Assistant Teacher On-Call/Supplemental

Apply for Job Job ID369808 LocationTwin Cities Job FamilyLR-Technical Full/Part TimePart-Time Regular/TemporaryRegular Job Code4905 Employee ClassAFSCME Unit 7 - Technical Add to Favorite Jobs Email this Job About the Job Position Overview The Assistant Teacher is responsible for assisting a classroom of children from all backgrounds and identities following 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, 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 lead 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. This is a supplemental / on-call in-person position with variable hours. This position is based on campus. Job Responsibilities Classroom Support (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 classroom teachers, 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 ongoing reflection (monthly and yearly) on the 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 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. Documentation and Assessment (20%) Assist in collecting data, including photos and quotes about individual children's learning and development Partner with the teaching team to complete regular assessments of children as needed 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. Communication (20%) Assist in maintaining 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 teachers (i.e., concerned parents, a child's behavior problems, or an employee's performance issues). Regularly communicate and collaborate with fellow teachers. Utilize Storypark to communicate with families about children's development, curriculum, and daily routines. Qualifi ations Required Qualifications A combination of education, and teacher experience that meets State of MN State Human Services Licensing Act, Rule 3 (9503.0033) requirements for an 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. 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. 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). 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. About the Department CDLS Overview 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. Department Overview The Institute of Child Development (ICD) at the University of Minnesota has long been a premier center for scholarship, teaching, and outreach devoted to the understanding and fostering of child development. Founded in 1925, the Institute is one of the oldest departments studying children's development in the United States. From its inception, a key tenet of the department has been to

Created: 2025-11-01