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Early Learning Lead Teacher

CA382F966749E8D17241DC2E78C3B094 · UCC - Ricardo Diaz - Milwaukee, WI 53215; UCC - Guadalupe South - Milwaukee, WI 53204; 2210 W. Becher St., Milwaukee, WI, 53215, USA · Active · Paycom ATS

Job facts

FieldValue
CompanyCA382F966749E8D17241DC2E78C3B094
TitleEarly Learning Lead Teacher
Normalized title-
Department / teamEducation
LocationMilwaukee, WI, United States
Work model-
Employment typeFull Time
Salary-
Statusactive
ATS providerPaycom ATS
Posted / first seen2025-07-01 / 2026-05-31
Changed / last seen2026-05-31 / 2026-06-21

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CompanyCA382F966749E8D17241DC2E78C3B094
Source8fb05460-40f1-4301-b315-f384db9ae206
ATS providerPaycom ATS

Description

Description POSITION SUMMARY: The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness. Essential Duties and Responsibilities Instruction, Planning, and Preparation Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum. Design coherent instruction, differentiating and scaffolding for diverse learners. Establish clear instructional outcomes and align them with grade-level and developmental expectations. Use student interests, backgrounds, and learning styles in planning. Prepare and implement formative and summative assessments. Deliver engaging, rigorous instruction and promote critical thinking. Monitor student understanding and adjust instruction as needed. Curriculum Development and Implementation Implement all curriculum and instructional practices with fidelity. Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching practices. Modify resources and instruction based on student needs. Support continuous student growth based on curriculum scopes and sequences. Student Assessment Conduct regular assessments to track student progress. Use data to inform planning and instructional decisions. Provide timely, specific feedback to students and families. Support student goal-setting and self-reflection. Meet performance goals and IFSP ( Individualized Family Service Plan) targets; prepare students for required assessments. Classroom Management Create a safe, respectful, and inclusive learning environment. Establish and maintain consistent classroom expectations and behavior management strategies. Supervise students at all times and maintain a well-organized, culturally responsive classroom space. Foster collaboration and student responsibility. Social-Emotional Learning & Student Relationships Integrate Tier 1 SEL into regular instruction. Foster an emotionally secure, supportive classroom environment. Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff. Model and promote positive social behaviors and decision-making skills. Communication & Family Engagement Communicate effectively and regularly with students, families, and team members. Build trust and rapport to support student achievement. Conduct conferences and collaborate with families to reinforce learning at home. Maintain professional and ethical standards in all interactions. Share academic and behavioral updates using a strengths-based approach. Professional Development Engage in ongoing professional learning and reflective practice. Participate in training, meetings, and professional development sessions. Contribute to the school community and positive culture. Maintain professional conduct and stay informed on educational best practices. Collaboration and Teamwork Collaborate with colleagues, support staff, and administrators to support student success. To implement support plans, work closely with special education, ELL, and student support teams. Participate in data meetings and problem-solving sessions. Share responsibility for behavior management and restorative practices across the school. Records and Documentation Maintain accurate records of student attendance, performance, and behavior. Prepare progress reports and other documentation according to school policy. Collect and organize documentation for classroom events, field trips, and compliance purposes. Compliance and Policy Adherence Ensure compliance with Head Start Performance Standards and child supervision requirements. Adhere to DCF licensing regulations and mandated training hours. Uphold Young Star and NAC (National Accreditation Commission) quality standards. Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies. Submit all documentation (lesson plans, individualization, observations, reports) on time. Demonstrate cultural competence and promote equity and inclusion in all interactions. Maintain regular communication via email and agency-approved channels. Knowledge, Skills, and Abilities Basic computer proficiency, including Microsoft Word, Excel, and Google Suite. Leadership skills within the classroom and collaborative settings. Enthusiastic and respectful toward diverse students, families, and staff. Ability to adapt to dynamic situations inside and outside the classroom. Strong organizational, time-management, and communication skills. Growth mindset with a commitment to continuous improvement. Ability to multitask, prioritize, and work independently or as a team. Experience supporting students with special needs and collaborating with families. Receptiveness to feedback and openness to new ideas and strategies. Strong interpersonal and problem-solving skills. Commitment to ethical conduct, professionalism, and meeting deadlines. Qualifications Infant/Toddler CDA or Associate's/Bachelor’s degree in Early Childhood Education or related field. Must pass all required background checks and physical exams. Valid driver's license and reliable transportation. Ability to travel locally or long-distance up to 10% for meetings or training. Physical Requirements Frequently sit, stand, walk, bend, and reach throughout the day. Ability to lift, push, pull, or carry up to 40 pounds . Frequent wrist and hand movement (typing, writing). Visual acuity for reading, screen use, and monitoring children. Clear hearing and speech for communication. Ability to go up and down stairs regularly. Working Conditions Work primarily in a classroom environment; noise level ranges from moderate to loud. May occasionally be required to operate a motor vehicle for work-related tasks. Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet Printer/Photocopier, Fax Machine, Calculator.

