Position Overview

The Child Development Laboratory School (CDLS), housed in the Institute of Child Development at the University of Minnesota, is seeking a full-time (40 hours/week) Lead Teacher. Under the direction of the Infant/Toddler Program Director or Preschool Program Director, the lead teacher participates 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 lead teacher will carry out daily activities and monitor child development by providing high-quality care, maintaining classroom materials, first aid and daily health checks.

This position will participate in staff development opportunities, support a welcoming classroom environment for researchers to conduct observations and participant testing, and support and advance the schoolâ™s commitment to diversity, equity, and inclusion. Occasionally, the lead teacher will host a university practicum student who will observe the classroom setting. 
A key responsibility of this position is to actively support and advance the Universityâ™s commitment to equity, diversity, inclusion, and accessibility. 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 3800. The hours are M-F, between 8:00 - 4:30. The work location is on the Minneapolis campus. The minimum starting pay for this position is $22.94.

Job Responsibilities

Classroom Management (80%)

• Participate in planning and implementing emergent curriculum for children in a developmentally appropriate and inclusive environment. 
• Under the guidance of a Program Director, maintain 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)
• Utilize approved techniques, such as small groups, reflective practice, and observations, to plan and implement learning experiences. 
• Under the guidance of a Program Director, plan and implement curriculum, centering the educational work with children on their emerging interests and their learning in relationship with others.
• Under the guidance of a Program Director, assess individual childrenâ™s learning and development using the prescribed assigned assessment tool, in accordance with MN DHS licensing and NAEYC accreditation standards.
• Utilize approved techniques, develop the childâ™s role as an integral member of their learning community through developing the childâ™s self-image and competence. 
• Under the guidance of a Program Director, prepare materials required for daily instruction for the children, ensuring they meet MN DHS licensing and NAEYC accreditation standards.
• 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 as mandated by the U of MN (e.g. FERPA, MN DHS-Licensing, MN Dept. of Ed., NAEYC accreditation and USDA, HIPAA and ADA).

Communication (10%)

• Under the direction of the Program Director, establish effective partnerships with parents and reciprocal processes of communication regularly. Maintain open verbal and written communication with parents regarding child development, behavior issues, parent education, and other child-related issues. 
• Provide parents with ongoing informal and, twice annually, a formal overview of the childâ™s learning experience and progress within the classroom community. 
• Escalate parent, child, and/or staff issues to the Program Director as needed (i.e., concerned parents, a childâ™s behavior problems, or an employeeâ™s performance issues). 
• Regularly communicate and collaborate with fellow teachers (e.g. assistants, as child(ren) transitions to different classrooms).

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.
• Attend early childhood education conferences as a participant, as available.

Pre-Service Teacher Training and Academic Research (5%)

• Host university practicum students in the classroom, as needed, by allowing them to observe teacher-child interactions.
• Report concerns of university practicum student interactions in the classroom to the Program Director.
• Host university research studies in the classroom, as needed, by supporting naturalistic observations to occur.
• Report concerns of university researcher interactions in the classroom to the Program Director.

Required Qualifications

• A combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 3 (9503.0032) requirements for Child Care Teacher, such as a high school diploma or the equivalent, at least 24 quarter credits (16 semester credits) in early childhood education from an accredited post-secondary school, and 4,160 hours as an assistant teacher. 
• Have or be willing to obtain within 90 days, 8 hours of 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 the requirements of the State of MN State Human Services Licensing Act, Rule 11.

Preferred Qualifications

• 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.

Physical Requirements

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). 

About University of Minnesota Twin Cities

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.

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