Teacher Assistant

#166506

Position: Head Start Teacher Assistant

GENERAL STATEMENT OF JOB

Under close supervision, the Early Childhood Teacher Assistant provides instructional and developmental support to the lead teacher in a preschool classroom setting. This position is responsible for assisting in the implementation of daily routines and activities that promote the cognitive, social, emotional, and physical development of young children enrolled in the Rockingham County Schools Early Learning Head Start program, including those who are economically disadvantaged or have disabilities. Duties include supporting instructional delivery, preparing materials, supervising children, assisting with classroom management, maintaining a safe and nurturing environment, and ensuring compliance with program policies and performance standards.

Work involves assisting in the planning and implementation of a daily program designed to support the physical, cognitive, social, and emotional development of each child in the assigned classroom. Responsibilities include supervising and caring for children, assisting with meal service and clean-up, managing daily transitions between activities and locations, and documenting observations through anecdotal notes. The Teacher Assistant must be familiar with Teaching Strategies GOLD to support the Lead Teacher in accurately and promptly entering developmental checkpoint data and anecdotal notes. The role also involves applying Conscious Discipline strategies to promote positive behavior and classroom engagement. The position requires independent judgment, initiative, and the ability to carry out assigned duties with minimal supervision. The employee must demonstrate professionalism, tact, and courtesy in frequent interactions with parents. This position reports directly to the Lead Teacher and Education Manager.

SPECIFIC DUTIES AND RESPONSIBILITIES

Supports the Teacher in planning and implementing daily indoor and outdoor educational and recreational activities that foster the social, cognitive, physical, and emotional development of children, including those who are economically disadvantaged and/or have disabilities.

Assist preparation of monthly lesson plans. Assists in providing care and supervision to support children’s well-being, helping them adapt to daily routines and develop age-appropriate self-help skills in areas such as eating, dressing, and toileting.

Supervises and ensures the safety of children during daily routines, transitions, and during bus rides while traveling on field trips.

Assists in maintaining a clean, organized, and visually appealing classroom environment that supports health and safety. Ensures that equipment and materials are in good condition and routinely checks outdoor play areas for trash and potential safety hazards.

Attends required professional development related to Head Start classrooms and early childhood development. Must complete and maintain a minimum of 15 hours of continuing education training annually to support ongoing growth and compliance with program standards.

ADDITIONAL JOB FUNCTIONS

? Assists with the service of breakfast, lunch, and snacks to children, including related setup     and cleanup activities.

? Prepares cots for the children's afternoon rest period.

? Actively participates in staff meetings and required training sessions.

? Supports the Teacher in administering the DIAL-4 (Developmental Indicators for the   Assessment of Learning, Fourth Edition) screening for all children.

? Performs other related duties as assigned.

MINIMUM TRAINING AND EXPERIENCE

An Associate Degree in Early Childhood Education is preferred; however, college-level coursework in early childhood development with related experience working with preschool-aged children will be accepted. Preference will be given to candidates with experience supporting children who are economically disadvantaged or have disabilities. Equivalent combinations of education and experience that demonstrate the required knowledge, skills, and abilities will also be considered.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

Must be physically able to meet the demands of working in a preschool classroom, including frequent standing, walking, bending, kneeling, and sitting on the floor to engage with young children. Must be able to lift and carry up to 40 pounds, including children and classroom materials. Duties may require pushing/pulling classroom equipment, assisting children with mobility, and supporting safe physical transitions throughout the day. The position involves active movement throughout indoor and outdoor learning environments and may require occasional prolonged periods of standing or physical activity.

Data Conception:

Requires the ability to observe, compare, and assess the developmental, behavioral, and learning characteristics of young children. Must be able to identify patterns, recognize developmentally appropriate behaviors, and note changes over time. Strong knowledge of child development is essential to make informed judgments based on observations and established standards. Must be capable of taking accurate, objective observational notes and clearly documenting them in written form for use in assessments, lesson planning, and data management systems.

Interpersonal Communication:

Requires the ability to communicate effectively with children, families, and colleagues to exchange information, provide guidance, and support learning. Includes giving clear instructions to children, collaborating with team members, and conveying important information to parents and caregivers in a professional and respectful manner.

Language Ability:

Requires the ability to read and understand a variety of documents, including reports, records, forms, and instructional materials. Must be able to prepare clear and accurate written communication such as reports, documentation, and parent correspondence, using correct grammar, punctuation, and style. Must also be able to communicate verbally with confidence, clarity, and professionalism when speaking with individuals or groups, including children, families, and staff.

Intelligence:

Requires the ability to apply logical thinking and foundational knowledge of early childhood development to identify problems, gather and interpret data, and make informed decisions. Must be able to understand and apply educational guidelines, interpret instructional resources, and adapt teaching strategies to meet the diverse needs of young children. Requires the ability to manage both abstract concepts and concrete tasks in a dynamic classroom environment.

Numerical Aptitude:

Requires the ability to perform basic mathematical operations, including addition, subtraction, multiplication, and division. Must be able to use and understand decimals, percentages, and simple formulas as needed for classroom activities, recordkeeping, and data entry.

Motor Coordination:

Requires the ability to coordinate hands and eyes accurately to perform tasks such as writing, using classroom tools and materials, assisting children with self-help skills, and operating basic classroom equipment. Fine and gross motor coordination is essential for engaging in activities with young children and maintaining a safe, organized learning environment.

Color Discrimination:

Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament:

Requires the ability to interact effectively and compassionately with children, families, and colleagues beyond basic instruction exchange. Must demonstrate patience, flexibility, and emotional resilience while managing a variety of situations in a fast-paced preschool environment. The role requires maintaining a calm and professional demeanor under pressure and adapting to occasional stressful or challenging circumstances with minimal supervision.

Physical Communication:

Requires the ability to speak clearly and effectively to express or exchange ideas through spoken words, and to hear and interpret sounds and speech accurately. Must be able to communicate effectively in person and via telephone with children, families, and staff.