Lead Teacher

Apply now Job no: 493010
Work type: Staff (Full-Time)
Location: Winter Park, FL
Categories: Child Development Center, Psychology
Division: Academic Affairs

FLSA Status:


Service Months:


Position Summary:

Lead Teachers at the Child Development and Student Research Center (CDC) are expected to uphold all program and philosophical foundations of the CDC. They are expected to act with professionalism in all interactions with children, families and students. The position includes the supervision of children ages 2-5, supervision of Assistant Teachers in the classroom, ongoing written and verbal daily observations, and assistance with undergraduate students. Lead Teachers are expected to have daily verbal contact with parents at drop off or pick up times and must attend all scheduled staff meetings and unexpected meetings as needed.

Daily Routines

  • Contributing to the daily maintenance, clean up, and routine care of the children and the center.
  • Setting up the learning environment for the children and undergraduate students.
  • Planning in collaboration with Lead Teachers and Assistant Teachers to ensure an organized and functional daily routine for all.
  • Maintaining order and safety at all times.
  • Providing for the needs of children in toileting, project work, problem solving situations, and general play.

Lead Teacher/Child Interactions

  • Providing consistent guidance for the children during the project and work of the day.
  • Interacting with respect and loving consistency to the needs of all the children in all situations.
  • Actively involved in the children’s work and always available for support when needed.
  • Interacting at the child’s level of play and experience and scaffolding children’s ideas whenever necessary.
  • Advocating for the appropriate resolution to children’s problems and offering support to children learning the problem solving process.
  • Acting as resource for the children and responding to children’s requests with clear explanations striving to support each child’s understanding.
  • Engaging in positive guidance techniques and utilizing behavioral analysis strategies to help children learn appropriate behavior.
  • Using response to invention strategies in altercations between children and with children with improper behavior. Teachers utilize techniques that help children learn appropriate responses to social interactions.

Teacher/Teacher Interactions

  • Supervising all Assistant Teachers in the classroom.
  • Analyzing children’s development through ongoing written and verbal daily observations using the HighScope Child Observation Record system.
  • Ensuring the developmental needs of all children are being met and encouraged in all developmental domains.
  • Creating written observations daily, taking photographs, videos and otherwise to document children’s experiences and learning.
  • Displaying children’s work in an effort to make learning visible to families and children.
  • Creating meaningful projects for the children.

Lead Teacher/Undergraduate Student Interactions

  • Modeling positive, kind and developmentally appropriate teacher interactions with children.
  • Demonstrating positive behavior support techniques.
  • Planning activities and interactions with children that demonstrate developmental skills/goals of the children for student observation.
  • Supporting student interactions and assisting in providing opportunities for student engagement with the children.
  • Open to and available for the undergraduate students for assistance and help throughout the day.

Lead Teacher/Parent Interactions

  • Following plans to meet individual children’s needs in behavior, toileting, and other developmental changes as they occur with children.
  • Scheduling and preparing all teacher conferences.
  • Supporting and understanding each parent’s culture, ethnicity, language, socio-economic level, and family structure.
  • Maintaining confidentiality of all family information and never communicating personal family information outside the CDC.
  • Encouraging family participation at the CDC.
  • Performing other duties as assigned.

To learn more about the Child Development and Student Research Center, please visit:

Minimum Qualifications:


  • BA degree and minimum of 2 years’ experience working with children ages 2-5 in a school setting, or AA in Early Childhood Education/Child Development preferred.
  • Minimum of 5 years’ experience in an Early Childhood Program with children ages 2-5 years preferred.
  • Ability to communicate effectively with department directors, lead teachers, assistant teachers, parents, and undergraduate students.
  • Strong interpersonal skills and a high degree of professionalism.
  • Ability to work as a team and independently.
  • Proven supervisory skills.
  • Ability to work with young children and undergraduate students.
  • Must be open and understanding of various cultures, ethnicities, languages, and socio-economic level.
  • Strong organizational skills to maintain daily operations.
  • Must obtain First Aid and CPR Certification within 90 days of start date.
  • Must obtain all DCF required trainings including 45 hours training and Literacy training documented and current transcript filed with DCF including child abuse within 90 days of start date.
  • Background check including fingerprints cleared by DCF fingerprinting organization.
  • Must complete all DCF paperwork prior to hire date.
  • Must be able to physically lift and carry children up to 50 lbs.
  • Must be able to physically move around the floor and classroom areas without assistance.

Work Environment:

  • Must be able to physically lift and carry children up to 50 lbs.
  • Must be able to physically move around the floor and classroom areas without assistance.

Special Instructions to Applicants:

To apply, please submit an application and upload the following materials:

  1. Cover Letter
  2. Resume
  3. Two Professional References (contact names and numbers)

Screening of applications will begin immediately.

This is a full-time 10-month appointment scheduled to run August through May of each year for a total of 1612.5 hours annually.

Rollins offers a competitive salary plus a generous benefits package featuring comprehensive health insurance coverage, generous paid time off, retirement savings plan with generous employer contribution, full tuition waiver after one year for employees, spouses, domestic partners and dependents.

Our Values:


Rollins seeks to foster and to model a campus environment that is welcoming, safe, and inclusive to all of our administrators, faculty, staff, and students. We view differences (e.g. nationality, race, gender, age, sexual orientation, socioeconomic class, physical ability, learning styles, perspectives, etc.) not as obstacles to be overcome but as rich opportunities for understanding, learning, and growth.

Through its mission, Rollins College is firmly committed to creating a just community that embraces multiculturalism; persons from historically under-represented minority groups are therefore encouraged to apply. Rollins does not discriminate on the basis of sex, disability, race, age, religion, color, national or ethnic origin, ancestry, marital status, veteran status, sexual orientation, gender identity, gender expression, genetic information, physical characteristics, or any other category protected by federal, state, or local law, in its educational programs and activities. 

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Academic Affairs