Nature Toddler Teacher

About This Role

We're seeking a dynamic and nurturing educator to join our vibrant community at River Branch Community School. As a nature-loving institution, we recognize the significance of early childhood educators in shaping a healthy, thriving, and culturally rich society.

Our unique environment, nestled in Vermont's beautiful landscape, serves as the foundation for our approach to education. We aim to provide a safe, nurturing space where children are encouraged to explore, wonder, and build meaningful relationships with peers, educators, and the natural world. Our approach is grounded in the belief that all young learners are competent, capable, and inquisitive. Through play-based learning and hands‑on investigation, we support each child's social, emotional, physical, and cognitive development.

If you're passionate about education, nature, and fostering a collaborative community, we may be the perfect fit for you. We prioritize supporting our educators and families by promoting a healthy work‑life balance, respecting individual autonomy, and encouraging professional growth.

• Develop and implement a holistic, nature‑inspired curriculum tailored to toddler development and curiosity
• Establish a secure, supportive, and engaging environment that encourages exploration and discovery both indoors and outdoors
• Foster strong relationships with toddlers, prioritizing emotional well‑being, early communication, and social growth
• Lead daily routines with consistency, empathy, and respect, promoting a sense of predictability and trust
• Mentor and support assistant teachers, modeling best practices and collaborative teamwork
• Monitor, record, and assess children's progress to inform individualized care and curriculum planning
• Partner with families through regular updates, conferences, and shared goal‑setting
• Support toddlers in developing independence and self‑help skills through a nurturing and respectful approach
• Ensure compliance with all relevant regulations, health and safety standards, and program policies
• Maintain a well‑organized and prepared classroom and outdoor learning space
• Engage in staff meetings, reflective practice, and ongoing professional development
• Contribute to a collaborative, respectful school culture that values flexibility, open communication, and shared responsibility

Meet Vermont Child Development Division (CDD) qualifications for a Teacher or Teacher Associate (or higher) in a center‑based program, as defined in the Vermont Child Care Licensing Regulations.

Meet qualifications for a Teacher, including:

• Vermont Early Childhood Career Ladder Level IV or higher Certificate, or
• Bachelor’s or Associate Degree in Early Childhood Education, Child Development, or a related field, or
• A Child Development Associate (CDA) credential or equivalent

Meet qualifications for a Teacher Associate, including:

• At least 20 years of age and a high school diploma or GED, and
• One of the following:
• Vermont Early Childhood Career Ladder Level III Certificate, or
• Associate degree in Early Childhood, Child/Human Development, Elementary Education, or Child & Family Services plus at least 12 months experience, or
• Completion of a Registered Child Care Apprenticeship Program, or
• Community College of Vermont Child Care Certificate plus 12 months experience, or
• Completion of at least 21 college credits in early childhood or related field plus 12 months experience

Minimum of 1 year experience working with toddlers (ages 13–35 months) in a group setting

Completion and clearance of all required background checks (criminal history, child abuse registry, fingerprinting) prior to working independently with children

• Pediatric First Aid and CPR certification
• Training in emergency preparedness, injury prevention, and child safety

Commitment to ongoing professional development in accordance with CDD training requirements, including participation in an Individual Professional Development Plan (IPDP)

Demonstrated knowledge of child development, especially toddler social‑emotional development, attachment, and early…