The 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), The Lead Infant and Toddler teachers will work alongside the master teacher, assistant teachers and family support team supporting personalized learning plans for children ages 6 weeks to 36 months and their families; implementing a full day, full year, early childhood care and learning program. The Lead Teacher will serve as the lead with an assistant teacher and volunteers of a classroom of up to 6 infants or 8 toddlers.
Founding Lead Infant and Toddler Teachers have at least three years of successful teaching experience in an early childhood setting, a proven record of positive student outcomes, and are committed to the challenge of opening a new center. Must be reliable and energetic with a strong working knowledge of early child development, and a track record of positive collegial collaboration.
ABOUT THE HARRY 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 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
Purposeful Planning and Instruction
- Teaches and plans high-quality early learning lessons using an interdisciplinary approach to learning that incorporates research-based experiences in early language and literacy, numeracy, science, social-emotional development, creativity, problem-solving and physical development.
- Meets with the Infant and Toddler Master Teacher on a regular basis to review classroom and child data, develop action plans that support goal achievement.
- Collaborates with the Parent(s), Family Support Specialist (assigned to each child), and other support staff to promote 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 and continuous program improvement.
- Collaborates with teaching staff to develop group lessons, create personalized learning plans, and identify best practice teaching strategies to maximize learning for all students.
- Implements intentional classroom activities and care routine that are child-centered, developmentally appropriate, and use the relationships approach to the care and education of young children.
- Assists in implementing Individual Education Plans (IEP) for children with diagnosed disabilities.
- Along with the Master Teacher and Transition Specialist and parents, purposefully plan smooth transition and preparation for children entering preschool.
Effective Learning Environment
- Creates a child centered environment for learning through functional and engaging displays, developmentally appropriate materials, and exhibits of children's work.
- Develops and manage an environment that encourages independence and self-selection of activities; reinforcing opportunities for self-regulation.
- Builds responsive relationships with each child and models developmentally appropriate practices with infants and toddlers.
- Establishes a safe and secure environment for the children and takes the lead in balancing a functioning environment that responds to infant/toddler needs, communication with families, record keeping and documentation.
- Encourages opportunities for continued success with appropriate challenges.
- Create a classroom culture that is welcoming to all children and families and engages children in active and explorative learning.
- Utilizes a range of web-based and print tools to conduct ongoing observations and assessments of children.
- Maintains documentation of each child's progress and growth and ensure learning experiences are intentional and personalized.
- Collects anecdotal notes and portfolio items to document children's development.
- Completes daily health checks and maintain documentation of incidents in the medical log.
- Responsible for ongoing assessment and reflection of the classroom experience and effectiveness for children and families.
- Participate in collection of data and outcomes as function of an overall annual program review.
Family and Community Partnership
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.
- Preparing for and participating in parent teacher conferences at least twice a year and home visits at least twice a year.
- Working together with the parent and the assigned Family Support Specialist to encourage family knowledge of child development and supporting them with their family partnership plans.
- Providing frequent communications with parents by means of parent meetings, newsletters, home visits, and individual parent conferences.
- Collaborating with families, and members of the East Baltimore community to engage them in activities that promote the early learning program.
- Respecting the family as the child's first and forever teacher.
- 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 Master Teachers and the Assistant Director as well as other colleagues in achieving professional goals.
- Collaborates with the Master Teacher to assume supervision and model best practices to the Assistant Teachers and Volunteers in the classroom.
- Meets professional expectations as outlined in the staff handbook (i.e. prompt completion of tasks, dress, maintaining confidentiality, communication).
- Appropriately represents the ECC externally.
- Maintains positive and respectful relationships with all children, families, colleagues, and community volunteers.