Child Development Demonstration Lecturer (CDDL) Department of Human Ecology Early Childhood Laboratory

Child Development Demonstration Lecturer/Early Care and Learning Program Specialist (Program Specialist) Consistent with the mission and vision of the Early Childhood Lab School (Division of Human Development and Family Studies; Department of Human Ecology), and under the leadership of the CCFS Academic Coordinator/ECLS Director, the Child Development Demonstration Lecturer (CDDL), also known as an Early Care and Learning Program Specialist (PS), is an active partner in the successful design, implementation, and evaluation of children’s programming—specializing in either infant/toddler or preschool development.

The CDDL/PS serves as Instructor of Record and supervisor for HDE 140, HDE 192, and HDE 292 students within the Early Childhood Lab School classrooms. Experienced CDDLs/PSs contribute to research, outreach, and leadership projects that foster their own professional development and advance knowledge of best practices in early childhood development settings.

Applied investigations not only enhance the ECLS program but are also intended for dissemination through appropriate journals, professional conferences, and outreach programs.

MINIMUM QUALIFICATIONS

• Master’s degree in child development, early childhood education, or in a closely related field
• At least two years of Lead Teacher experience in a lab school (preferred) or center-based program with a formal adult learning component
• Experience and familiarity with: o NAEYC accreditation standards o Program quality evaluation measures (e.g., CLASS) o California Preschool Learning Foundations and Curriculum Frameworks o Child screening (e.g., Ages and Stages Questionnaire) and assessment tools (e.g., Desired Results Developmental Profile—DRDP 2015) o CANVAS or other higher education learning management systems
• Ability to pass a DOJ background check and meet all California Title 22 health requirements for working in a licensed program ESSENTIAL SKILLS, KNOWLEDGE, AND ABILITIES:
• In-depth knowledge of current child development research and theory sufficient to design developmentally appropriate curriculum and to apply research-to-practice methods creatively to meet the needs of young children in all developmental domains.
• Supervisory skills to train, mentor, and coach a diverse professional staff and practicum caregivers
• Academic communication skills to effectively interact with faculty, ECE administrators, and policy makers
• Organizational skills to successfully perform all the integrated functions of this position within the time allocated for each
• Record keeping skills necessary to maintain relevant observation, data, and program details accurately and comprehensively for purposes of program evaluation, child assessment, applied investigations, publication, and compliance with licensing and accreditation requirements
• Assessment skills necessary to develop and implement individualized care and education plans for all children, including those with special needs and circumstances in partnership with special educators and early interventionists
• Sufficient academic expertise to allow for meaningful participation in and contribution to research projects generated by Principal Investigators working with the Early Childhood Lab School
• Ability to learn and integrate the missions of the University and Early Childhood Lab School with ongoing programming to serve the needs of the broader community
• Physical ability to safely lift and care for infants and young children (up to 50 lbs.) KEY RESPONSIBILITIES: Design, Implementation, and Evaluation of Children’s Programs (35%)
• Mentor and collaborate with Lead Teacher(s) in the design, implementation, and evaluation of the classroom curriculum and instructional approach o The program’s design must be grounded in research, evidence-based practice, and reputable theoretical frameworks; it should be inclusive of all children and families, including those of diverse abilities, native languages, family structures, and cultural experiences.
• Establish and maintain positive working relationships with the diverse population of ECLS families through daily interaction, and preparation and distribution of written communication (as appropriate). o Exhibit sensitivity and positive attitudes toward children and families of all cultural, religious, and linguistic backgrounds in alignment with the campus Principles of Community
• Serve as a specialist of child development providing parent support and facilitating connections with professional resources and early intervention services Undergraduate Teaching (35%)
• Design, implement, and evaluate practicum curriculum (e.g., syllabus, weekly meeting content, course assignments, etc.) with respect to the course description set forth by the department o HDE 140: Practicum in Early Childhood surveys theory, research, and practice-based knowledge of child development in an applied early childhood setting. Students implement developmental principles as they interact with young children under the guidance of experts in the field of early care and learning. Emphasis is placed on observation and firsthand learning. Readings further knowledge of child development, promote reflection and application, and prompt dynamic discussion during weekly meetings. Written assignments explore applied research skills and develop academic and professional writing. o HDE 140 is not an Early Childhood Education (ECE) course. HDE students pursue diverse educational and professional paths—including pediatrics, nursing, social work and early intervention, human resources, and education—and instruction in this course should reflect that breadth.
• Provide in-classroom modeling, coaching, and reflective practice to promote transfer of learning and engage undergraduates as critical thinkers and field scientists
• Supervise and evaluate in-program participation and fulfillment of practicum expectations
• Develop advanced coursework and facilitate internships for returning undergraduate and graduate practicum students
• Demonstrate active application of inclusive excellence o Direct and connect undergraduate and graduate students with campus resources intended to promote student development and assist students in need Professional Activities: Research, Service, Leadership (30%)
• As guided by CCFS Academic Coordinator, support the facilitation and implementation of approved research projects (e.g., coordinate communication between research teams and parents; establish positive relationships between participating children and researchers; set aside time and space for the training of research assistants; serve as subject matter expert, etc.)
• Host and consult with authorized visitors and representatives of other institutions or agencies who inquire about child development programs and practices
• Engage in applied investigations of novel or emerging trends in child development and early education; share documented outcomes in workshops, presentations, and publications
• Participate in professional communities of practice on-site, and across our region, state, nation, and world