Full job record

Job IDb5a493ec099d08ec62b32dca6096e3519a021ed9
Org ID73f6c27b-3727-4cc5-8d99-a365b5c4d9b0
Source ID8fb05460-40f1-4301-b315-f384db9ae206
Board ID8fb05460-40f1-4301-b315-f384db9ae206
Providerpaycom
Provider Job Key169337
TitleEarly Learning Lead Teacher
Normalized Title—
Statusactive
Activeyes
Location TextUCC - Ricardo Diaz - Milwaukee, WI 53215; UCC - Guadalupe South - Milwaukee, WI 53204; 2210 W. Becher St., Milwaukee, WI, 53215, USA
DepartmentEducation
Team—
Employment Typefull_time
Workplace Type—
Remote Policy—
CountryUnited States
RegionWI
CityMilwaukee
Salary RawDescription POSITION SUMMARY: The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness. Essential Duties and Responsibilities Instruction, Planning, and Preparation Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum. Design coherent instruction, differentiating and scaffolding for diverse learners. Establish clear instructional outcomes and align them with grade-level and developmental expectations. Use student interests, backgrounds, and learning styles in planning. Prepare and implement formative and summative assessments. Deliver engaging, rigorous instruction and promote critical thinking. Monitor student understanding and adjust instruction as needed. Curriculum Development and Implementation Implement all curriculum and instructional practices with fidelity. Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies. Integrate technology and innovative teaching practices. Modify resources and instruction based on student needs. Support continuous student growth based on curriculum scopes and sequences. Student Assessment Conduct regular assessments to track student progress. Use data to inform planning and instructional decisions. Provide timely, specific feedback to students and families. Support student goal-setting and self-reflection. Meet performance goals and IFSP ( Individualized Family Service Plan) targets; prepare students for required assessments. Classroom Management Create a safe, respectful, and inclusive learning environment. Establish and maintain consistent classroom expectations and behavior management strategies. Supervise students at all times and maintain a well-organized, culturally responsive classroom space. Foster collaboration and student responsibility. Social-Emotional Learning & Student Relationships Integrate Tier 1 SEL into regular instruction. Foster an emotionally secure, supportive classroom environment. Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff. Model and promote positive social behaviors and decision-making skills. Communication & Family Engagement Communicate effectively and regularly with students, families, and team members. Build trust and rapport to support student achievement. Conduct conferences and collaborate with families to reinforce learning at home. Maintain professional and ethical standards in all interactions. Share academic and behavioral updates using a strengths-based approach. Professional Development Engage in ongoing professional learning and reflective practice. Participate in training, meetings, and professional development sessions. Contribute to the school community and positive culture. Maintain professional conduct and stay informed on educational best practices. Collaboration and Teamwork Collaborate with colleagues, support staff, and administrators to support student success. To implement support plans, work closely with special education, ELL, and student support teams. Participate in data meetings and problem-solving sessions. Share responsibility for behavior management and restorative practices across the school. Records and Documentation Maintain accurate records of student attendance, performance, and behavior. Prepare progress reports and other documentation according to school policy. Collect and organize documentation for classroom events, field trips, and compliance purposes. Compliance and Policy Adherence Ensure compliance with Head Start Performance Standards and child supervision requirements. Adhere to DCF licensing regulations and mandated training hours. Uphold Young Star and NAC (National Accreditation Commission) quality standards. Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies. Submit all documentation (lesson plans, individualization, observations, reports) on time. Demonstrate cultural competence and promote equity and inclusion in all interactions. Maintain regular communication via email and agency-approved channels. Knowledge, Skills, and Abilities Basic computer proficiency, including Microsoft Word, Excel, and Google Suite. Leadership skills within the classroom and collaborative settings. Enthusiastic and respectful toward diverse students, families, and staff. Ability to adapt to dynamic situations inside and outside the classroom. Strong organizational, time-management, and communication skills. Growth mindset with a commitment to continuous improvement. Ability to multitask, prioritize, and work independently or as a team. Experience supporting students with special needs and collaborating with families. Receptiveness to feedback and openness to new ideas and strategies. Strong interpersonal and problem-solving skills. Commitment to ethical conduct, professionalism, and meeting deadlines. Qualifications