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Child Development Teacher (4107C) 24219
University of California, Berkeley
Child Development Teacher (4107C) 24219
At the University of California, Berkeley, we are committed to creating a community that fosters equity of experience and opportunity, and ensures that students, faculty, and staff of all backgrounds feel safe, welcome and included. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff.
The University of California, Berkeley, is one of the world's leading institutions of higher education, distinguished by its combination of internationally recognized academic and research excellence; the transformative opportunity it provides to a large and diverse student body; its public mission and commitment to equity and social justice; and its roots in the California experience, animated by such values as innovation, questioning the status quo, and respect for the environment and nature. Since its founding in 1868, Berkeley has fueled a perpetual renaissance, generating unparalleled intellectual, economic and social value in California, the United States and the world.
We are looking for equity-minded applicants who represent the full diversity of California and who demonstrate a sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, gender identity, sexual orientation, and ethnic backgrounds present in our community. When you join the team at Berkeley, you can expect to be part of an inclusive, innovative and equity-focused community that approaches higher education as a matter of social justice that requires broad collaboration among faculty, staff, students and community partners. In deciding whether to apply for a position at Berkeley, you are strongly encouraged to consider whether your values align with our Guiding Values and Principles, our Principles of Community, and our Strategic Plan.
Residential and Student Services Programs is part of the Division of Student Affairs under the direction of the Associate Vice Chancellor of Residential and Student Service Programs (RSSP). RSSP provides and manages residential student housing, residential life programs, residential dining, as well as early care & education services for students, faculty, and staff. RSSP also conducts a summer conference and year-round catering business, operates seven campus restaurants, and manages twenty-six faculty apartments. RSSP's annual operating budget is $150,000,000 and the cluster employs over 2500 career, limited, contract and student employees creating a "culture of care" for our students and all other customers and stakeholders.
The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff and students) and community families. The program consists of over 60 career FTE, 10 - 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure quality early education experiences that best nurture and develop the individual child, support a family responsive environment for the university and advance the field of early childhood education.
This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult to child ratios.
Application Review Date
The First Review Date for this job is: October 6, 2021
- Provides primary care giving in a safe and developmentally appropriate manner aligned with CCL and CDE requirements and ECEP's curriculum and philosophy practices.
- Maintains daily intake forms and ensures daily professional communication with parents. Escalates parent communication for injuries and/or behavior/developmental concerns.
- Prepares materials and classroom opportunities that supports the emerging interests of the children and supports their individual needs. Plans and provides activities that stimulate children's curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills.
- Participates in intake for new students and parent/teacher conferences (fall and spring) or more frequently if needed.
- Collaborates with classroom team members to develop programs and summary of findings that respond to parent survey summaries, Desired Results Developmental Profile (DRDP) findings, and related ITERS/ECERS ratings which evaluates the classroom environment. Also, working knowledge of the Classroom Assessment Scoring System (CLASS), where appropriate to evaluate teacher/child interactions and engaging environments.
- Performs and records focused child observations which includes CDE required DRDP assessments for all children.
- Attends ECEP sponsored trainings and supports any other classroom and quality/teaching effectiveness tools that may also be used as the program adopts new approaches based on research and CDE and other funding requirements.
- Includes all children regardless of developmental level and or presenting temperament. Supports NAEYC "best practices".
- Supports PITC philosophy in infant/toddler rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child's developmental needs and updates needs and services plans quarterly.
- Maintains a positive, safe and nurturing environment for young children and families.
- Develops trusting and professional relationships with children, parents, and colleagues.
- Performs daily health and safety checks on children throughout the day and alerts parent(s), classroom families, and Center Director as appropriate.
- Conducts classroom equipment and playground safety inspections daily and notifies Center Director for areas requiring maintenance or replacement.
- Maintains well organized classroom by continually restoring and enhancing the environment so it's suitable for young children.
- Establishes and updates needs and services plan, DRDP portfolio, and assessment of each child in primary care group.
- Models ECEP philosophy and standards of professionalism.
- Coaches substitute teachers, student assistants and volunteers and communicates performance or training issues to Center Director in a timely manner.
- Completes classroom environmental ratings (ITERS/ECERS) annually.
