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Who We Are

The University of Michigan-Dearborn (UM-D) is one of the three campuses of the University of Michigan system. UM-Dearborn is among the top-tier comprehensive public universities in the Midwest with 9,000 students, outstanding faculty and staff as well as beautiful facilities and grounds. UM-Dearborn was first created as the Dearborn Center of the University of Michigan in 1959. Ford Motor Company gave the University of Michigan approximately 200 acres, including beautiful grounds along the Rouge River in Dearborn, as well as $6 million to build the campus' first four buildings. The campus was initially established with an emphasis on cooperative education. In 1971, it became a four-year undergraduate school; with some master's level graduate programs. Since then, the campus has experienced steady growth in both enrollment and in range of programming to include undergraduate, graduate and doctoral-level programs.

The Early Childhood Education Center (ECEC) under the College of Education, Health, and Human Services, is a high quality early childhood program which applies a Reggio Emilia inspired constructivism theory of learning.  The curriculum focus is nurturing children's critical thinking skills and problem-solving skills. The ECEC is a State of Michigan approved and National Association for the Education of Young Children (NAEYC) accredited early learning center for young children.  The center serves as a model teacher preparation and child study facility for university students enrolled in a variety of UM-Dearborn education courses.

Please note: Final hire and start date will be confirmed once enrollment targets are sufficiently met.

As a member of the ECEC teaching team you are responsible for creating a high-quality learning environment that supports the development and education of the children using the Reggio-inspired approach to learning.



As a member of the ECEC teaching team you are responsible for creating a high-quality learning environment that supports the development and education of the children using the Reggio-inspired approach to learning.


  • Identify the development and academic progress of children and plan courses of study to meet their needs.

  • Refer children for specialized assessment when necessary while collaborating with psychologist, social workers and special education specialist.

  • Study social-constructivist model of early childhood education grounded in the work of Dewey, Erickson, Piaget and Vygotsky. •

  • Write curriculum plans and implement a Reggio inspired long term project each term. “Lead and collaborate with university practicum students, checking weekly plans while providing verbal feedback on instructional and management techniques.

  • Preparation of weekly report on student's development and keeping anecdotal notes, compiling work samples for individual portfolios. ~ Explain program philosophy, teaching practices and routine to prospective families and visitors.

  • Prepare materials for and represent the university at local and state early childhood conferences.

  • Collaborate with peers to create learning environments and classroom practices informed by the Reggio Approach.

  • Supervise classroom team to meet program objectives concerning education standards, quality, safety, and cleanliness.

  • Provide direct support to assigned or designated classroom.

  • Implement Positive Child guidance and intervention supports

  • Keep accurate accident/incident records and time-sheets.

  • Possess a strong work ethic, be punctual, and have minimal absence.

  • Must be able to be able to kneel, bend, squat, lift, push, pull, and carry children up to 70lbs.

  • Performs other job-related duties as assigned.


Write and implement lesson plans reflecting a DAP and Reggio Inspired curriculum for toddler/preschool/Kindergarten children based on current early childhood theories and practices.

  • Compile precise, detailed observation and documentation of your teaching and children’s work.

  • Create documentation in progress and documentation panels of children’s work with careful reflection of their interpretations.

  • Create inquiry-based, short and long-term inquiry projects that are student-centered comprised from analyzing children’s thinking and development while engaging in activities based on the constructivism learning theory.

  • Provoke children’s ideas and scaffold their understanding through problem solving, representational work, and conflict resolution.

  • Document all parent concerns, communications and child observations that necessitate a need for a meeting.

  • Effectively manage a classroom by maintaining consistency and developmentally appropriate expectations.

  • Create an inclusive environment that welcomes and supports the contributions of the team including parents, interns, strategies and child development students, CEF staff and volunteers.

  • Mentor and communicate with all university students placed within the classroom providing appropriate feedback both written and verbal in relation to classroom participation and curriculum plans. Model appropriate teaching practices and lesson planning and implementation.

  • Communicate and promote family involvement.

  • Maintain a safe and healthy learning environment for children.

  • Create and adapt the classroom and playground environments to enhance intentional learning opportunities that reflect children’s culture and needs.


  • Assess children’s on-going growth and development in all developmental domains and using data to guide daily plans.

  • Observe, document, and evaluate children on an ongoing basis utilizing the ASQ-SE, Teaching Strategies Gold and Michigan Literacy Progress Profile assessment tools.

  • Conduct parent-teacher conferences twice a year.

  • Communicate regularly with families regarding children’s development, using goals, communication boards, and monthly blogs (documentation in progress) daily curriculum postings, daily interactions and documentation panels.

  • Assist in program evaluation following NAEYC, DHS licensing, and the QRIS guidelines.

**Meet additional GSRP planning, documentation and training requirements as needed

Please keep in mind that the above job description is meant to be a guideline and does not list in detail all of the job responsibilities of a Lead Teacher. All duties of the Lead Teacher position will be covered in orientation and during the “hands-on” portion of the position training.


Required Qualifications*


  • A valid Michigan teaching certificate and an Early Childhood Education (ZA) or Early Childhood-General and Special Education (ZS) endorsement OR

  • A bachelor’s degree in early childhood education or child development with a specialization in preschool teaching. The transcript will document a major, rather than a minor, in child development or early childhood education. 

  • A candidate with an expected graduation date of December 2020 may be considered

  • Experience teaching children age’s birth to 6 years in developmentally appropriate classrooms.

  • Demonstrated successful collaboration with peers and parents.

  • Exceptional communication skills (speaking and writing), and computer literacy skills.

  • Experience in a university laboratory school, supervising university practicum students desired.

  • Some experience with special needs children in learning center classrooms desired

  • Experience with or extensive knowledge of the Reggio Emilia philosophy desired.

Work Schedule

Monday-Friday 8 am - 4pm

Background Screening

The University of Michigan conducts background checks on all job candidates upon acceptance of a contingent offer and may use a third party administrator to conduct background checks. Background checks will be performed in compliance with the Fair Credit Reporting Act.

U-M EEO/AA Statement

The University of Michigan is an equal opportunity/affirmative action employer.