Infant/Toddler CDA or Associate's/Bachelor’s degree in Early Childhood Education or related field. Must pass all required background checks and physical exams. Valid driver's license and reliable transportation. Ability to travel locally or long-distance up to 10% for meetings or training. Physical Requirements Frequently sit, stand, walk, bend, and reach throughout the day. Ability to lift, push, pull, or carry up to 40 pounds . Frequent wrist and hand movement (typing, writing). Visual acuity for reading, screen use, and monitoring children. Clear hearing and speech for communication. Ability to go up and down stairs regularly. Working Conditions Work primarily in a classroom environment; noise level ranges from moderate to loud. May occasionally be required to operate a motor vehicle for work-related tasks. Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet Printer/Photocopier, Fax Machine, Calculator.
Salary Min—
Salary Max—
Salary Currency—
Salary Periodday
Source URLhttps://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=169337&clientkey=CA382F966749E8D17241DC2E78C3B094
Apply URLhttps://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=169337&clientkey=CA382F966749E8D17241DC2E78C3B094
First Seen At2026-05-31 19:07:09Z
Last Seen At2026-06-21 10:02:09Z
Last Checked At2026-06-21 10:02:09Z
Last Changed At2026-05-31 19:07:09Z
Inactive At—
Source Posted At2025-07-01 00:00:00Z
Source Updated At—
Raw Payload Uris3://job-postings-prod-raw-590183727216/raw/provider=paycom/board=CA382F966749E8D17241DC2E78C3B094/date=2026-06-21/2026-06-21T10-02-07-100Z-db4547be77564de5fd9e6e46adcd695e6d54aa16f82a999aa16e31e7cc83092c.json
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    "description": "<h2 style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">POSITION SUMMARY: The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. The Teacher partners with families and colleagues to support the individual development of each child and promote school readiness.</span></span></h2>\n\n<h2 style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Essential Duties and Responsibilities</span></span></h2>\n\n<h3 style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Instruction, Planning, and Preparation</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Develop standards-based, developmentally appropriate lesson plans aligned with the curriculum.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Design coherent instruction, differentiating and scaffolding for diverse learners.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Establish clear instructional outcomes and align them with grade-level and developmental expectations.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Use student interests, backgrounds, and learning styles in planning.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Prepare and implement formative and summative assessments.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Deliver engaging, rigorous instruction and promote critical thinking.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Monitor student understanding and adjust instruction as needed.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Curriculum Development and Implementation</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Implement all curriculum and instructional practices with fidelity.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Adapt instruction to accommodate varied academic needs, learning styles, and language proficiencies.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Integrate technology and innovative teaching practices.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Modify resources and instruction based on student needs.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Support continuous student growth based on curriculum scopes and sequences.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Student Assessment</span></span></h3>\n\n<ul>\n\t<li style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Conduct regular assessments to track student progress.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Use data to inform planning and instructional decisions.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Provide timely, specific feedback to students and families.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Support student goal-setting and self-reflection.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Meet performance goals and IFSP (<span style=\"color:#040c28;\">Individualized<span style=\"background-color:#d3e3fd;\"> Family Service Plan) </span></span>targets; prepare students for required assessments.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Classroom Management</span></span></h3>\n\n<ul>\n\t<li style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Create a safe, respectful, and inclusive learning environment.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Establish and maintain consistent classroom expectations and behavior management strategies.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Supervise students at all times and maintain a well-organized, culturally responsive classroom space.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Foster collaboration and student responsibility.