Birth to Three Teacher Assistant

BIRTH TO THREE TEACHER ASSISTANT – Job Description

Exemption Status:
Full Time, Non-Exempt - Hourly $17.96 - $21.42

As part of the classroom educational team, and under the general direction of the Mentor Teacher, the Teacher Assistant helps plan and participate in classroom, playground, and field trip activities. These activities are designed to enhance all areas of each child’s development. The Teacher Assistant will be responsible for assisting with implementing all programming requirements in adherence to all performance and outcomes standards as prescribed by the multiple funding and model requirements.

None

• Associate’s Degree in early childhood education, child development, or a related field with a minimum of nine (9) semester hours in courses specifically in the care and education of children 0‑5 years old.
• Birth to Three Child Development Associates Credential.
• Knowledge and experience with the basic principles of child development and some knowledge of best practices of Infant and Toddler development and care.
• Willingness to pursue coursework specific to infants and toddlers, adhering to program guidelines, as necessary.
• Bilingual English/Spanish preferred, but not required.
• Willingness to hold or obtain the highest possible Gateways to Opportunity Early Childhood Education Credential and/or Infant Toddler Credential, based on education and experience.

• Participate in training to build an understanding of the Educare Model of early learning programming; remain up to date in required curriculum training and any other training as assigned or required.
• Implement curriculum to support lesson planning.
• Perform the functions of this position with a strong understanding of Developmentally Appropriate Practices and Child Development.
• Assist with planning and implementing learning experiences that promote all developmental areas, including improving the readiness of children for school by developing their language acquisition and vocabulary through a balanced, dual language approach that supports both Spanish and English language acquisition.
• With the Lead Teacher and Teacher Aide, guide and facilitate activities of the children, including daily activities, selecting and arranging equipment and materials in the classroom.
• Cooperate with other staff and classroom groups to maintain the smooth functioning of the center, which at times may require changes to meet the needs of the children.
• Write weekly observations per assessment procedure.
• Assist with conducting both home visits and parent conferences to discuss the child’s individual development and progress, and assist the parents in developing observational skills and solicit parent observations.
• Eat with and assist children in the development of social and self‑help skills, and sound nutritional practices.
• Guide children’s acquisition of social skills.
• Attend staff training and meetings, and parent meetings as requested.
• Assist in providing and maintaining a safe and healthy developmentally appropriate environment.
• Assist in implementing an IFSP (Individual Family Service Plan), seeking clarification for any aspects that are not well understood.
• Support in the completion and submission of required forms and records in a timely and accurate fashion, e.g., lesson plans, portfolio forms, assessment, timesheets, meal reports, etc.
• Assist, as requested, in transition activities.
• Aide in the recruitment of families.
• Actively participate in the development and implementation of the Teacher Assistant Professional Development Plan.
• Participate in individual reflective supervision; team reflective supervision, and data dialogues regarding classroom observations and assessments.
• Engage in active supervision of children which requires focused attention and intentional observation of children at all times. Teachers position themselves so that they can observe all of the children, watching, counting, and listening at all times. They also use their knowledge of each child’s development and abilities to anticipate what he/she will do, then get involved and redirect them when necessary.
  
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