bungalow & classroom to share phone messages, writing information in the notebook & in Bungalow mtgs. Participates in mirror group mtg. to benefit the age group. Center wide ensures message consonance in regard to protocol(s), procedures, work rules, practices, policy, code of ethics and regulatory compliance.
- Communication with children will express warmth & respect through behaviors tone of voice, eye contact, physical affection, interactions and responsiveness to provide a sense of well-being, trust, security and relationship.
- The teaching staff will always use descriptive language when communicating with children routinely using the practices of self & parallel talk while avoiding "value laden" words, e.g. "good job" Chances will be provided for routine reciprocity in conversation with adults and children.
- Communication in Interactions with children are to be sensitive and responsive to differing temperaments, arousal state, activity level, social, cognitive and motor development, and perceptual development e.g. sensory integration. Observing and keeping in mind each child's (ZPD, Zone of Proximal Development) so that children are assisted in what they cannot yet do independently (across domains).
- In communication around developmental challenges and/or lags uses the UMCDC processes for Resource & Referral as well as other material such as the ICCP form (including mediators), guidelines around the ADA/IDEA, parts C & B, as well as language provided for helping to script conferences & mtgs. around developmental issues. Communication will be confidential & follow all regulatory statutes e.g. consent.
- In Communication is aware and recognizes that there is a diversity of perspectives in problem-solving, the value of listening, hearing multiple points of view, so as to enrich one's own view and lead to improvements and better solutions.
- Part of communication is listening. The pedagogy of listening is central to social constructivism. Communication & discourse connote a deep desire to understand each other's words and perspectives.
- Establishes & maintains safe and healthy practices that include safety checks as outlined to meet MNS Licensing, MN Dept. of Ed., NAEYC accreditation standards e.g. ongoing face-to-name child counts, in safety drills. Follows the Center's, Risk Reduction Plan. Meets federal statutory compliance with ADA, IDEA, parts B and C and USDA e.g. meal counts.
- Maintains & secures the confidentiality of information & 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 and ADA.
- Establishes and maintains a commitment to the University and federal goals regarding EOAA, and those that encourage equity and diversity.
- Teacher may be called upon to oversee Student Teachers (requires MN licensure) and/or practicum students. In the case of practicum students the teacher will read the course syllabus.
We are located in a major University within the College of Education and Human Development. The University of Minnesota Child Development Center (UMCDC) is licensed by the State of MN Department of Human Services and is a NAEYC accredited year-round, full-day, "fee-for-service" child development program that provides high quality care for infant, toddler, and preschool children of University students, staff, and faculty. Approximately 140 children are enrolled, ranging in age from 3 months to 5 years. The UMCDC is a model demonstration and training site for early development and childcare with research opportunities to further knowledge of early development, education and quality care. The UMCDC consists of 5 bungalows, grouped by age, with each bungalow consisting of 2 early childhood classrooms.
The College of Education and Human Development (CEHD) is a world leader in discovering, creating, sharing, and applying principles and practices of multiculturalism and multidisciplinary scholarship to advance teaching and learning and to enhance the psychological, physical, and social development of children, youth, and adults across the lifespan in families, organizations, and communities. CEHD is the third largest college at the University of Minnesota, houses seven departments with ten undergraduate majors, over 30 graduate degree programs, and 25 centers and institutes. We are committed to diversity in our students, faculty and staff; 38.4% of our new first year students are students of color and more than 265 of our international students represent over 51 different countries
CEHD and 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.
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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.
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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.