As a member of the ECEC teaching team you are responsible for creating a high-quality learning environment that supports the development and education of the children using the Reggio-inspired approach to learning.
- Identify the development and academic progress of children and plan courses of study to meet their needs.
- Refer children for specialized assessment when necessary while collaborating with psychologist, social workers and special education specialist.
- Study social-constructivist model of early childhood education grounded in the work of Dewey, Erickson, Piaget and Vygotsky. •
- Write curriculum plans and implement a Reggio inspired long term project each term. “Lead and collaborate with university practicum students, checking weekly plans while providing verbal feedback on instructional and management techniques.
- Preparation of weekly report on student's development and keeping anecdotal notes, compiling work samples for individual portfolios. ~ Explain program philosophy, teaching practices and routine to prospective families and visitors.
- Prepare materials for and represent the university at local and state early childhood conferences.
- Collaborate with peers to create learning environments and classroom practices informed by the Reggio Approach.
- Supervise classroom team to meet program objectives concerning education standards, quality, safety, and cleanliness.
- Provide direct support to assigned or designated classroom.
- Implement Positive Child guidance and intervention supports
- Keep accurate accident/incident records and time-sheets.
- Possess a strong work ethic, be punctual, and have minimal absence.
- Must be able to be able to kneel, bend, squat, lift, push, pull, and carry children up to 70lbs.
- Performs other job-related duties as assigned.
PLANNING AND INSTRUCTION:
Write and implement lesson plans reflecting a DAP and Reggio Inspired curriculum for toddler/preschool/Kindergarten children based on current early childhood theories and practices.
- Compile precise, detailed observation and documentation of your teaching and children’s work.
- Create documentation in progress and documentation panels of children’s work with careful reflection of their interpretations.
- Create inquiry-based, short and long-term inquiry projects that are student-centered comprised from analyzing children’s thinking and development while engaging in activities based on the constructivism learning theory.
- Provoke children’s ideas and scaffold their understanding through problem solving, representational work, and conflict resolution.
- Document all parent concerns, communications and child observations that necessitate a need for a meeting.
- Effectively manage a classroom by maintaining consistency and developmentally appropriate expectations.
- Create an inclusive environment that welcomes and supports the contributions of the team including parents, interns, strategies and child development students, CEF staff and volunteers.
- Mentor and communicate with all university students placed within the classroom providing appropriate feedback both written and verbal in relation to classroom participation and curriculum plans. Model appropriate teaching practices and lesson planning and implementation.
- Communicate and promote family involvement.
- Maintain a safe and healthy learning environment for children.
- Create and adapt the classroom and playground environments to enhance intentional learning opportunities that reflect children’s culture and needs.
EVALUATION AND ASSESSMENT:
- Assess children’s on-going growth and development in all developmental domains and using data to guide daily plans.
- Observe, document, and evaluate children on an ongoing basis utilizing the ASQ-SE, Teaching Strategies Gold and Michigan Literacy Progress Profile assessment tools.
- Conduct parent-teacher conferences twice a year.
- Communicate regularly with families regarding children’s development, using goals, communication boards, and monthly blogs (documentation in progress) daily curriculum postings, daily interactions and documentation panels.
- Assist in program evaluation following NAEYC, DHS licensing, and the QRIS guidelines.
Please note: Final hire and start date will be confirmed once enrollment targets are sufficiently met.
- A bachelor’s degree in Early Childhood Education or Elementary Education, with endorsement in Early Childhood Special Education.
- Must have a valid teaching certificate.
- Experience teaching children age’s birth to 6 years in developmentally appropriate classrooms.
- Experience in a university laboratory school, supervising university practicum students.
- Demonstrated successful collaboration with peers and parents.
- Exceptional communication skills (speaking and writing), and computer literacy skills.
- Some experience with special needs children in learning center classrooms desired
- Experience with or extensive knowledge of the Reggio Emilia philosophy desired.
U-M EEO/AA Statement
The University of Michigan is an equal opportunity/affirmative action employer.