The teacher will provide a safe and nurturing environment, designing and implementing a developmentally appropriate curriculum in collaboration with site leadership and specialists. Key duties include engaging with children through curiosity-driven experiences, practicing positive discipline, and being responsible for observation, documentation, and data gathering for each child's development.
Requirements summary
A High School Diploma is required, along with 45 DCF hours and 18 credits in Early Childcare Education, or a CDA with a focus on Infant/Toddler (which must be completed within the first year). Bilingual proficiency is preferred, and knowledge of modern web browsers, basic Word, and Outlook is expected.
high schoolprofessional certificateTeamworkConfidentialityDocumentationFlexibilityMentoringBilingualData AnalysisObservationClassroom ManagementChild DevelopmentParent CommunicationHealth And SafetyCurriculum DesignCultural SensitivityPositive DisciplineReflective Planning
Job description
Description
Salary Range
$15.66 per hour Work Schedule Primarily: Monday through Friday from 12:30 pm to 5:30 pm Location Address: Carol City Center- 4375 NW 173rd Drive, Miami Gardens, FL 33055
Benefits
401k employer match up to 3% plus 3% safe harbor contribution Free monthly pass for Transit and parking Free Employee Assistance Program (EAP) Training & Development opportunities Two weeks of Winter Recess (after 1 year of employment) Help us make a difference in our community. United, we are tackling complex issues and turning contributions into real change. We fight for equitable access to quality education, financial security, and the health of everyone in our community. Join our team and join us in the fight for a stronger Miami!
United Way Miami is looking for an Infant Toddler Teacher-Part-Time who will provide a safe and nurturing environment for children that encourages their social, emotional, physical, and intellectual development. In collaboration with the Director of EHS-CCP Site, design and implement a developmentally appropriate curriculum according to the guidelines and key elements established by UWM, the EHS-CCP grant, and Head Start Performance Standards.
Principal
Duties: and Responsibilities:
Teacher/Child Interactions
Teachers are expected to provide experiences that build on children’s prior experiences by drawing on children’s curiosity and encouraging children to come up with their own questions, theories, and hypotheses. Encourage and model appropriate behavior and expectations. Teachers are attentive, flexible, and supportive of children and their families. Practice positive discipline techniques. Teachers are responsible for capitalizing on opportunities to help children build vocabulary by asking the children a series of follow-up questions to get a deeper understanding from the children.
Program
In collaboration with the Director EHS-CCP Site and the Infant Toddler Specialist assigned to the program, design and implement a reflective curriculum, materials, activities, and environments on a daily basis that provide balance that supports the child’s learning. Responsible for the observation, documentation, and all aspects of the data gathering process of each child’s health, behavior, growth, and development. The teacher is responsible for using the observations to plan and respond to the individual needs of the children and the group. Demonstrates cultural sensitivity and respect towards persons of different cultural, ethnic, and socio-economic backgrounds. Responsible for designing a thoughtful classroom environment to optimize small and large group interactions, social learning, and constructive play. Responsible for analyzing and interpreting the learning process and sharing with colleagues and children.
Benefits
Employee Assistance Program (EAP)
Training & Development Opportunities
401k Employer Match
Winter Recess
Transit And Parking Pass
Teachers follow a reflective planning cycle in which they: Observe and reflect Document and reflect Reflect, discuss, and plan Implement and reflect Partner with families in reflective planning
Faculty/Parent
Interactions: Acknowledge and respond to all parents and visitors in a friendly, courteous, and professional demeanor. Communicate daily, including conferences, events, and meetings. Share resources with parents. Schedule, develop plans, and conduct home visits in collaboration with the Family Engagement Staff. Keep information confidential and only shared with the pertinent staff. Engage parents in ongoing communication about their child’s development screenings and assessments.
