Provisional Assistant Teacher

This position assists teachers in providing safe and nurturing learning environments, routines, and
interactions that promote positive outcomes for children and families. The Assistant Teacher assists the
teacher in planning and implementing individualized, developmentally-appropriate curriculum based on
child observation and assessment data, family input, and in accordance with Child & Family Division
established curriculum guidelines. They ensure safety and supervision of children at all times by
adhering to all program policies and in accordance with all Federal, State, and local standards and best
practices.

• 1. Assists teachers in creating and maintaining a research-based, developmentally-appropriate, and nurturing learning environment designed to foster children’s social, emotional, physical, and cognitive development and to successfully engage all learners, including those with diverse learning needs and those for whom English is a second language.
• 2. Incorporates The Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into routines, interactions, and activities.
• 3. Interacts respectfully with children, families, and colleagues using strength-based, trauma-informed, and relationship-based practices.
• 4. Assists teachers in developing and implementing weekly lesson plans that include specific developmentally appropriate learning objectives – both child and teacher-led - aligned with the program’s established curriculum, MA Early Learning Standards, and the Head Start Early Learning Outcomes Framework.
• 5. Assists teachers in conducting screenings and regular observations of children in assigned classes for the purposes of: completing developmental assessments, individualizing instruction, 2 assessing and reporting on children’s progress toward learning objectives, and providing timely referrals for services as needed.
• 6. In partnership with colleagues, utilizes data such as child assessments, classroom observation rating scales, and program surveys/assessments, to identify strengths and to guide ongoing development of effective practices.
• 7. In compliance with all State licensing regulations and program policies, practices positive discipline techniques with children to promote positive behavior and prevent or reduce the likelihood of challenging behavior.
• 8. Ensures children’s safety at all times, including providing appropriate active supervision both in
  and outdoors, and maintaining a clean, well-organized classroom.
• 9. Partners with families to support children’s learning. Expected practices include: acknowledging
  all families, practicing anti-bias education principles, valuing diversity, inviting input, responding
  to concerns with sensitivity and respect, sharing strength-based observations of child’s skills,
  interests, and abilities, and assisting teachers in conducting Parent-Teacher conferences and
  Home Visits in accordance with program’s assigned schedule of frequency.
• 10. Assists teachers in communicating regularly with Family Services Specialists (FSS) and content
  area specialists to coordinate efforts to respond appropriately to child and family needs.
• 11. Actively participates in team meetings, training, coaching, reflective practice, continuing
  education, and other educational activities to promote team building and professional
  development.
• 12. Supports children and families during transitions to and from classrooms.
• 13. Establishes and maintains a relationship of cooperation and respect with colleagues. Participates
  actively in teaching team responsibilities through communication, collaboration, and curriculum
  planning.
• 14. Assists teacher in guiding & supporting per-diems and volunteers in all aspects of classroom
  functioning.
• 15. Keeps…