Teacher (Infants - 2 years old)

Creekside Kids•Park City, UT

8d•Onsite

About The Position

The Infant/Toddler Teacher is responsible for providing high-quality, responsive care and education for children from infancy through age two. This position emphasizes secure relationships, predictable routines, supportive environments, and intentional teaching that promote social-emotional development, early learning, and overall well-being. The teacher implements practices aligned with the Pyramid Model for Supporting Social Emotional Competence and indicators measured by TPITOS, ensuring nurturing care, proactive strategies, and individualized support for each child.

Requirements

Experience working with infants and/or toddlers
Understanding of infant-toddler development and responsive caregiving
Commitment to relationship-based, developmentally appropriate practice
Warm, responsive, and nurturing teaching style
Strong observation and reflection skills
Ability to remain calm and supportive during challenging moments
Team-oriented and collaborative mindset
Genuine care and respect for children and families

Nice To Haves

CDA, Associate’s, or bachelor’s degree in early childhood education or related field (or willingness to work toward credential)

Responsibilities

Build strong, secure, and trusting relationships with each child through responsive caregiving and consistent interactions.
Respond promptly and sensitively to children’s cues, needs, and emotions.
Support attachment, emotional security, and self-regulation through warm, respectful interactions.
Use calm, positive, and developmentally appropriate language with infants and toddlers at all times.
Partner with families to ensure consistency between home and school routines and caregiving practices.
Create and maintain a safe, clean, predictable, and engaging classroom environment.
Arrange the environment to promote exploration, independence, and comfort.
Maintain consistent daily routines while remaining flexible to individual needs.
Use visual supports, songs, gestures, and simple cues to support transitions and expectations.
Ensure materials are developmentally appropriate, accessible, and inclusive.
Provide developmentally appropriate experiences that support social-emotional development, language and early communication, sensory exploration and motor skills, and early problem-solving and play skills.
Embed learning opportunities within daily caregiving routines (feeding, diapering, toileting, rest).
Observe, document, and reflect on children’s development to individualize care and instruction.
Maintain a portfolio for each child that documents learning, development, and milestones.
Use proactive, preventative strategies to support positive behavior.
Recognize and respond to early signs of distress, frustration, or sensory overload.
Support emotional development by labeling feelings, modeling calm behavior, and coaching simple coping strategies.
Respond to challenging behavior with patience, consistency, and developmentally appropriate guidance.
Collaborate with leadership and families when individualized support strategies are needed.
Maintain active supervision at all times.
Follow all licensing regulations, health and safety policies, program policies and procedures.
Perform routine safety checks and complete required safety documentation.
Track classroom ratios and child headcounts at all times.
Maintain accurate daily records (feeding, diapering, toileting, sleep, bottles, etc.).
Ensure allergy, photo permission, and confidentiality procedures are followed consistently.
Support safe sleep practices and hygiene routines.
Maintain a clean, sanitary, and organized classroom environment.
Perform daily and weekly cleaning tasks in accordance with health regulations.
Launder classroom linens, soft toys, and materials as required.
Maintain classroom materials, equipment, and furniture in good condition.
Monitor and track classroom inventory and supply needs.
Participate in daily outdoor activities as appropriate for infants and toddlers.
Support gross motor development through supervised, developmentally appropriate movement experiences.
Engage with children during outdoor play to promote exploration and social interaction.
Communicate with families in a positive, professional, and strengths-based manner.
Share daily information about children’s care, routines, and milestones.
Participate in parent-teacher conferences as required.
Work collaboratively with co-teachers, float staff, and leadership.
Attend and participate in paid staff meetings and program events.
Maintain professionalism, patience, flexibility, and emotional regulation.
Participate in ongoing professional development, including Pyramid Model–aligned training.
Complete required annual training hours (provided and paid).
Maintain required classroom quality standards (e.g., ITERS, TPITOS goals as applicable).