Lead Teacher

Family Development Center

Elevate Your Career at UCCS: Innovate, Inspire, and Impact in the Rockies!

Who We Are

The University of Colorado Colorado Springs (UCCS) is a premier educational institution that prides itself on academic excellence, research, and community engagement and is actively seeking a Lead Teacher to join our team! UCCS is committed to academic excellence, professional development, and fostering an environment that supports innovation and student success.

At the base of the Rocky Mountains, Colorado Springs is captivated by its stunning landscapes, making it a paradise for nature lovers. This city is more than its scenery—a mosaic of history, arts, and a vibrant tech scene. We invite you to join a community that cherishes outdoor adventure as much as forward-thinking growth, an exceptional setting for both career and lifestyle.

Pay Range: $19.00 - $23.00 hourly. Compensation will be commensurate upon experience and qualifications. This position is Exempt from the Fair Labor Standards Act (FLSA) overtime provisions.

Work Location: On-Site

Benefits at a Glance

At UCCS, our employees are our most valued asset. We're proud to offer:

• Generous Time Off: Enjoy 22 vacation days, 10 sick days, paid parental leave, 13 recognized holidays, and provisions for bereavement, jury duty, and FAMLI Leave.
• Robust Health Coverage: Our comprehensive medical plans cover preventative care at no cost, including a yearly mental health visit. Plus, benefit from affordable dental, vision plans, and competitive prescription drug prices.
• Financial & Retirement Benefits: Take advantage of our health savings, flexible spending accounts, and life and disability insurance. Plan for your future with our retirement options.
• Further Your Education: Avail twelve (12) waived credits per academic year for courses at any CU campus. We invest in your educational and professional growth.
• Wellness & More: From wellness programs aimed at achieving your best self to various additional benefits through CU Advantage, we prioritize well-being and holistic development.
• Want to know your total compensation? Use our calculator to get the complete picture!
  
  

Operating Principles

The Family Development Center operates as a collective School Family guided by the principles of Early Childhood Education. We lead with kindness, respect, trust, and belonging while creating a caring community of children, families, and staff. Our team prioritizes teamwork, patience, and tolerance as we guide and grow together. The Family Development Center focuses on creating a nurturing, inclusive, and effective learning environment for young children while promoting professional excellence and collaboration. These operating principles form the foundation for a high-quality early childhood education program, ensuring that staff, university students, and families work together to create a positive, nurturing, and enriching environment for young learners.

Summary

Provide quality, nurturing, early care and education for a group of diverse young children in a childcare center. This position plans and implements developmentally appropriate curriculum activities for young children, assesses child development, mentors, coaches and directly supervise student employees and work hand in hand with university students, staff, faculty, alumni, families and community members. This position also exists to ensure compliance with state childcare licensing, state and county health department standards, and national accreditation requirements.

• Lead Teacher positions may be assigned, or reassigned, as needed to any classroom and age group at the Family Development Center (FDC). This position works a shift within the hours of 7:30am and 5:30pm, that may rotate or change as needed. On occasion work schedules may shift to include evening and weekend hours for required staff meetings, training, or school events.
  
  

Essential Functions

The duties and responsibilities of the position include, but are not limited to:

