Assistant Teachers are responsible (as outlined below) for the areas to which they are assigned and the young children in their care. Assistant teachers support the classroom teacher(s), the area coordinator, and help with other Center wide duties and work with parents as assigned. Assistant Teachers report to the classroom teacher and the area coordinator. At UMCDC we value diversity among our families and seek to attract candidates for our positions that reflect community and demonstrate a commitment to an inclusive environment.
Job Duties and Responsibilities:
- UMCDC is responsible for the deliverables of the mission statement as a model, demonstration, and training site for early child practicum and other student observations, pediatric residents, and the larger community.
- UMCDC provides a full day care and child development program for infants, toddlers, and preschoolers ages 3 months to 5.5 years of age from many backgrounds.
- Every employee goes through a.) An orientation process within the first 30 days of employment; b.) Probationary period of 6 months with a minimum of an interim and a final observation and evaluation.
- Staff is accountable for their job responsibilities, understanding, implementing, and adhering to following University and UMCDC policies, and codes of conduct, procedures and protocols, as well as federal guidelines (e.g. USDA, ADA/IDEA., MN DHS Licensing regulations and NAEYC accreditation standards.
- Applies “best practices” and knowledge of early childhood education and development from a comprehensive theoretical base e.g. Erikson, Piaget, Bronfenbrenner, Vygotsky, Montessori, and Reggio Emilia (e.g. on assessments, an early taxonomy of cognition, and recognition of developmental indicators.
- Adept detailed skills of observation, documentation, and record keeping.
- Ability to work collaboratively with colleagues in a diverse setting of families & children.
The following does not include all possible duties in this work and do not limit the assignments of related tasks.
- Understands and assists in the assessment of individual children using anecdotal notes for the Desired Results assessment tool and other informal means (e.g. taking photos, anecdotal notes or quotes, and organizing materials) to be used in the development of curriculum and in parent conferences (as set by center & to meet Licensing and accreditation standards criteria i.e. two times per yr. for infants/toddlers and preschool).
- Assists documenting and recording children’s assessments (on the excel spreadsheet and Power point) to assist in collaboratively planning emergent curriculum and scaffolding for individual children, small groups and the group as a whole. Meets weekly with teacher to aid in planning the curriculum & materials.
- Adds & updates assessment data and documentation into the computer.
- Use of the results of the DRDP assessment to:
- Identify children’s interests, needs, and notes development to discuss.
- Collaborate with the Teacher & AC to improve scaffolding and extend curriculum.
- Assist to plan classroom improvements and materials with the Teacher.
- Assist the Teacher to develop and implement curriculum.
- Follows up on interfacing of the DRDP & curriculum assigned by the AC and/or Teacher.
- When the home language of a child is not English implements an assessment tool that measures language development as the second language. Offers translation for parents prior to conference.
- Knows and applies a myriad of teaching methods to address range of temperaments, intelligences and diversity.
- Assistant Teachers will review and use DRDP individual and group profiles when collaborating with the teacher to plan curriculum for their classrooms to support individualized & group learning. There must be evidence that indicates assessment information was used to assist curriculum planning.
- Assists in planning and implementing scaffolding for individual children, small groups, and the assigned group as a whole. Meets weekly to discuss, plan and develop curriculum processes and materials with the teacher and/or AC.
- Incorporate concepts and activities that encompass all domains as directed by the teacher that are developmentally appropriate (social, emotional, physical, perceptual, cognitive, e.g. nature science, math, and the arts, health and safety, and social studies) across modalities.
- Works in/with small group on projects, investigations, documenting children’s work and revisiting documentation(s) to recall and to help make the children’s work visible to them and their parents (e.g. their “knots”, strategies, ),and to extend curriculum.
- Understand and begins investigations, projects, and activities with questions to find out -what the child/children know.
- The Desired Results Developmental Profile (DRDP), individual and group profiles instruments will be used when planning the curriculum goals for their classrooms and to support individualized learning. Evidence must indicate that assessment information was used during curriculum planning.
