HS Teacher Assistant

About the role

The Head Start Teacher Assistant Program is a non-exempt position reporting directly to the Center Director. The position is responsible for planning, organizing, and directing the operation of programs for a specific group of children, ensuring they achieve the highest level of social, emotional, physical, and intellectual competence.

Responsibilities

• A. Curriculum
• Aid in organizing and using space, materials, and routines to create an engaging environment that supports play, exploration, and learning.
• Collaborate with teachers to develop and implement an integrated program of activities, experiences, and opportunities that foster the growth and development of each child.
• Utilize available community resources and age-appropriate activities to enrich the children's experience in the classroom.
• Ensure the classroom environment respects and reflects the diverse backgrounds and learning styles of each child.
• Create and maintain an environment appropriate for children in alignment with HSPS, CLASS, and NAEYC guidelines.
• B. Teacher-Child Interaction
• Maintain effective communication with children to foster their physical, social, emotional, and intellectual development.
• Use questioning, probing, and problem-solving as tools to promote learning.
• Interact with children at their eye level using a pleasant and encouraging tone.
• Provide opportunities for children to communicate verbally and non-verbally.
• Support children in small and large groups and individually.
• Employ conflict resolution techniques appropriate for the developmental level of the child.
• Smoothly transition children from one activity to another without requiring them to wait.
• Assist children with self-help activities.
• C. Adult-Adult Interaction
• Establish and maintain cooperative relationships with colleagues through open communication, resource sharing, and professional development.
• Develop supportive relationships with parents by respecting their child-rearing values and sharing information about child development.
• Maintain a cooperative atmosphere in the workplace by exhibiting a pleasant and cooperative attitude.
• D. Assessment
• Observe and assess each child in each developmental area using an assessment instrument selected by the Education Committee.
• Participate in Individualized Education Programs (IEP) meetings, if applicable.
• Attend and document cross-component team meetings to develop strategies for promoting optimal development in each child.
• E. Parent Involvement
• Communicate the activities of the program to parents through newsletters and activity calendars.
• Conduct and document parent conferences and/or home visits as needed or required.
• Communicate with parents about their positive involvement in the program.
• Maintain a professional relationship with parents.
• F. Program Management
• Maintain a clean and organized learning environment.
• Use all available resources to ensure an effective operation of the classroom.
• Report incidents and suspected child abuse or neglect to the Center Director immediately.
• Write and submit appropriate reports accurately and on time.
• Request supplies and equipment when needed and according to procedure.
• Avoid writing and submitting written lesson plans.
• Recruit volunteers and in-kind contributions.
• Participate in program-wide recruitment.
• Attend all required meetings and training opportunities.
• G. Professionalism
• Implement strategies for meeting the goals of the program based on knowledge of child development theories and appropriate practices, including CLASS and NAEYC.
• Abide by the NAEYC Code of Ethics.
• Continuously assess skills and knowledge and plan strategies for improvement and growth in conjunction with the Center Director.
• Pursue appropriate professional development opportunities by actively participating in in-service staff development programs, successfully completing early childhood education courses when appropriate, and attending local, state, regional, and national conferences.

Qualifications

• Minimum: CDA credential or a State-awarded certificate meeting or exceeding CDA requirements, an Associate’s degree in a related field, or two years of early childhood experience.
• Demonstrated ability to communicate effectively with supervisors, children, parents, and volunteers.
• Demonstrated ability to perform effectively the duties required for the job, including verbal ability to communicate, auditory capacity to respond to children and adults, visual ability to complete written assignments, and physical ability to complete assignments given accommodations as required by law.
• Demonstrated willingness to actively pursue appropriate professional development opportunities.