Early Childhood Teacher Jobs
Early Childhood Teacher jobs are open across public schools, private preschools, childcare centers, and Head Start programs, from entry-level assistant teacher to lead teacher and curriculum coordinator roles, with specializations in infant and toddler care, special education, and bilingual early learning. Find a role that fits from the openings below and apply directly.
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Showing 5 of 86+ Early Childhood Teacher jobs
Position Summary
Hamilton-Madison House's Early Childhood Services is seeking a full time Pre-K Head Teacher in our Early Childhood Program which serves children between the ages of 3-5 years old. We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others. The Head Teacher sets the tone for the class, creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children. The Head Teacher also ensures that all paperwork is completed in a thorough and timely manner and that all health and safety regulations are observed. This position reports to the Education Director.
Minimum Qualifications:
- Certified with MA in Early Childhood Education or in a program which will guarantee permanent certification at its completion preferred
- Ability to work positively and patiently with children, parents and staff
- Possess good computer skills
- Bilingual English/Asian language a plus
Responsibilities:
Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies, and procedures
- Interact frequently, affectionately and respectfully with all children every day
- This includes: smiling and comforting children
- When in close proximity to children, speaking in a calm, friendly, soft and courteous manner
- Be available and responsive to children's needs, questions and requests
- Encourage and model social behavior and expectations that are developmentally appropriate
- Intervene in plan in order to maintain safety
- Communicate directly with each child at the child's level
- Supervises given group of children at all times
- Maintain accurate attendance records
- Complete appropriate paperwork (accident reports, allergy lists, etc.)
- Maintain a clean and safe environment for children at all times. Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
- Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
- Organize a variety of materials and equipment as to encourage maximum constructive use
- Understands the responsibilities as a mandated reporter
- Must be able to:
- stand for a majority of the day
- bend to be a child's eye level
- perform all activities with the children including: running, dancing, walking, jumping, etc.
- move from a seated position to a standing position promptly to respond to emergency situation
- Must possess acceptable hearing and visual capabilities in order to monitor the environment and children's well-being
- Create and implement a rich and developmentally appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
- Plan and implement child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
- Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children's interests
- Assess the skills, abilities, interests and needs of children consistently throughout the year
- Create documentation of children's accomplishments through anecdotal notes, work sampling and/or portfolios
- Plan the use of community resources to enrich the educational content of the program
- In a timely fashion complete all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms.
- Take into consideration the individual needs of children and differentiate instruction to meet student needs
- Design and environment that responds to the children's individual developmental levels, physical needs and interests
- Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
- Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
- Encourage creative expression that is individualized
- Plan a daily schedule that provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.)
- Acknowledge parents and all classroom visitors
- Demonstrate a friendly, courteous and accommodating demeanor at all times
- Respond to parents' comments and concerns with sensitivity, interest, and respect while maintaining confidentiality
- Invite input from parents concerning their child's development and care
- For parent-teacher conferences, prepare detailed notes concerning each child's development keeping in mind the family's concerns and former input
- Keep the supervisors informed of any necessary information regarding the care and safety of children
- Establish and maintain a relationship built on trust, cooperation and respect with co-workers
- Promote the professional growth of classroom associates through regularly scheduled individual meetings where the associate's performance is based on daily observations as well as applications of new skills acquired through training and experience
- Establish and maintain collaborative relationships with other community service providers working with children
- Offer and share ideas and materials with co-workers
- Communicate directly, work to resolve conflicts quickly
- Attend and participate in all staff meetings, center events, and parent/teacher meetings
- Demonstrate flexibility in assignment and work hours
- Be receptive to feedback and willing to change practices to best serve children
- Maintain confidentiality about issues concerning other faculty members, children and families
- Demonstrate knowledge of ages and stages of development
- Ensure continuity of care for children by reporting to work on time and maintaining consistent attendance
- Continue professional growth by attending courses, asking for feedback, and reading professional literature
- Check HMH email daily as well as staff mailboxes weekly
- Collaborate with team in developing an action plan to implement classroom goals and a quality program
- Model exemplary behavior with children, parents, and co-workers and give direction as needed to less-experienced faculty, including substitute teachers and volunteers
- Orient new team members to classroom routines, curriculum practices, and parent communication
- Observe children for signs of learning differences or emotional problems and take appropriate action
Compensation
Up to $68,652 (MA Certified) - Salary based on credentials with DC 37 Local 95 – union position, and generous benefits
Hours
Monday to Friday, 8:30 AM to 4:30 PM, 35 hours per week
Pay
Up to $68,652.00 per year
Benefits:
- Dental insurance
- Health insurance
- Paid time off
- Parental leave
- Vision insurance
Work Location
In person
Hamilton-Madison House is an Equal Opportunity Employer
Position Summary
Hamilton-Madison House's Early Childhood Services is seeking a full time Pre-K Head Teacher in our Early Childhood Program which serves children between the ages of 3-5 years old. We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others. The Head Teacher sets the tone for the class, creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children. The Head Teacher also ensures that all paperwork is completed in a thorough and timely manner and that all health and safety regulations are observed. This position reports to the Education Director.
