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. UMCDC provides 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 c). a final observation and evaluation.
Staff are 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. Staff in this position must apply “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.Staff must also have detailed skills of observation, documentation, and record keeping, and the ability to work collaboratively with colleagues in a diverse setting of families & children. 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.
This position is represented by the AFSCME Technical bargaining unit. Dues or fair share deductions may be made.
Salary Range: $15.29 to $16.22 an hour.
Understand and assist in the assessment of individual children using anecdotal notes for the Desired Results assessment tool and other informal means (e.g. taking photos, quotes, and organizing materials) to be used in the development of curriculum and in parent conferences (as set by center & to meet Licensing and NAEYC accreditation standards criteria i.e. two times per yr. for infants/toddlers and preschool).
Assist in documenting and recording (on the excel spreadsheet and powerpoint) children’s assessments to help 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.
Add & update assessment data and documentation into the computer.
Assistant Teachers use the results of the DRDP assessment to: reflect and identify children’s interests, needs, & notes development to discuss with the teacher and intentionally plan.
Collaborate with the Teacher & AC to improve scaffolding to introduce materials and extend curriculum.
Help 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.
Understand that emergent curriculum reflects children’s interests, development needs, progress, and range of children in your classroom. Works in/with small group projects, investigations, documenting children’s work and revisiting the documentation to recall and help with making the children’s work visible to them and parents (e.g. their “knots”, strategies) and to extend curriculum.
Know and apply a myriad of teaching methods to address range of temperaments, multiple intelligences, modalities, and diversity.
Assist in the implementation of curriculum developed by Teachers that will incorporate concepts and activities that encompass processes such as executive functions, across domains (social, emotional, physical, sensory, cognitive, nature science, math, the arts, health/safety, and social studies) and uses multiple modalities in materials.
Use emergent curriculum driven by the child’s interests (observations, plus, individual and group profiles), your knowledge of development and research to guide curriculum planning of children’s engagement in play, problem solving that is integrated into the large and small group classroom encounters/happenings, investigations and projects to study when planning curriculum.
Curriculum planning of investigations, projects and activities begins with what the children know, introduction to materials, exploration, strategies, and their “knots”.
Assistant Teachers will review and use DRDP individual and group profiles when collaborating to plan the curriculum to support individualized & group learning. There must be evidence that indicates 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 the children in your care.
Assistant Teachers will support and/or make visible documentation of the children’s work. Documentation will be used to revisit the children’s experiences, processes, hypotheses, planning, use of strategies and discoveries.
Documentation must be visible to the children, e.g. at children’s eye level, or accessible in a “work area,” booklet form, or a combination of these in the hallways and your classroom.
Documentation must reflect emergent/projected curriculum, and align with the assessment tool, the CA/CDE/CDD - DRDP’s.
Documentation will be updated or changed twice a month so that it is visible to children, parents, and colleagues to show current work, learning, questions and progress.
Documentation will be used to Design (plan & guide), Document (extend) & to have Discourse (between/with children and colleagues and with parents).
Assistant Teachers will use documentation for discussion (discourse) to revisit, to reflect and particularly to plan (design) with their teacher to extend children’s work and emergent curriculum.
Routinely check for health and safety of the children both in looking for areas of concern and for supervision of all children in sight and sound both indoors and outside.
Follow consistent schedule (set by Area Coordinator) & classroom routines.
Assist in the organization and arrangement an intentional classroom environment with materials and areas that engage invite exploration, problem solving, 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.
Assist in the rotation of materials in the classroom to reflect changing curriculum to accommodate new interests, to expand and extend learning. Child Care Teachers will change their classroom materials when the interest or topic is driven by a balance of Teacher and/or child interests as the children change.
Confer with teacher to ensure materials reflect diversity and cultures in books, photos, & daily journals.
Assist 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.
Assign, monitor, follow-up and give feedback on work to the CCW’s, student child care workers, and practicum students as needed.
Communicate with parents, as partners, to request, give information, get input, share concerns assists in developing an action plan regarding a developmental delay and/or challenging or challenging behaviors. Makes aware of the UMCDC resource and referral process, and Help Me Grow as needed with parents. Follows-up on notes sent home or areas that need discussion.
Communicate to ensure collaboration 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 work.
Use center process/protocol to assist in communication & for conflict resolution.
Communication with children will express warmth through behaviors such as physical affection, eye contact, tone of voice, conversations, interactions and responsiveness to provide a sense of trust, security and relationship with each child.
Child Care Assistant Teachers are to use descriptive language when communicating with children avoiding “value laden” words such as “good job; to increase vocabulary by routinely uses “self” and “parallel” talk”.
Communication in Interaction with children is sensitive, reciprocal, and is responsive to differing needs, temperaments, activity level, arousal state, social, cognitive, motor development, developmentally appropriate and aware of children’s ZPD, Zone of Proximal Development).
Recognize 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 both with children and adults.
Establish and maintain safe and healthy practices and procedures to include health and safety checks as outlined to meet MN DHS Licensing compliance, MDE, and NAEYC Accreditation standards. e.g. Ongoing face-to-name child counts, in safety drills and follows the Center’s Risk Reduction Plan
Maintain & 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.
*â‹All required qualifications must be documented on application materials.
A combination of education, work/intern experience that meets State of MN Human Services Licensing Act, Rule 3 (9503.0033) requirements for Child Care Assistant Teacher such as high school graduate/GED
At least 12 quarter credits (8 semester credits) in early childhood education from a post-secondary school
Minimum of 12 months/2080 hours experience as an aide or intern working with preschool age children in child care program; or CDA or AA plus 9 months formal work experience
Pass a background study and reference verification that meets requirements of State of MN State Human Services Licensing Act, Rule 11
Have or be willing to obtain within 90 days of employment 8 hours approved first-aid training and Infant CPR
Exceed minimum staff qualifications for an assistant teacher in DHS childcare licensing, Rule 3 and 11; two paid work references desired.
Meets NAEYC accreditation standards and criteria for teaching staff
Visually supervise small children and immediately respond to emergency situations; observe children in environment; protect and prevent harm to them; communicate with children, parents and other staff; be able to move quickly and bend; carry/lift children weighing 60 pounds; must not present risk of transmission of reportable communicable disease as verified by health professional
Internal Number: 332143
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.