Infant/Toddler Teacher - 38.5 Hrs.

Peabody Terrace Children’s Center (PTCC) is a private, non-profit childcare facility affiliated with Harvard University and one of 7 centers that make up Campus Child Care, Inc. We serve an internationally diverse community of families with children from 3 months to 5 years of age. PTCC is comprised of 6 classrooms with an art studio available for use by all.

PTCC is a Reggio Emilia inspired school and we are dedicated to providing a reflective, meaningful experience for children while they are away from home. We are committed to Anti-Bias Education at all ages and expect staff to support these principles. Our teaching staff includes energetic, thoughtful individuals who are committed to developing curriculum through keen observation of play.

Responsibilities:

• Collaborate with teaching team to provide relationship-focused care, which may include: playing, singing,

diapering, nap support, observation

• Collaborate with teaching team to plan and document emergent curriculum that is accessible to all students
• Complete child learning assessments
• Peaceful, timely, effective communication with teaching team, families, curricular support staff, and

administrators

• Attend and contribute to weekly team meeting
• Able to lift, move, and hold children and objects up to 40 pounds. Able to engage in full range of motion to lift,

reach, squat, climb, sit, and otherwise fully participate in classroom activities.

• Able to supervise and interact with children outdoors for extended periods of varied weather conditions.

Preferred Skills and Experience:

• EEC Teacher certification
• CDA, or higher education degree (any level) in ECE, Child Development, Elementary Ed., or Early Childhood

Special Education (OR 30 college credits in these areas with an unrelated degree)

• Cultural Competency
• Familiarity with Google docs, pic collage, google suite, email
• Knowledge of EEC regulations and QRIS standards
• Organized
• Time management skills
• Creative
• Experience and commitment to ongoing study of the Reggio Emilia approach
• Familiarity with anti-bias and antiracist approaches to early education