• Child-Centered Learning:
• Principle: Prioritize the needs, interests, and abilities of each child.
• Practice: Design activities that respect individual learning styles and developmental stages, allowing children to explore and grow at their own pace.
• Safe and Supportive Environment:
• Principle: Ensure a physically and emotionally safe space for children.
• Practice: Maintain clean, organized classrooms and playgrounds, enforce health and safety protocols, and create a welcoming atmosphere that encourages children to feel secure and valued.
• Inclusive Education:
• Principle: Embrace diversity and create an inclusive environment for all children.
• Practice: Adapt teaching methods and materials to accommodate children of various backgrounds, abilities, and cultures, promoting equity in learning opportunities.
• Positive Behavior Support:
• Principle: Use positive reinforcement and clear expectations to guide behavior.
• Practice: Model appropriate behavior, provide consistent guidance, and reinforce positive actions, encouraging self-regulation and social skills development.
• Collaboration with Families:
• Principle: Partner with families to support each child’s development.
• Practice: Establish open communication channels, encourage family involvement in classroom activities, and provide regular updates on their child’s progress, recognizing parents as key partners in education.
• Developmentally Appropriate Practices:
• Principle: Use teaching methods and materials that are appropriate for the age, development, and needs of the children.
• Practice: Align curriculum and activities with recognized early childhood development milestones, ensuring they are both challenging and achievable.
• Continuous Professional Development:
• Principle: Commit to ongoing learning and professional growth.
• Practice: Participate in workshops, seminars, and other training opportunities to stay informed about best practices, new research, and educational trends in early childhood education.
• Observation and Assessment:
• Principle: Use observation and assessment as tools to understand and support each child’s growth.
• Practice: Regularly observe children in various contexts and document their developmental progress, using this data to tailor instruction and communicate with families.
• Play-Based Learning:
• Principle: Recognize play as an essential tool for learning.
• Practice: Design structured and unstructured play opportunities that encourage exploration, creativity, and social interaction, fostering cognitive, emotional, and physical development.
• Ethical and Professional Conduct:
• Principle: Maintain high standards of ethics and professionalism in all interactions.
• Practice: Respect confidentiality, act with integrity, and follow the ethical guidelines established by the profession and the organization.
• Teamwork and Collaboration:
• Principle: Foster a collaborative and supportive work environment among staff.
• Practice: Communicate openly, share resources and strategies, and support each other in the delivery of quality education and care for the children.
• Reflective Practice:
• Principle: Engage in continuous reflection to improve practices.
• Practice: Regularly evaluate teaching methods, interactions, and the learning environment, seeking ways to enhance effectiveness and responsiveness to children's needs.
• Respect for Child Autonomy:
• Principle: Encourage independence and decision-making in children.
• Practice: Provide choices within structured environments, allowing children to build confidence in their abilities and make decisions appropriate to their age and development.
• Culturally Responsive Teaching:
• Principle: Honor and integrate children’s cultural backgrounds into the learning environment.
• Practice: Include diverse materials, celebrations, and languages in the curriculum, promoting respect for different cultures and fostering a sense of belonging for all children.
  

Tentative Search Timeline

• Priority will be given to applications submitted by: April 26th, 2026.
• Potential interview dates: May 4th, - May 8th, 2026.
• Potential start date: June 1st, 2026.
  
  

CU is an Equal Opportunity Employer and complies with all applicable federal, state, and local laws governing nondiscrimination in employment. We are committed to creating a workplace where all individuals are treated with respect and dignity, and we encourage individuals from all backgrounds to apply, including protected veterans and individuals with disabilities.

In accordance with the Equal Pay for Equal Work Act, UCCS does not discriminate based on sex in our employment or compensation practices.

Applicants must meet the State of Colorado Childcare licensing requirements, as well as the NECPA Accreditation requirements, for an Early Childhood Teacher/Lead Teacher listed below in the Early Childhood Teacher Qualifications.

Must complete ONE of the following options below to meet ECT qualifications:

• Bachelor’s, Master’s, or Doctorate degree from an accredited college or university in: Child Development, Child Psychology, Early Childhood Education, Early Childhood Special Education, Educational Leadership and Administration, Elementary Education, Family and Human Development, Family Studies, or Special Education.
• Bachelor’s, Master’s, or Doctorate degree in a field outside those listed above and completion of at least two (2) three-credit courses in Early Childhood Education, including one (1) of the following: Introduction to Early Childhood Education, Guidance Strategies, or Department-approved Pyramid Plus Training.
• Associate’s degree (minimum 60 semester credit hours) in Early Childhood Education or Child Development, including at least two (2) three-credit Early Childhood Education courses (one must meet the course requirement listed above).
• Current Colorado Department of Education (CDE) Professional Teaching License with an endorsement in Early Childhood Education, Early Childhood Special Education, Early Childhood Special Education Specialist, Elementary Education, Special Education, or Principal Licensure.
• Current Early Childhood Professional Credential Level II (2) or higher (Version 3.0 or accepted equivalent).
• Current Child Development Associate (CDA) credential in Center-Based Preschool, Center-Based Infant-Toddler, Family Child Care, or other Department-approved credential.
• Substitutions: Each of the above pathways satisfies the educational and experience requirements; no additional professional experience is required.
• Highly qualified applicants will have formal training in Conscious Discipline. Evidence-based social emotional training supporting children’s development and success.
  
  

University Staff

Special Instructions to Applicants

Applications received before 04/26/2026 will receive priority consideration.

• Applications submitted through email or surface mail will not be considered. Please apply at cu.edu/cu-careers (job #: 39560).
• Upon request, please be prepared to provide five professional references (at least two previous/current supervisors), including their email contact information.
  
  

Job Category

Business Services

Primary Location

Colorado Springs

Department

C0001 -- Colorado Springs Campus

Schedule

Full-time

Posting Date

Apr 8, 2026

Unposting Date

Ongoing

Posting Contact Name

Joshua Hedrick

Posting Contact Email

jhedric2@uccs.edu

Position Number

00003315