Assistant Teacher Infant Toddler

The Johns Hopkins University School of Education is launching a search for outstanding and passionate educators to join its education team.

At the Harry and Jeanette Weinberg Early Childhood Center (ECC), assistant teachers work alongside mentor teachers, lead teachers and the family support team to support the holistic development of children in a full day, full year, early childhood classroom.

Infant Toddler Assistant Teachers must have at least one year of experience as an assistant teacher, aide or intern in an early elementary or early childhood setting, have knowledge of child development, and a track record of positive collegial collaboration. Assistant Teachers are reliable and energetic, and committed to meeting the developmental needs of all children.

ABOUT THE HARRY and JEANNETTE WEINBERG EARLY CHILDHOOD CENTER

The Harry and Jeannette Weinberg Early Childhood Center (ECC) at the Henderson-Hopkins Campus is a unique university-assisted community partnership operated by the Johns Hopkins University School of Education (SOE) to serve young children of families who live and work in the EBDI community; to ensure, from the prenatal period through pre-kindergarten, that all children are healthy, supported and ready to succeed in school. With the extraordinary potential to create a high-performing early learning site, the new Early Childhood Center, opened in September 2014, serves a diverse, mixed-income community of over 170 students and their families.

Through the nurturing and sustenance of a state-of-the-art early childhood facility, highly -trained faculty and staff, a rigorous curriculum, an exceptional adjacent K-8 community school, health suite, auditorium, gymnasium and family resource center, the ECC will pursue the latest, most effective research-based approaches to meet the needs of all students, their families and a revitalized East Baltimore community.

Using a blended funding model to achieve mixed-income goals to promote maximum diversity, the young learner population of the Early Childhood Center includes families from federally subsidized Early Head Start and Head Start, as well as families paying tuition.

Primary responsibilities of this position:

• Assists the lead teacher in creating a high-quality early learning program using an interdisciplinary approach to learning that incorporates research-based experiences in early language and literacy, numeracy, science, social-emotional development, creativity, problem-solving and physical development.
• Meets with the Lead Teacher on a regular basis to review classroom and child data, develop action plans that support goal achievement.
• Collaborates with the Lead Teacher, Family Support Specialist (assigned to each child), and other support staff to implement individual goals for children and their families. Participate in a system of reciprocal, regular data feedback and utilization for individualized planning for children and families and continuous program improvement.

Planning

Will assist in ensuring that the written curriculum includes:

• goals for children’s development and learning;
• the experiences through which children will achieve these goals;
• what staff and parents can do to help children achieve these goals;
• the materials needed to support the implementation of the curriculum towards achieving the stated goals;

Purposeful Planning and Instruction

• Collaborates with the Lead Teacher and other teaching staff to plan and implement group lessons, personalized learning plans, and best practice teaching strategies to maximize learning for all students.
• Implements intentional classroom activities that are child-centered, developmentally appropriate, open-ended and process oriented.
• Assists in implementation of Individual Family Service Plan (IFSP)//Individual Education Plans (IEP) for children with diagnosed disabilities.
• Follow the approved curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
• Implement experiential learning activities advancing the intellectual and emotional competence of infants and toddlers.
• Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
• Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.

Effective Learning Environment

• Creates a child centered environment for learning through functional and engaging displays, interest centers, and exhibits of children’s work.
• Develops and manage an environment that encourages independence and self-selection of activities; reinforcing opportunities for self-regulation.
• Provides an appropriate climate to establish and reinforce acceptable child behaviors, attitudes, and social skills.
• Encourages opportunities for continued success with appropriate challenges.
• Provides children with a consistent classroom routine, adapts when appropriate
• Provides supervision and ensure the safety and security of children at all times in accordance with Early Head Start and child care licensing requirements.
• Supervises and eats nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social skills for infants and toddlers.
• Supervises all classroom field trips and outdoor activities.
• Understands regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.

Assessment

• Supports the Lead Teacher in conducting ongoing observations of children.
• Assists in organizing documentation of each child's progress and growth; and collecting anecdotal notes and portfolio items to document children’s development.
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• Completes daily health checks and communicates with the Lead Teacher regarding children’s status.
• Gathers and maintains individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning

Family and Community Partnership
Actively supports effective partnerships with families by:

• maintaining open communication;
• remaining sensitive to different families’ cultures, values and needs; and
• encouraging their input into the educational program.
• Assists the lead teacher in preparing for and participating in parent teacher conferences at least twice a year and home visits at least twice a year.
• In collaboration with the lead teacher, supports frequent communications with parents by means of parent meetings, newsletters, home visits, and individual parent conferences.
• Works along with the lead teacher in collaborating with families, and members of the East Baltimore community to engage them in activities that promote the early learning program.
• Provides opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
• Works with Teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year
• Participates in parent orientation and ongoing parent trainings as required.
• Maintains regular contact with parents and completes appropriate documentation.

Record Keeping & Child Assessment

• Models appropriate classroom practices.
• Works with Lead Teacher, Mentor Teacher, and Directors to develop and support the individual development plan for assigned volunteers.
• Assists the Lead Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
• Maintains the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
• Participates actively in bi-weekly Team Meetings, with Mentor Teacher, to reflect on performance, generate solutions and ensure high-quality classroom operations.
• Participates actively in bi-weekly Assistant Teacher Meetings with Education Coordinator.
• Work with Mentor Teacher to self- assess/reflect on ITERS observations three times per year in regards to professional growth and developmentally appropriate practices.
• Participate in ongoing mentor – coaching and reflection, in regards to curriculum & instruction, with Mentor Teacher.

Professionalism

• Actively participates in scheduled trainings, parent meetings and individual coaching sessions, and the development of a personal professional learning plan.
• Collaborates with and supports the lead teacher and other colleagues in achieving professional goals.
• Meets professional expectations as outlined in the staff handbook (i.e. prompt completion of tasks, dress, maintaining confidentiality, communication).
• Appropriately represents the ECC externally.

Qualifications

High school diploma/GED and a current Infant-Toddler CDA credential required. AA degree in early childhood education (preferred) and may be substituted for the current Infant-Toddler CDA credential. At least one year of assistant teaching or internship experience in an early childhood setting. An MSDE approved 45 hour Infant Toddler Certification is required; experience working with a diverse population in an urban setting preferred.

Knowledge, Skills and Abilities

• An MSDE approved 45 hour Infant Toddler Certification is required; experience working with a diverse population in an urban setting preferred.
• Commitment to building a collaborative culture
• Reflective and self-aware
• Adaptable
• Critical thinker and problem-solver

Additional Requirements

• Successful completion of physical examination, diagnostic tests, and successful clearance of background checks and fingerprinting as required by local, state and federal regulations.
• Physical examinations, drug screening and TB test are required as a condition of continual employment.

NOTE: The successful candidate(s) for this position will be subject to a pre-employment background check.

If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the HR Business Services Office at 443-997-5100. For TTY users, call via Maryland Relay or dial 711.

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