TITLE Teacher, CDC
CLASSIFICATION NUMBER 2538
IMMEDIATE SUPERVISOR Director, Child Development Center
MAJOR ADMINISTRATOR Department Head, Childhood Education and Family Studies
The Teacher, Child Development Center (CDC) is responsible for planning and implementing developmentally appropriate curriculum for children in the Child Development Center as prescribed by the National Association for the Education of Young Children. The Teacher, CDC sets up the physical environment to meet changing needs, maintains a safe, clean, and pleasant environment, models and instructs other adults in best practice, and provides information to parents regarding their children as well as general child development information. The Teacher, CDC completes developmental assessments on each child participating in the program, maintains observational records relating to each child’s developmental progress, and conducts parent conferences with each participating family. The Teacher, CDC assists in supervising and evaluating University student performance in the Child Development Center.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor’s degree in child and family development, early childhood education (ECE), or a closely related field is required by the first day of employment.
Experience: Two years of experience in child development or education with children is preferred. Supervisory experience is preferred. Experience with at-risk children is preferred.
Skills: Strong oral and written communication skills are required. Excellent interpersonal skills are required. An understanding of early childhood growth and development, as well as the ability to apply this understanding to appropriate activities, is required. Must be able to instruct adults by role modeling in interactions with preschool children and their families. Must be able to oversee individual children and a small group of children simultaneously. A general knowledge of nutrition, health, and first aid is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
License: Certification for cardiopulmonary resuscitation (CPR) and first aid are required or must be obtained within thirty days of employment.
Other: Must be able to maintain visual contact with physical area occupied by infants, toddlers, or pre-school children. Must be able to get up and down from the floor, move quickly, and lift a minimum of 10 pounds. Successful completion of the screening process for the Family Care Safety Registry is required. Must attend required child care licensing training (12 clock hours).
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Ensures the goals and objectives of the Child Development Center are met by planning and implementing a developmentally appropriate curriculum for children and instructing, modeling, and demonstrating appropriate developmental practices as described by the National Association for the Education of Young Children.
2. Determines the developmental progress of children participating in the children’s programs by completing developmental assessment on each child at the time of entry into the program and periodically during their participation, maintaining weekly observational records relating to each child’s developmental progress and interaction with parent(s), and conducting parent conferences with each family at least once per semester.
3. Ensures continuity of the children’s programs curricula by developing and maintaining current lesson plans for all instructional periods and providing specific guidance to substitutes regarding the status of instructions.
4. Helps to provide an effective learning environment for children’s programs by supervising staff and students, assigning areas of responsibility or projects based upon expertise and/or qualifications, and evaluating work performance.
5. Provides an appropriate learning environment for University students by assisting Child and Family Development students in planning and implementing activities in the Center, assisting in the pre-service workshops for designated students, and participating in the evaluation of Child and Family Development student teaching performances.
6. Advises the Director, CDC of the status of on-going programs and activities by assisting with attendance and Child Care Food Program records and preparing and submitting such reports as are required or appropriate.
7. Maintains professional competence and expands the knowledge base and ability of the Children’s programs to serve its constituencies by attending professional development seminars, workshops, in-service training, and related activities, implementing appropriate program modifications, and sharing information gained from those professional activities with other professionals.
8. Participates as a member of the Early Childhood and Family Development instructional staff by supervising and evaluating student performance in the Center.
9. Promotes a positive image of the University by maintaining membership and providing leadership to professional organizations such as the National Association for the Education of Young Children and developing cooperative working relationships with regional child care agencies and professionals.
10. Contributes to the effectiveness of administrative management within the Child Development Center by attending planning sessions and Child Development Center staff meetings as required, resolving special situations as they arise, participating in ongoing training regarding the program, children and families, and assisting in planning and conducting activities such as special events, fundraising events, and open houses as requested.
11. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
12. Contributes to the overall success of the Child Development Center by performing all other duties and responsibilities as assigned.
The Teacher, CDC is supervised by the Child Development Center Director and supervises the Assistant Teacher(s), students, and assigned practicum students.
OFFICE OF HUMAN RESOURCES
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 2 - 900 Points: Entry-level professional knowledge of the principles, concepts, practices, and methods of non-technical administrative and managerial functions. Knowledge permits the employee to carry out basic recurring tasks and routine portions of assignments or to carry out less demanding professional elements of assignments in areas including communications, social sciences, art and design, education, and related functions while gaining in familiarity with the University's policies and goals, business practices and/or accounting systems. This level of knowledge permits the employee to schedule and carry out the steps of a limited operation or project to complete stages of a multi-phase project. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in an unspecified field or a specific background in a non-technical area. Knowledge requirements may also include a limited amount of related work experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 1 - 150 Points: Work involves services including collecting, processing, and disseminating information for others to use. Work activities may be complex and may affect the accuracy, reliability, or acceptability of further processes or services, but typically involve providing information for others to use rather than requiring managerial decision-making on the part of the incumbent. Job activities typically have limited consequences for the department and relatively minor impact on the cost center. Jobs at this level typically involve no budgetary control except for the normal responsibilities associated with monitoring and reporting every day expenses.