2540 Lead Teacher


TITLE Lead Teacher




IMMEDIATE SUPERVISOR Director, Child Development Center

MAJOR ADMINISTRATOR Department Head, Childhood Education and Family Studies


The Lead Teacher is responsible for planning, implementing, and evaluating developmentally appropriate curriculum for children in the Child Development Center as prescribed by the National Association for the Education of Young Children. The Lead Teacher 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 Lead Teacher 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 Lead Teacher assists in supervising and evaluating student performance in the Child Development Center.


Education: A Master’s degree in child and family development, early childhood education (ECE), or a closely related field is required.

Experience: Two years of experience in child development or education is required. Supervisory experience is required. Experience with at-risk children is preferred. Experience working in diverse environment and/or with students from diverse backgrounds 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 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 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) and fall and spring training in the Child Development Center curriculum.


1. Ensures the goals and objectives of the children’s program in the Child Development Center are met by planning, implementing, and evaluating 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. Facilitates the transition from home to a school environment by making one home visit to each child’s home prior to the beginning of the program.

4. 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.

5. Develops a competent and effective staff for the children’s programs by supervising staff and students, providing orientation and training on departmental policies and program operations, assigning areas of responsibility or projects based upon expertise and/or qualifications, and evaluating work performance.

6. Provides an appropriate learning environment of University students by assisting Child and Family Development students in planning and implementing activities in the Center, assisting in the pre-service workshops for CFD 260 and CFD 360 students, and participating in the evaluation of Child and Family Development student teaching performances.

7. Advises the Director, CDC of the status of ongoing programs and activities by assisting with attendance and Childcare Food Program records and preparing and submitting such reports as required.

8. Advises co-workers and senior administrators of the status of on-going programs and activities by preparing and submitting such reports as are required or appropriate.

9. 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.

10. Participates as a member of the Early Childhood and Family Development instructional staff by supervising and evaluating student performance in the Center.

11. 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.

12. Contributes to the effectiveness of administrative management within the Child Development Center by attending all 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.

13. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.

14. Contributes to the overall success of the Child Development Center by performing all other duties and responsibilities as assigned.


The Lead Teacher is supervised by the Director, Child Development Center and supervises Teachers, Assistant Teachers, students, and assigned practicum students.




Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. 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 a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 2 - 130 Points: Regular, but limited, supervision, training, or directing the work assignments of (a) small numbers of student, part-time or temporary workers, or (b) one or more permanent, full-time employees. The nature of supervision is largely confined to scheduling work and assigning tasks. Supervision at this level typically does not include a full range of supervisory responsibilities, and supervisory duties typically do not consume a large portion of the work day.

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 2 - 400 Points: Work involves services including collecting, processing, and disseminating information and providing advice to others. Work activities may be complex and likely affect the accuracy, reliability, or acceptability of further processes or services to the extent that others rely on the advice given in order to make decisions. Work activities typically affect the efficiency of the department but have relatively minor effects on operations within the cost center. Individuals in jobs at this level are often responsible for actively documenting, monitoring, and controlling expenditures. Incumbents may recommend minor expenditures, but have no substantive authority over budgets.