For five decades, the Susan Gray School has served young children with developmental disabilities and
young children who are at risk for developmental delay. The school has the distinction of being the first
nationally recognized inclusive preschool where typically developing children learn alongside children
with disabilities in an educational setting. More information about Susan Gray School can be found here:
http://peabody.vanderbilt.edu/admin-offices/sgs/index.php.

Duties and Responsibilities

1. Maintains a clean, safe, orderly learning environment which contributes to children’s physical,
emotional, social, and cognitive development.
a. Follows policies and procedures established by TN DHS and the health department.
b. Conscientiously supervises children.
c. Supports the implementation of behavior management in accordance with a Positive
Behavior Support approach.
d. Supports the growing independence of each child by creating opportunities to
participate in their classroom community.
2. Provides educational services in a manner consistent with compliance requirements.
a. Assists the lead teacher with the planning and implementation of a developmentally
appropriate curriculum following NAEYC criteria, DEC recommended practices, TN DOE
standards, and SGS policies.
b. Under the guidance of the lead teacher, embeds early learning standards, IEP/IFSP
goals, and NAEYC guidelines into daily activities and routines.
c. Consistently meets requirements for timely filling of documentation as required.
d. Implements after care program curriculum under guidance of after care coordinator.
3. Collaborates with classroom team members to plan and implement daily curriculum and
individual education plans.
a. Participates in classroom team meetings by providing input regarding the progress of all
aspects of classroom (curriculum, teaming, and children) at team meetings.
b. Participates in classroom planning meetings.
c. Helps create and follows a Classroom Roles and Responsibilities matrix to share
responsibility of daily tasks and activities.
4. Contributes to educational assessments using measures appropriate for the child.
a. Uses classroom data collection system to collect data on progress towards individual
goals developed by educational team.
b. Provides input on progress for lead teacher to report to parents.
5. Develops and maintains positive relationships with parents.
a. Interacts with parents in a friendly, professional manner.
b. Participates in parent-teacher conferences as appropriate.
c. Shares parent communication with lead teacher, provide responses as appropriate.
6. Mentors and supports students working within the classroom environment.
a. Supports positive experiences for student workers, student volunteers, and practicum
students.
b. Models desired practices for interactions with children (group or individual), preparation
of the environment, and interactions with families.
c. Provides lead teacher, after care coordinator, or SGS administration feedback regarding
student use of desired practices.
d. Provides students with information needed to complete assignments.
e. Assigns student worker or volunteer tasks or duties as necessary.
7. Displays a commitment to the early childhood field.
a. Meets all mandated continuing education requirements.
b. Participates in professional development opportunities provided by SGS (staff meetings,
in-services).
8. Displays professionalism.
a. Follows guidelines and policies of SGS and Vanderbilt University.
b. Upholds child confidentiality.
c. Interacts with children, parents, other staff, outside therapists, students, and
administration respectfully.
d. Upholds the SGS philosophy.
e. Contributes to overall success of the school and share its commitment to the four-fold
mission to service, training, research, and demonstration.
9. Completes additional responsibilities as assigned by the SGS administration.
a. Flexibly participates in school-wide coverage plan to ensure smooth operation of the
entire SGS program including early care, after care program, and special school events.
Qualifications
• A High School Diploma or GED is necessary
• Previous early childhood education experience is preferred
Commitment to Equity, Diversity, and Inclusion
At Vanderbilt University, we are intentional about and assume accountability for fostering advancement
and respect for equity, diversity, and inclusion for all students, faculty, and staff. Our commitment to
diversity makes us who we are. We have created a community that celebrates differences and lets
individuality thrive. As part of this commitment, we actively value diversity in our workplace and
learning environments as we seek to take advantage of the rich backgrounds and abilities of everyone.
The diverse voices of Vanderbilt represent an invaluable resource for the University in its efforts to fulfill
its mission and strive to be an example of excellence in higher education.
Vanderbilt University is an equal opportunity, affirmative action employer. Women, minorities, people
with disabilities and protected veterans are encouraged to apply.
Please note, all candidates selected for an offer of employment are subject to pre-employment
background checks, which may include but are not limited to, based on the role for which they have
been selected: criminal history, education verification, social media review, motor vehicle records, credit
history, and professional license verification.