- For the development of perceptual, vestibular, proprioceptive, and other motor activities daily curriculum is planned and carried out in all areas: play yards, classroom, Flex, and/or multi- purpose room to reach the diverse range in the classroom among all the children in our care. Assists in directing student workers to do so.
- Make visible documentation of the children’s work. Utilize documentation to revisit the children’s experiences, processes, hypotheses, planning, use of strategies and discoveries.
- Documentation will be accessible to the children and examples be both at their eye level and their parents, be a reflection of emergent curriculum, development of the children, reflect measures of DRDP’s, and be revisited with the children.
- Ensures documentation reflects emergent curriculum, and align with the assessment tool, the DRDP’s.
- Collaborative documentation is updated or changed twice a month so that it is visible to children, parents, and colleagues to show current work, learning, questions and progress.
- Use documentation with the classroom teacher to Design (plan & guide), Document (extend) & to have Discourse (between/with children and parents.
- Routinely checks for health and safety of the children both in looking for areas of concern and for supervision of all children in sight and sound.
- Follows a teacher set consistent daily, planned and visible schedule of routines and activities with children and assists guiding student workers to do.
- Assist in the organization and arrangement in an intentional classroom environment with materials and areas that invite exploration, problem solving, and extend children’s interests and knowledge.
- Assist in creating a psycho-social environment that maintains a nurturing ambient tone to foster and develop a positive sense of self/identity & the child’s social self as part of a group and community.
- Assists in the rotation of materials in the classroom to reflect changing curriculum, to accommodate new interests, to expand and extend learning. Change classroom materials when the interest or topic is driven by a balance of Teacher and/or child interests as the children change.
- Confers with teacher to ensure materials reflect diversity in books, photos, & daily journals.
- Assists twice a year in the arrangement & set-up of the multi-purpose room; post updates with photos & captions as a display for colleagues and parents.
Communication (Children, parents, teaching staff & area coordinators)-15%
- Communicates to ensure working collaboratively with the teacher to assign, monitor, follow-up and give feedback on work given to the student child care workers and practicum students as needed.
- Communicates with parents, as partners, to request and give information, get input, share concerns, such as challenging behaviors and makes aware of the UMCDC resource and referral process as needed.
- Communicates to ensure working collaboratively as a team member
- In the bungalow with colleagues in communication, e.g. sharing phone messages, writing information in the notebook, and participating in the Bungalow mtgs.
- Mirror group to benefit the age group of the children with whom they work in their classroom or on the playground
- Center wide to ensure message procedural and policy consonance
- To attain the outcomes, objectives, tasks & activities to carry out the strategic plan and committee.
- Uses center process/protocol to assist in communication & for conflict resolution.
- Communicate with children to express warmth through behaviors such as physical affection, eye contact, tone of voice, interactions and responsiveness to provide a sense of trust, security and relationship.
- Use descriptive language when communicating with children avoiding “value laden” words such as “good job; to increase vocabulary & understanding routinely use “self” and “parallel” talk”.
- Communication to children is sensitively, reciprocally, and is responsivle to differing needs, temperaments, activity level, arousal state, social, cognitive, motor development, developmentally appropriate and aware of children’s ZPD, Zone of Proximal Development).
- Recognizes that diversity in perspectives & perspective taking, problem-solving, deep listening, and the hearing of multiple points of view enrich and can lead to improvement and better solutions.
- Establishes and maintains safe and healthy practices and procedures to include health and safety checks as outlined to meet MN DHS Licensing compliance, MDE and Accreditation standards, and ongoing face-to-name child counts, in safety drills and follows the Center’s Risk Reduction Plan.
- Maintains & secures the confidentiality of information and records regarding staff, children and families as mandated by the University, e.g. FERPA, UMCDC, MN DHS Licensing, MDE, and NAEYC standards.
- Establish and maintain a commitment to the University’s goals that encourage equity and diversity.