Under the direction of the Infant/Toddler Program Director or Preschool Program Director, the assistant teacher works in collaboration with the classroom teacher to participate in establishing and maintaining a safe, organized, classroom at the CDLS. This includes participation in the planning to establish a learning environment that is inclusive and developmentally age-appropriate. The assistant teacher supports a curriculum rich with relational experiences designed to support the development of a range of social, emotional, self-help, language, literacy, cognitive, and motor skills.
This position will participate in staff development opportunities and support and advance the schoolâ™s commitment to diversity, equity, and inclusion. This position will support the Institute of Child Developmentâ™s commitment to anti-racism.
This position is based on campus at the Child Development Laboratory School. All UMN employees are expected to follow applicable public health and safety procedures. This position reports to either the Infant/Toddler Program Director or the Preschool Program Director, is a 100% position, and holds a 12-month appointment.
This position is represented by the AFSCME Union, Local 3937. The hours vary according to the needs of the program between 7:30 am - 5 pm. The work location is near the Minneapolis campus. The minimum starting pay for this position is $20.80.
Assistant Teacher (60%)
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.
In conjunction with the teacher, 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 ensure 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.
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.
Assist in developing the childâ™s role as an integral member of their learning community through developing the childâ™s self-image and competence.
Assist in preparing materials required for daily instruction and classroom environment for the children.
Documentation and Assessment (20%)
Assist in assessing individual childrenâ™s learning and development using the assigned assessment tool.
Partner with the teacher to complete and maintain accurate documentation and anecdotal records on children.
Assist in reviewing assessments and documentation of childrenâ™s learning to revisit, reflect, and extend emergent curriculum, investigations, and small group explorations.
Update and extend documentation to reflect childrenâ™s work, processes, questions, and dialogues between teacher to child, child-to-child, with encounters, investigations and projects.
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 the classroom teacher (i.e., concerned parents, a childâ™s behavior problems, or an employeeâ™s performance issues).
Regularly communicate and collaborate with fellow teachers.
Professional Development (5%)
Attend CDLS staff meetings.
Participate in scheduled CDLS-wide professional development training sessions, workshops, retreats, etc.
Participate in ongoing reflection (monthly and yearly) on the evaluation of the program and personal professional development aligning with performance and job responsibilities.
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
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.