Assistant Teacher Children's Center

Overview

Apply now Job no: 499417

Work type: Non-Classified/Professional

Location: Boise,

Categories: Customer Service, Student Services, Children's Center, Entry-Level

Assistant Teachers are responsible for supporting the emotional and educational needs of all young children. They must assist Lead Teachers with intentionally preparing and maintaining an enriched learning environment for individual children based on developmentally appropriate programs according to NAEYC Accreditation Standards. The Assistant Teacher helps the Lead Teacher assess the needs of each child in their classroom, and then uses this assessment data to differentiate and individualize instruction to support each child’s developing skills and knowledge.

Assistant Teachers are held accountable for nurturing all children, responding to their interests and needs, and making learning meaningful based on their curiosity and concrete methods. Assistant Teachers assist the Lead Teacher in implementing the curriculum, developing ongoing positive partnerships with parents and providing responsive, respectful care for individual needs of children; supervising and evaluating all classroom staff, volunteers, & practicum students in the Lead Teachers absence;

maintaining a safe and sanitary environment; performing related work in collaboration with other team teachers.

This position is not eligible for VISA Sponsorship.

This position is not eligible for a hybrid/remote work schedule.

The Boise State University Children s Center is Boise State s onsite early care and education center serving Boise State students, staff, and faculty. We have ten classrooms serving children from 2 months to 5 years old, providing care and support tailored to a wide range of developmental needs and abilities.

Entry-level professional with limited or no prior experience to contribute on a project or work team. Incumbent learns to use professional concepts to resolve problems of limited scope and complexity under close supervision while achieving day-to-day objectives. Works on developmental assignments that are initially routine in nature, requiring limited judgment and decision-making. This level is typically focused on self-development. Requires theoretical knowledge through specific education and training.

• Interact frequently and respectfully with all children.
• Encourage independence and modeling the use of language.
• Respect and build positive relationships with children and families.
• Create a positive emotional climate for children and staff members.
• Facilitate positive peer interactions.
• Create a predictable, consistent and harmonious classroom.
• Honor and nurture young children’s curiosities and place their interests at the center of our curriculum. We encourage children’s inquiry into their world and support them as initiators, researchers, inventors and explorers.
• Implement lesson plans based on children’s interests and a knowledge of each child’s assessment and screening data; including acquiring a general understanding of the Idaho s Early Learning EGuidelines and NAEYC guidelines for accreditation.
• Intentionally observe and provide respectful attention to children’s words, actions and creations.
• Prioritize the whole child by equally valuing all domains of children’s development, including cognitive, communication, motor, physical, sensory and social-emotional development. Respect all children’s right to grow and develop at their own pace.
• Implement a developmentally appropriate, high quality program for all the children in the group, making reasonable accommodations for children with special needs.
• An Assistant Teacher’s responsibility is to use the environment, relationships, and experiences to facilitate the positive development of all children.
• The Assistant Teacher must also assist in:
• Interacting frequently and respectfully with all children.
• Encouraging independence and modeling the use of language.
• Respecting and building positive relationships with children and families.
• Creating a positive emotional climate for children and staff members.
• Facilitating positive peer interactions.
• Crea…