The Child Development Laboratory School (CDLS) is housed in the Institute of Child Development in the College of Education and Human Development at the University of Minnesota and is responsible for the development and implementation of a high quality preschool program that promotes best practices in Early Childhood Education.
CDLS Learning Philosophy: The philosophical orientation of the Child Development Laboratory School is based on socio-cultural (children learn from others in their social world) and constructivist theories (children create their own meaning from their experiences). Learning and development are best supported by uninterrupted play that is based on exploration, project-based, and emergent. Emergent curriculum encourages learning through a balance of children’s interests or identified areas to nurture from observations and assessments. We believe learning should be engaging, interesting, self-motivating, and/or group motivated. It should have a balance of child- and teacher-initiated interest and the teachers’ knowledge of development and content. At CDLS, communication with children is warm and respectful to provide a sense of well-being, trust, security, and positive relationships.
This position is responsible for assisting a classroom of children from all backgrounds and identities in accordance with the policies and philosophy of CDLS and the Institute of Child Development. This includes assisting in establishing a learning environment that is inclusive and developmentally age appropriate, developing emergent curriculum (see CDLS Learning Philosophy above), supervising, and monitoring child development, providing high quality care, maintaining classroom materials, first aid and daily health checks. The Assistant Teacher also supports and advances the school’s commitment to diversity, equity, and inclusion.
The Assistant Teacher works in collaboration with the Area Coordinator (Supervisor) and the Teacher to plan and implement a high-quality, responsive, enriching, and supportive learning environment that is respectful of each child’s background, development, and needs. The weekly curriculum and learning experiences are rich with relational experiences designed to support the development of a range of social, emotional, self-help, language, literacy, cognitive, and motor skills and should align with the Desired Results Developmental Profile (DRDP) and MN Early Childhood Indicators of Progress-ECIPS (Infant, Toddler, and Preschool).
This position is represented by the AFSCME Locals 3937 & 3801, Council 5, AFL-CIO Technical Unit. This is a 40 hour/week position. The work location is on the Twin Cities campus. Minimum starting salary for this position is $41,600, DOQ.
Classroom Leadership (30%)
Assist in establishing and maintaining an inclusive, professional and safe learning space for children of all backgrounds, identities, abilities and developmental stages in compliance with MN DHS licensing and NAEYC accreditation standards, as well as relevant federal laws (e.g. USDA, ADA/IDEA, EOAA).
In conjunction with the Teacher and Area Coordinator, plan and execute a consistent daily visible schedule of routines and activities.
Conduct daily checks of the environment; assign, monitor, and follow up on the health and safety of the children and ensures the supervision of children are within sight and sound as per NAEYC and MN DHS Licensing (indoors and outdoors).
Maintain and secure the confidentiality of information and 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, HIPPA and ADA).
Participate in on-going reflection (monthly and yearly) on evaluation of the program and personal professional development aligning with performance and job responsibilities.
Participate in planning and implementing emergent curriculum for children in a developmentally appropriate and inclusive environment.
Use small groups, reflective practice, and observations when supporting the planning and implementation of learning experiences.
Collaborate with the Teacher and Area Coordinator to help plan and implement curriculum, centering the educational work with children on their emerging interests and on their learning in relationship with others in accordance to the UMCDLS Learning Philosophy.
Assist in developing the child’s role as an integral member of their learning community through developing the child’s self-image and competence.
Assist in preparing materials required for daily instruction and classroom environment for the children, ensuring they meet MN DHS licensing and NAEYC accreditation standards.
Documentation and Assessments (20%)
Through authentic observation, assist in assessing individual children’s learning and development using the assigned assessment tool, Desired Results Developmental Profile (DRDP), in accordance with MN DHS licensing and NAEYC accreditation standards.
Partner with the Teacher and Area Coordinator to complete and maintain accurate documentation for “Desired Results,” compliance with the NAEYC standards, and anecdotal records on children. Provide required information to the Teacher and Area Coordinator when meeting established deadlines.
Assist in reviewing assessments and documentation of children’s learning to revisit, reflect, and extend emergent curriculum, investigations, and small group explorations.
Update and extend documentation to reflect children’s work, processes, questions, and dialogues between teacher to child, child-to-child, with encounters, investigations and projects.
Establish effective partnerships with parents and reciprocal processes of communication on a regular basis. Assist in maintaining an open verbal and written communication with parents regarding child development, behavior issues, parent education, and other child related issues.
Regularly communicate parent, child, and/or staff issues with Teacher and Area Coordinator (i.e., concerned parents, a child’s behavior problems, or an employee’s performance issues).
Regularly communicate and collaborate with fellow teachers (e.g. assistants, as child(ren) transition to different classrooms).
A combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 3 (9503.0033) requirements for Assistant Child Care Teacher, such as a high school diploma or the equivalent, at least 12 quarter credits (8 semester credits) in early childhood education from an accredited post-secondary school, and 2,080 hours as an aide or intern. https://www.revisor.mn.gov/rules/9503.0033/ for additional qualifications.
Have or be willing to obtain within 90 days 8 hours approved first aid training and Infant CPR.
Demonstrated ability to work effectively with children and families from all backgrounds and identities.
Pass background fingerprint study and reference verification that meets requirements of State of MN State Human Services Licensing Act, Rule 11.
Must be able to repeatedly perform each of the following:
Physically supervise young children, protecting and preventing harm to them.
Immediately respond to emergency situations.
Visually and aurally observe children in their environment.
Bend, stoop, stand, reach, squat, sit (on floor and/or child size chairs).
Carry and lift children weighing between 30-50 pounds.
Push 4-6 seat stroller while walking with children (infants and toddlers).
Experience in providing daily care, developmentally appropriate education, and supervision of young children from a variety of backgrounds, identities, and communities.
Ability to observe children and adapt curriculum based on their developmental needs and interests.
Effective interpersonal and communication skills, both verbal and written, with people from a variety of backgrounds and identities.
Demonstrated ability to articulate an understanding of child development and best teaching practices.
Strong collaboration skills to effectively partner with colleagues, parents, and children in a professional manner.
Proven ability to work independently, take initiative, and prioritize.
The University of Minnesota, founded in the belief that all people are enriched by understanding, is dedicated to the advancement of learning and the search for truth; to the sharing of this knowledge through education for a diverse community; and to the application of this knowledge to benefit the people of the state, the nation, and the world.