</span></span><br />\n\t </li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Social-Emotional Learning &amp; Student Relationships</span></span></h3>\n\n<ul>\n\t<li style=\"text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Integrate Tier 1 SEL into regular instruction.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Foster an emotionally secure, supportive classroom environment.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Identify social, emotional, and behavioral concerns early and collaborate with appropriate staff.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Model and promote positive social behaviors and decision-making skills.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Communication &amp; Family Engagement</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Communicate effectively and regularly with students, families, and team members.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Build trust and rapport to support student achievement.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Conduct conferences and collaborate with families to reinforce learning at home.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Maintain professional and ethical standards in all interactions.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Share academic and behavioral updates using a strengths-based approach.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Professional Development</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Engage in ongoing professional learning and reflective practice.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Participate in training, meetings, and professional development sessions.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Contribute to the school community and positive culture.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Maintain professional conduct and stay informed on educational best practices.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Collaboration and Teamwork</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Collaborate with colleagues, support staff, and administrators to support student success.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">To implement support plans, work closely with special education, ELL, and student support teams.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Participate in data meetings and problem-solving sessions.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Share responsibility for behavior management and restorative practices across the school.</span></span></li>\n</ul>\n\n<h3 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Records and Documentation</span></span></h3>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Maintain accurate records of student attendance, performance, and behavior.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Prepare progress reports and other documentation according to school policy.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Collect and organize documentation for classroom events, field trips, and compliance purposes.</span></span></li>\n</ul>\n\n<h2 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Compliance and Policy Adherence</span></span></h2>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Ensure compliance with Head Start Performance Standards and child supervision requirements.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Adhere to DCF licensing regulations and mandated training hours.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Uphold Young Star and NAC (National Accreditation Commission) quality standards.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Follow guidelines in the Early Learning Staff Handbook and UCC Personnel Policies.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Submit all documentation (lesson plans, individualization, observations, reports) on time.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Demonstrate cultural competence and promote equity and inclusion in all interactions.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Maintain regular communication via email and agency-approved channels.</span></span></li>\n</ul>\n\n<h2 style=\"margin-left:24px;text-align:justify;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Knowledge, Skills, and Abilities</span></span></h2>\n\n<ul>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Basic computer proficiency, including Microsoft Word, Excel, and Google Suite.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Leadership skills within the classroom and collaborative settings.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Enthusiastic and respectful toward diverse students, families, and staff.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Ability to adapt to dynamic situations inside and outside the classroom.