General DescriptionThe Johns Hopkins University School of Education is launching a search for outstanding and passionate educators to join its founding education team.
At the Harry and Jeanette Weinberg Early Childhood Center (ECC), assistant infant-toddler teachers will work alongside the master teacher, lead teacher and family support team supporting personalized learning plans for children ages six weeks through four years and their families; implementing a full day, full year, early childhood care and learning program.
Assistant Infant-Toddler Teachers have at least one year of experience as an assistant teacher, aide or intern in an early childhood or child care center setting, have knowledge of infant-toddler development, and a track record of positive collegial collaboration. Assistant Teachers are reliable and energetic, and committed to the challenge of opening a new center.
ABOUT THE HARRRY and JEANNETTE WEINBERG EARLY CHILDHOOD CENTER
The Harry and Jeannette Weinberg Early Childhood Center (ECC) at the Henderson-Hopkins Campus is a unique university-assisted community partnership operated by the Johns Hopkins University School of Education (SOE) to serve young children of families who live and work in the EBDI community; to ensure, from the prenatal period through pre-kindergarten, that all children are healthy, supported and ready to succeed in school. With the extraordinary potential to create a high-performing early learning site, the new Early Childhood Center, will serve a diverse, mixed-income community of over 170 students and their families.
Through the nurturing and sustenance of a state-of-the-art early childhood facility, highly -trained faculty and staff, a rigorous curriculum, an exceptional adjacent K-8 community school, health suite, auditorium, gymnasium and family resource center, the ECC will pursue the latest, most effective research-based approaches to meet the needs of all students, their families and a revitalized East Baltimore community.
Using a blended funding model to achieve mixed-income goals to promote maximum diversity, the young learner population of the Early Childhood Center will include families from federally subsidized Early Head Start and Head Start, scholarships for middle income, as well as families paying market-rate tuition.
Key features of the nearly 30,000 sq. ft. early childhood facility include:
- Dedicated indoor/outdoor common areas for Gross Motor Play and Project learning
- Large group activity areas for music and story-telling experiences
- Protected playground space
- Teacher suites that promote a team-based work environment and a along with a space for designed for teacher training and development.
- A 5,000 sq. ft. Family Resource Center
- Access to a 3,000 sq. ft. school, family and community library
- Assists the lead teacher in teaching and planning high-quality infant-toddler learning environment using a responsive relationship approach to learning that incorporates research-based experiences in early language acquisition, numeracy, science, social-emotional development, and creative expression, problem-solving and physical development.
- Collaborates with teaching staff a nurturing environment, create personalized learning plans, and identify best practice teaching strategies to maximize learning for all infants.
- Assists with the implementation of the Creative Curriculum for Infants, Toddlers and Twos, along with other intentional classroom activities that are child-centered, developmentally appropriate, open-ended and process oriented.
- Meets with the Lead Teacher on a regular basis to review classroom and child data, develop action plans that support goal achievement.
- Collaborates with the Lead Teacher, Family Support Specialist (assigned to each child), and other support staff to implement individual goals for children and their families. Participate in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families.
Purposeful Planning and Instruction
- Collaborates with the Lead Teacher and other teaching staff to provide input on and implement purposeful experiences, personalized learning plans, and best practice teaching strategies to maximize learning for all children. Implements intentional classroom activities that are child-centered, developmentally appropriate,
- open-ended and process oriented.
- Assist with home visits and building partnerships with the families assigned to a classroom.
- Assists in implementing Individual Education Plans (IEP) for children with diagnosed disabilities.
Effective Learning Environment
- Creates a nurturing environment that is child centered and responsive to the individual needs of each child and family.
- Promotes a stimulating learning environment through active engagement with children during routine care and provides planned experiences enhancing cognitive, social and physical development of infants and toddlers.
- Provides an appropriate climate to establish and reinforce acceptable child behaviors, attitudes, and social skills.
- Supports the Lead Teacher in conducting ongoing observations of children.
- Assists in organizing documentation of each child's progress and growth; and collecting anecdotal notes and portfolio items to document children's development.
- Completes daily health checks and communicates with the Lead Teacher regarding children's status.
Family and Community Partnership
Professionalism Actively participates in scheduled trainings, parent meetings and individual coaching sessions, and the development of a personal professional learning plan. Collaborates with and supports the lead teacher and other colleagues in achieving professional goals. Meets professional expectations as outlined in the staff handbook (i.e. prompt completion of tasks, dress, maintaining confidentiality, communication). Appropriately represents the ECC externally.
- Actively supports effective partnerships with families by:
- maintaining open communication
- remaining sensitive to different families' cultures, values and needs; and encouraging their input into the educational program.
- Assists the lead teacher in preparing for and participating in parent teacher conferences at least twice a year and home visits at least twice a year.
- In collaboration with the lead teacher, supports frequent communications with parents by means of parent meetings, newsletters, home visits, and individual parent conferences.
- Works along with the lead teacher in collaborating with families, and members of the East Baltimore community to engage them in activities that promote the early learning program.