Minimum Qualifications:
- Certified with MA in Early Childhood Education or in a program which will guarantee permanent certification at its completion preferred
- Ability to work positively and patiently with children, parents and staff
- Possess good computer skills
- Bilingual English/Asian language a plus
Responsibilities:
Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies, and procedures
- Interact frequently, affectionately and respectfully with all children every day
- This includes: smiling and comforting children
- When in close proximity to children, speaking in a calm, friendly, soft and courteous manner
- Be available and responsive to children's needs, questions and requests
- Encourage and model social behavior and expectations that are developmentally appropriate
- Intervene in plan in order to maintain safety
- Communicate directly with each child at the child's level
- Supervises given group of children at all times
- Maintain accurate attendance records
- Complete appropriate paperwork (accident reports, allergy lists, etc.)
- Maintain a clean and safe environment for children at all times. Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
- Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
- Organize a variety of materials and equipment as to encourage maximum constructive use
- Understands the responsibilities as a mandated reporter
- Must be able to:
- stand for a majority of the day
- bend to be a child's eye level
- perform all activities with the children including: running, dancing, walking, jumping, etc.
- move from a seated position to a standing position promptly to respond to emergency situation
- Must possess acceptable hearing and visual capabilities in order to monitor the environment and children's well-being
- Create and implement a rich and developmentally appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
- Plan and implement child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
- Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children's interests
- Assess the skills, abilities, interests and needs of children consistently throughout the year
- Create documentation of children's accomplishments through anecdotal notes, work sampling and/or portfolios
- Plan the use of community resources to enrich the educational content of the program
- In a timely fashion complete all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms.
- Take into consideration the individual needs of children and differentiate instruction to meet student needs
- Design and environment that responds to the children's individual developmental levels, physical needs and interests
- Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
- Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
- Encourage creative expression that is individualized
- Plan a daily schedule that provides a balance of activities: quiet/active, indoor/outdoor, fine/gross motor, etc.)
- Acknowledge parents and all classroom visitors
- Demonstrate a friendly, courteous and accommodating demeanor at all times
- Respond to parents' comments and concerns with sensitivity, interest, and respect while maintaining confidentiality
- Invite input from parents concerning their child's development and care
- For parent-teacher conferences, prepare detailed notes concerning each child's development keeping in mind the family's concerns and former input
- Keep the supervisors informed of any necessary information regarding the care and safety of children
- Establish and maintain a relationship built on trust, cooperation and respect with co-workers
- Promote the professional growth of classroom associates through regularly scheduled individual meetings where the associate's performance is based on daily observations as well as applications of new skills acquired through training and experience
- Establish and maintain collaborative relationships with other community service providers working with children
- Offer and share ideas and materials with co-workers
- Communicate directly, work to resolve conflicts quickly
- Attend and participate in all staff meetings, center events, and parent/teacher meetings
- Demonstrate flexibility in assignment and work hours
- Be receptive to feedback and willing to change practices to best serve children
- Maintain confidentiality about issues concerning other faculty members, children and families
- Demonstrate knowledge of ages and stages of development
- Ensure continuity of care for children by reporting to work on time and maintaining consistent attendance
- Continue professional growth by attending courses, asking for feedback, and reading professional literature
- Check HMH email daily as well as staff mailboxes weekly
- Collaborate with team in developing an action plan to implement classroom goals and a quality program
- Model exemplary behavior with children, parents, and co-workers and give direction as needed to less-experienced faculty, including substitute teachers and volunteers
- Orient new team members to classroom routines, curriculum practices, and parent communication
- Observe children for signs of learning differences or emotional problems and take appropriate action
Compensation
Up to $68,652 (MA Certified) - Salary based on credentials with DC 37 Local 95 – union position, and generous benefits
Hours
Monday to Friday, 8:30 AM to 4:30 PM, 35 hours per week
Pay
Up to $68,652.00 per year
Benefits:
- Dental insurance
- Health insurance
- Paid time off
- Parental leave
- Vision insurance
Work Location
In person
Hamilton-Madison House is an Equal Opportunity Employer
See All 86+ Early Childhood Teacher Jobs
Jump back to the full list of openings and apply to any early childhood teacher role that fits.