</span></span></li>\n\t<li><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\">Strong organizational, time-management, and communication 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    "googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"Early Learning Lead Teacher\",\"identifier\":\"J0PA54169337\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/169337\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2025-07-01\",\"description\":\"Job DetailsJob Location: UCC - Ricardo Diaz - Milwaukee, WI 53215Position Type: Full TimeEducation Level: 2 Year DegreeJob Category: EducationPOSITION SUMMARY: The Infant-Toddler Teacher is responsible for providing high-quality, developmentally appropriate education and care to children ages 0–3 years in a classroom setting. This role collaborates closely with a co-teacher and other staff members to ensure the successful operation of a classroom with 6–8 children. 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Becher St.\",\"addressLocality\":\"Milwaukee\",\"addressRegion\":\"WI\",\"postalCode\":53215,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tInfant/Toddler CDA or Associate&#39;s/Bachelor&rsquo;s degree in Early Childhood Education or related field.\\n\\tMust pass all required background checks and physical exams.\\n\\tValid driver&#39;s license and reliable transportation.\\n\\tAbility to travel locally or long-distance up to 10% for meetings or training.\\n\\n\\nPhysical Requirements\\n\\n\\n\\tFrequently sit, stand, walk, bend, and reach throughout the day.\\n\\tAbility to lift, push, pull, or carry up to 40 pounds.\\n\\tFrequent wrist and hand movement (typing, writing).\\n\\tVisual acuity for reading, screen use, and monitoring children.\\n\\tClear hearing and speech for communication.\\n\\tAbility to go up and down stairs regularly.\\n\\n\\nWorking Conditions\\n\\n\\n\\tWork primarily in a classroom environment; noise level ranges from moderate to loud.\\n\\tMay occasionally be required to operate a motor vehicle for work-related tasks.\\n\\tUse of standard office and classroom equipment: Telephone, Personal Computer, or Tablet\\n\\tPrinter/Photocopier, Fax Machine, Calculator.\\n\\t&nbsp;\\n\\n\\n&nbsp;\\n\",\"experienceRequirements\":\"\\n\\tInfant/Toddler CDA or Associate&#39;s/Bachelor&rsquo;s degree in Early Childhood Education or related field.\\n\\tMust pass all required background checks and physical exams.\\n\\tValid driver&#39;s license and reliable transportation.\\n\\tAbility to travel locally or long-distance up to 10% for meetings or training.\\n\\n\\nPhysical Requirements\\n\\n\\n\\tFrequently sit, stand, walk, bend, and reach throughout the day.\\n\\tAbility to lift, push, pull, or carry up to 40 pounds.\\n\\tFrequent wrist and hand movement (typing, writing).\\n\\tVisual acuity for reading, screen use, and monitoring children.\\n\\tClear hearing and speech for communication.\\n\\tAbility to go up and down stairs regularly.\\n\\n\\nWorking Conditions\\n\\n\\n\\tWork primarily in a classroom environment; noise level ranges from moderate to loud.\\n\\tMay occasionally be required to operate a motor vehicle for work-related tasks.\\n\\tUse of standard office and classroom equipment: Telephone, Personal Computer, or Tablet\\n\\tPrinter/Photocopier, Fax Machine, Calculator.\\n\\t&nbsp;\\n\\n\\n&nbsp;\\n\",\"industry\":\"Education\",\"validThrough\":\"-0001-11-30\",\"educationRequirements\":\"2 Year Degree\"}",
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    "qualifications": "<ul>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Infant/Toddler CDA <strong>or</strong> Associate&#39;s/Bachelor&rsquo;s degree in Early Childhood Education or related field.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Must pass all required background checks and physical exams.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Valid driver&#39;s license and reliable transportation.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Ability to travel locally or long-distance up to 10% for meetings or training.</span></span></li>\n</ul>\n\n<h2 style=\"margin-left:24px; text-align:justify\"><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Physical Requirements</span></span></h2>\n\n<ul>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Frequently sit, stand, walk, bend, and reach throughout the day.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Ability to lift, push, pull, or carry up to <strong>40 pounds</strong>.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Frequent wrist and hand movement (typing, writing).</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Visual acuity for reading, screen use, and monitoring children.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Clear hearing and speech for communication.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Ability to go up and down stairs regularly.</span></span></li>\n</ul>\n\n<h2 style=\"margin-left:24px; text-align:justify\"><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Working Conditions</span></span></h2>\n\n<ul>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Work primarily in a classroom environment; noise level ranges from moderate to loud.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">May occasionally be required to operate a motor vehicle for work-related tasks.</span></span></li>\n\t<li><span style=\"font-family:Arial,Helvetica,sans-serif\"><span style=\"font-size:18px\">Use of standard office and classroom equipment: Telephone, Personal Computer, or Tablet<br />\n\tPrinter/Photocopier, Fax Machine, Calculator.</span></span><br />\n\t&nbsp;</li>\n</ul>\n\n<p style=\"text-align:justify\">&nbsp;</p>\n",
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