- Maintains child family confidentiality of information and records.
- Ensure parents sign-in/sign out during assigned shift; be aware of attendance throughout the shift to ensure appropriate ratios and child safety, and record meal counts at point of service
- Practices emergency drills as required by state regulations.
- Supports classroom team by taking time to share relevant information with co-workers as soon as possible without jeopardizing supervision of children.
- Uses respectful language and positive guidance when addressing children's behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background and primary language spoken, and/or expressed behavior or personality.
- Provides additional on-the job training and on-going coaching to assigned student assistants (SA) in collaboration with Site Coordinator or Center Director as outlined in ECEP Teacher Resource Guide and provides input into their evaluation. Provides input to Center Director on training and resources to improve SA hiring and training process.
- Participates in classroom parent meetings, parent conferences and special center events.
- Plans and leads center intake meetings and orientation of new families.
- Contributes to center newsletter and communications.
- Represents ECEP by being professional at all times, responsive, caring and informative in communication with parents, fellow teachers, co-workers, and the campus community at large. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director, Associate Director, or Executive Director on communication.
- Develops collaborative and respectful relationships with peers, supervisors and managers.
- Attends all required meetings which includes staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor.
- Addresses conflicts in a timely manner and involves Center Director, HR, and or other management members when appropriate. Immediately informs Center Director of emerging parent conflict.
- Adheres to policies in the ECEP Teacher Resource Guide including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein.
- Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children.
- Performs other duties as assigned by supervisor that are appropriate to classification and within CBA.
- Maintains State of California Child Development Teacher Permit (or higher level) per https://www.ctc.ca.gov/ criteria
- 3 or more ECE Infant or Toddler units required if hired for an infant/ toddler room.
- Demonstrated ability to perform basic computer use, including: keyboard and mouse, simple data entry, use of email software and internet search.
- Proficiency with basic level MS Word and DRDP Technologies.
- Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social emotional development
- Demonstrated time management skills to develop appropriate lesson plans and meet all reporting requirements for tracking student development and adjust to unexpected team shift absences
- Ability to proofread own work (DRDPs, documentation boards, email or other communication, etc.) for accuracy.
- Ability to work with diverse clientele professionally using patience, tact, sensitivity and diplomacy.
- Demonstrated ability and experience to teach and work independently in a center-based child care program
- Knowledge of developmental needs and appropriate learning experiences for children 3 months to 5 years
- Familiarity with child development theory and practice.
- Physical ability to care for and engage young children in activities which includes: lifting up to 50 pounds, standing and walking up to 4 hours per day, and bending and squatting to work at child's eye level.
- EMSA Pediatric First Aid and CPR (or must obtain within three months of hire)
- Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as a Teacher.
- Effective written and verbal communication skills.
- Provides proof of current TB clearance, up-to-date measles vaccination and up-to-date health screening clearance and any new State or UC Berkeley health requirements for positions working with young children.
- Must complete blood borne pathogen training annually - upon hire.
Salary & Benefits
This is an hourly paid (non-exempt) position. Hourly rate will be commensurate with experience (stepped rates).
For information on the comprehensive benefits package offered by the University visit:
How to Apply
Please submit your cover letter and resume as a single attachment when applying.
This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at: http://ucnet.universityofcalifornia.edu/labor/bargaining-units/cx/index.html
Conviction History Background
This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check.
Employment is contingent upon passing a physical exam.
This position has been identified as a Mandated Reporter required to report the observed or suspected abuse or neglect of children, dependent adults, or elders to designated law enforcement or social service agencies. We reserve the right to make employment contingent upon completion of signed statements acknowledging the responsibilities of a Mandated Reporter.
Equal Employment Opportunity
The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, or protected veteran status. For more information about your rights as an applicant see:
For the complete University of California nondiscrimination and affirmative action policy see:
To apply, visit https://careerspub.universityofcalifornia.edu/psp/ucb/EMPLOYEE/HRMS/c/HRS_HRAM.HRS_APP_SCHJOB.GBL?Page=HRS_APP_JBPST&Action=U&FOCUS=Applicant&SiteId=21&JobOpeningId=24219&PostingSeq=1
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