Find Early Childhood Teacher JobsEarly Childhood Teacher Job Market
A snapshot from current openings nationwide, updated as new roles post.
Who's Hiring
- Spring Independent School District13
- Bright Horizons Family Solutions12
- Denver Public Schools3
- HAMPTON COUNTY SCHOOL DISTRICT 23
- ALDINE INDEPENDENT SCHOOL DISTRICT2
Top Industries Hiring
- Education57
- Healthcare & Medical Services16
- Government & Public Sector3
- Investment & Asset Management2
- Science & Research2
What Employers Look For
The qualifications that appear most often in early childhood teacher jobs.
- Associate or bachelor's degree in early childhood education or child development
- State-issued teaching license or Child Development Associate (CDA) credential
- Current CPR and First Aid certification
- Experience implementing structured early learning curricula such as Creative Curriculum or HighScope
- Knowledge of developmentally appropriate practices and childhood developmental milestones
- Ability to maintain required student-to-teacher ratios and comply with licensing regulations
Tips for Your Early Childhood Teacher Job Search
Tailor your resume to the age group
Hiring managers scan for the specific age range you've worked with. Separate your experience by infant, toddler, and preschool sections and name the developmental frameworks you used, such as play-based learning or Reggio Emilia, so your fit is obvious at a glance.
List every credential and renewal date
Your CDA, state teaching license, First Aid, and CPR certifications all belong on your resume with their expiration or renewal dates. Many applicant tracking systems filter out candidates whose credentials appear expired or are missing entirely, so keep this section current.
Apply early to roles that fit
Migrate Mate lists early childhood teacher openings from across the United States in one place, so you can find roles that match and apply directly to each listing.
Target openings by program type
Head Start, Title I schools, Montessori programs, and private childcare centers each hire for different philosophies and credentials. Filtering by program type before you apply means your cover letter can speak directly to that setting's priorities instead of reading like a generic form letter.
Prepare a teaching philosophy statement
Many early childhood employers ask for a written philosophy statement before or during the interview. Draft a focused two-paragraph version you can adapt quickly. Candidates who arrive with a polished statement signal they understand the field's professional standards and save the hiring team a follow-up step.
Follow up after a demonstration lesson
If your interview includes a demo lesson, send a brief thank-you note within 24 hours that references a specific moment from the lesson and connects it to the program's stated curriculum approach. This gives decision-makers a concrete impression to anchor their discussion when comparing finalists.
Early Childhood Teacher Jobs: Frequently Asked Questions
Which companies are hiring the most early childhood teachers?
The companies hiring the most early childhood teachers right now include Spring Independent School District, Bright Horizons Family Solutions, and Denver Public Schools, with the largest share of openings in Texas, Colorado, and California, based on current listings on Migrate Mate as of June 2026. Program type and enrollment season drive which employers post the most at any given time, so checking back regularly surfaces new openings as they go live.
How many early childhood teacher jobs are remote?
About 0% of early childhood teacher openings are fully remote or hybrid as of June 2026, reflecting the hands-on nature of most classroom roles. Remote opportunities are most common in curriculum development, family engagement coordination, and virtual tutoring or special education support roles rather than direct classroom instruction.
How do you become an early childhood teacher?
Earn at least an associate degree in early childhood education or child development, though many public school positions require a bachelor's degree and a state teaching license. Complete a supervised practicum in a licensed childcare or school setting, obtain your CDA credential if you're starting without a degree, and pass any state-required background checks and health screenings before applying.
How do you get hired as an early childhood teacher with little experience?
Start by applying for assistant teacher or classroom aide roles, which typically require a high school diploma and a CDA credential rather than a full teaching degree. Highlight any volunteer work, babysitting history, or coursework involving child development. Many centers promote from within, so an entry-level position in the same program is often a direct path to a lead teacher role.
What does the early childhood teacher interview process look like?
Most programs begin with a phone screen focused on your credentials, age-group experience, and availability. A second round typically involves an in-person or video interview with a director or curriculum coordinator and may include a brief demonstration lesson with real children or a scenario-based question about managing a challenging classroom situation. References from prior supervising teachers are almost always checked before a final offer.
Where can I find and apply to early childhood teacher jobs?
You can find and apply to early childhood teacher jobs on Migrate Mate, which lists current openings from childcare centers, Head Start programs, preschools, and public and private schools across the United States. Search the listings to find roles that match your credentials and experience level, then apply directly to each opening that fits.
See All 86+ Early Childhood Teacher Jobs
Jump back to the full list of openings and apply to any early childhood teacher role that fits.
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