Use of data: Responsible for using data and sharing with the families to individualize instruction and create action plans if needed. Engage parents in ongoing communication about their child’s developmental screenings and assessments, and provide parents with activities designed to enhance their child’s development based on their child’s assessment results. Responsible for reviewing overall summary scores, subscales, and individual items from screenings and assessments.
Leadership
Responsible for Collaborative work between both teachers in developing classroom goals and experience plans. Ensure that daily responsibilities are complete and jobs are shared. Responsible for implementing reflective supervision with the teaching team. Acts as a Mentor Teacher helping new teachers to understand and gain knowledge in using effective strategies throughout the teaching process.
Health/Safety/Nutrition: Supervise children, following all safety and health rules, and knowing the number of children in the group at all times. Keep the environment safe, organized, and accessible to children. Complete appropriate documentation to report incidents and accidents.
Professionalism
Keep abreast of the latest trends and research in the early childhood field. Demonstrate knowledge and flexibility in child care practices, continuing ongoing professional growth. Attend all required meetings/trainings and be punctual. Responsible for protecting the confidentiality of children, no information about a child or family is meant to be shared with other staff members.
Teamwork
Establish and maintain a relationship of cooperation and respect, and maintain confidentiality. Participate in classroom and Center events. Be open to communicating and collaborating at all times.
Decision-Making
Authority: May take action, but must inform Site Director when caring for a child with a significant injury, acknowledging and listening to a parent’s concern, filing a neglect and abuse complaint, or recording an unusual incident.
Physical
Demands: Follow state, federal, and UWM guidelines. Demonstrate a full range of motion. Be able to lift up to 40 pounds. Supervise and interact with children outdoors. Respond immediately and appropriately to multiple situations or emergencies; communicate incidents/accidents with supervisor(s), families, and complete proper documentation. Maintain mental and physical alertness and an appropriate level of energy to perform essential job requirements. UWM is an equal opportunity employer and a drug-free workplace, please visit our Career site homepage to view our EEO statement and Drug-Free policy.
Requirements
Education Requirements: High School Diploma and 45 DCF hours/ 15 in-service hours per year. CDA with a focus on Infant/Toddler or to complete it during the first year of employment. 18 credits in Early Childcare Education. Currently enrolled in a degree program for Early Childcare Education. 18 credits include CDA credential equivalency of 9 credits. Bilingual preferred.
Technology Requirements
Knowledge of modern web browsers, Beginning Word, and Beginning Outlook.
Other Essential Knowledge
Flexibility and understanding concepts around Visible Thinking, Multiple Intelligence, Dual Language, Inclusion, Early Literacy strategies, and Reflective Supervision.
Working Conditions
Required to stand, sit, bend, stoop, crawl, crouch, kneel, and balance for an extended period of time; visual acuity and manual dexterity to operate a computer and office equipment. Ability to reach, grasp objects, lift, and carry objects weighing up to 40 pounds. Occasional stooping, bending, standing, and walking. Occasional travel to other locations. Due to the nature of the job and in order to follow Federal and Local regulations, employees may be required to work additional time and weekends for special trainings and other events.
Career Growth
We encourage you to grow through formal and informal development programs, coaching, and on-the-job challenges. We want you to ask questions, take chances, and explore the possible.
Apply with confidence!
Research indicates that individuals may hesitate if they don't meet every requirement.
If you're enthusiastic about a role, apply, even if your experience or education isn't an exact match.
You could be the perfect fit for this position or discover other exciting opportunities within our organization.
Please note that while some roles may have specific requirements for funding eligibility, we STILL encourage you to explore our job opportunities.
Market context
Florida infant-toddler roles stay in demand
In Florida, infant-toddler teaching roles are commonly competitive because centers need staff who can meet licensing and classroom-readiness requirements while supporting very young children. This posting’s requirements and benefits are AI-summarized from the original job description, helping you review the essentials faster; a practical next step is to confirm your DCF hours, early childhood credits or CDA path, and whether your bilingual skills fit the preference.
