Human Environmental Sciences, Child Study Center Curriculum Specialist and Lead Teacher

University of Central Oklahoma•Edmond, OK

1d•Onsite

About The Position

The Child Study Center Curriculum Specialist and Lead Teacher serves as a lead educator, pedagogical guide, and mentor within UCO’s laboratory early learning environment for children ages 3–5. This role combines teaching young children with supporting university students in observing, engaging, and reflecting on human development in authentic settings. Rooted in Reggio Emilia and Project Approach principles, the position supports an emergent, inquiry-based curriculum shaped by children’s questions, relationships, and discoveries. The Specialist collaborates with the Child Study Center Director and Human Development and Family Sciences faculty to create enriching indoor and Nature Explore outdoor classroom environments that recognize children as competent, curious learners. Additionally, this position is crucial to the academic mission of the Human Development and Family Science program, involving mentoring, coaching, and evaluating undergraduate and graduate students during their observations, field study, practicum, and internship experiences.

Requirements

Bachelor’s degree in Child Development, Early Childhood Education, or a related field
3+ years of equivalent work experience in early childhood education or a related discipline

Nice To Haves

Experience or demonstrated interest in mentoring university students
Master’s degree in Child Development, Early Childhood Education, or related fields
Experience in a university lab school or NAEYC-accredited setting
Training in DRDP, Learning Stories, or narrative documentation practices
Training or certification in Pyramid Model or Conscious Discipline
Membership in professional organizations (NAEYC, Zero to Three, SECA, etc.)

Responsibilities

Plan and implement developmentally appropriate, inquiry-driven curriculum guided by children’s interests, questions, and relationships.
Design thoughtful provocations, invitations, and learning environments that encourage exploration, creativity, problem-solving, and collaboration.
Use the environment both indoors and outdoors as a “third teacher,” creating aesthetic, organized, and meaningful spaces for learning.
Model responsive caregiving, co-regulation, and positive child guidance using the Pyramid Model, Conscious Discipline, trauma-informed approaches, and other evidence-based SEL frameworks.
Facilitate emergent literacy and early math experiences through play, conversation, storytelling, and hands-on investigation.
Make children’s learning visible through photographs, transcripts, observational notes, learning panels, journals, and narrative documentation.
Create Learning Stories to reflect children’s strengths, dispositions, and developmental progress through a relational lens.
Implement formal assessments such as the DRDP and synthesize data into meaningful, individualized plans for instruction and support.
Maintain individual child portfolios that combine narrative and standardized assessment information.
Build warm, trusting, culturally responsive relationships with families.
Conduct one collaborative, informational meeting with each family at the beginning of every semester and one formal family–teacher conference each semester, while maintaining ongoing communication about children’s learning throughout the school year.
Supervise, mentor, and evaluate students completing Field Study, Practicum, Internship, or research experiences in the CSC.
Offer reflective supervision, modeling, and coaching to help students understand child development, guidance strategies, curriculum design, and professional dispositions.
Connect student learning to HDFS coursework, program outcomes, NAEYC standards, and best practice frameworks.
Facilitate student orientations, ongoing debriefs, and structured opportunities to observe, participate, plan, implement, and reflect.
Collaborate with Human Development and Family Sciences faculty to design meaningful university–lab school partnership experiences.
Work closely with the CSC Director in curriculum planning, program development, and continuous improvement initiatives.
Contribute to accreditation (NAEYC), DHS licensing, documentation systems, and safety protocols.
Participate in departmental initiatives, faculty collaborations, committee work, training, and community engagement.
Support research efforts, special projects, and cross-campus partnerships that elevate the CSC’s mission.
Assist with center leadership in the Director’s absence.
Facilitate nature-based play and outdoor learning in the Nature Explore Outdoor Classroom, fostering curiosity, resilience, sensory engagement, and joyful connection with the natural world.
Design outdoor provocations, loose-parts invitations, habitat explorations, gardening experiences, and seasonal investigations aligned with emergent curriculum.
Model safe, developmentally appropriate risk-taking and stewardship of the natural environment.
Mentor university students in planning, implementing, and documenting outdoor learning experiences.
Collaborate with CSC leadership, HDFS faculty, and campus partners to maintain and continually enrich nature-based environments.