Early Learning Lead Teacher

United Community Center; Milwaukee (WI); On-site; USD 36,000 - 48,000; Full time

Job summary

United Community Center in Milwaukee seeks an Infant-Toddler Teacher to provide high-quality, developmentally appropriate education for 0–3 year olds in a classroom with 6–8 children. You will partner with a co-teacher and families to support each child’s development and school readiness.

The role emphasizes collaboration, classroom management, and adherence to Head Start and licensing standards while fostering a culturally responsive environment.

Qualifications

• Infant/Toddler CDA or higher degree required.
• Background in early childhood education preferred.
• Ability to assess and support developmentally appropriate growth.

Responsibilities

• Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum.
• Design coherent instruction, differentiating for diverse learners.
• Establish clear instructional outcomes aligned with developmental expectations.
• Use student backgrounds and learning styles in planning.
• Prepare and implement formative and summative assessments.
• Deliver engaging instruction and promote critical thinking.
• Monitor understanding and adjust instruction as needed.
• Collaborate with co-teacher and staff to run a safe, organized classroom.

Skills

Leadership

Communication

Organization

Time management

Adaptability

Collaboration

Student assessment

Education

Infant/Toddler CDA or Associate's/Bachelor’s degree in Early Childhood Education or related field

Tools

Microsoft Word

Excel

Google Suite

Job description

Job Location: UCC - Ricardo Diaz - Milwaukee, WI 53215

Position Type: Full Time

Education Level: 2 Year Degree

Job Category: Education

Position Summary

The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co‑teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness.

Essential Duties and Responsibilities

Instruction, Planning, and Preparation

• Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum.
• Design coherent instruction, differentiating and scaffolding for diverse learners.
• Establish clear instructional outcomes and align them with grade-level and developmental expectations.
• Use student interests, backgrounds, and learning styles in planning.
• Prepare and implement formative and summative assessments.
• Deliver engaging, rigorous instruction and promote critical thinking.
• Monitor student understanding and adjust instruction as needed.

Curriculum Development and Implementation

• Implement all curriculum and instructional practices with fidelity.
• Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies.
• Integrate technology and innovative teaching practices.
• Modify resources and instruction based on student needs.
• Support continuous student growth based on curriculum scopes and sequences.

Student Assessment

• Conduct regular assessments to track student progress.
• Use data to inform planning and instructional decisions.
• Provide timely, specific feedback to students and families.
• Support student goal‑setting and self‑reflection.
• Meet performance goals and IFSP (Individualized Family Service Plan) targets; prepare students for required assessments.

Classroom Management

• Create a safe, respectful, and inclusive learning environment.
• Establish and maintain consistent classroom expectations and behavior management strategies.
• Supervise students at all times and maintain a well‑organized, culturally responsive classroom space.
• Foster collaboration and student responsibility.

Social-Emotional Learning & Student Relationships

• Integrate Tier 1 SEL into regular instruction.
• Foster an emotionally secure, supportive classroom environment.
• Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff.
• Model and promote positive social behaviors and decision‑making skills.

Communication & Family Engagement

• Communicate effectively and regularly with students, families, and team members.
• Build trust and rapport to support student achievement.
• Conduct conferences and collaborate with families to reinforce learning at home.
• Maintain professional and ethical standards in all interactions.
• Share academic and behavioral updates using a strengths‑based approach.

Professional Development

• Engage in ongoing professional learning and reflective practice.
• Participate in training, meetings, and professional development sessions.
• Contribute to the school community and positive culture.
• Maintain professional conduct and stay informed on educational best practices.

Collaboration and Teamwork

• Collaborate with colleagues, support staff, and administrators to support student success.
• To implement support plans, work closely with special education, ELL, and student support teams.
• Participate in data meetings and problem‑solving sessions.
• Share responsibility for behavior management and restorative practices across the school.

Records and Documentation

• Maintain accurate records of student attendance, performance, and behavior.
• Prepare progress reports and other documentation according to school policy.
• Collect and organize documentation for classroom events, field trips, and compliance purposes.

Compliance and Policy Adherence

• Ensure compliance with Head Start Performance Standards and child supervision requirements.
• Adhere to DCF licensing regulations and mandated training hours.
• Uphold Young Star and NAC (National Accreditation Commission) quality standards.
• Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies.
• Submit all documentation (lesson plans, individualization, observations, reports) on time.
• Demonstrate cultural competence and promote equity and inclusion in all interactions.
• Maintain regular communication via email and agency‑approved channels.

Knowledge, Skills, and Abilities

• Basic computer proficiency, including Microsoft Word, Excel, and Google Suite.
• Leadership skills within the classroom and collaborative settings.
• Enthusiastic and respectful toward diverse students, families, and staff.
• Ability to adapt to dynamic situations inside and outside the classroom.
• Strong organizational, time‑management, and communication skills.
• Growth mindset with a commitment to continuous improvement.
• Ability to multitask, prioritize, and work independently or as a team.
• Experience supporting students with special needs and collaborating with families.
• Receptiveness to feedback and openness to new ideas and strategies.
• Strong interpersonal and problem‑solving skills.
• Commitment to ethical conduct, professionalism, and meeting deadlines.

Qualifications

• Infant/Toddler CDA or Associate's/Bachelor’s degree in Early Childhood Education or related field.
• Must pass all required background checks and physical exams.
• Valid driver's license and reliable transportation.
• Ability to travel locally or long‑distance up to 10% for meetings or training.

Physical Requirements

• Frequently sit, stand, walk, bend, and reach throughout the day.
• Ability to lift, push, pull, or carry up to 40 pounds.
• Frequent wrist and hand movement (typing, writing).
• Visual acuity for reading, screen use, and monitoring children.
• Clear hearing and speech for communication.
• Ability to go up and down stairs regularly.

Working Conditions

• Work primarily in a classroom environment; noise level ranges from moderate to loud.
• May occasionally be required to operate a motor vehicle for work‑related tasks.
• Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet, Printer/Photocopier, Fax Machine, Calculator.