Early Childhood Assistant Teacher
Briya is committed to promoting diversity, equity and inclusion (DEI) within our organization and the communities we serve. We seek to bring diverse candidates to our school because we value a diversity of experiences and ideas in our workplace.
To apply, please send your resume to email@example.com
The Early Childhood Assistant Teacher is part of the early childhood education team at Briya Public Charter School — a leading two-generation education program serving parents and their young children. Briya is a Tier One Public Charter School, consistently achieving the highest educational outcomes through its innovative, family-centric programming.
Briya’s early childhood program serves children from six weeks through pre-kindergarten. In Briya’s dual-language Pre-K classes, three to five year-olds learn through a project-based curriculum. Briya teachers draw inspiration from the pedagogical principles of the Reggio Emilia approach, as well as research about best practices for young dual language learners. Teachers engage in authentic assessment on a daily basis and work collaboratively in bilingual inclusion classrooms. While children attend the early childhood program, their parents attend classes comprised of three highly integrated areas of study: English, parenting, and digital literacy. Briya also offers workforce development programs for advanced students who wish to pursue career-ready certifications.
Briya has a strategic partnership with Mary’s Center, a Federally Qualified Health Center, further strengthening student families with comprehensive medical, dental, and social services.
Essential Duties and Responsibilities
The Early Childhood Assistant Teacher position may include, but is not limited to, the following tasks and responsibilities:
Curriculum and Instruction, and Learning Environment:
In collaboration and under the guidance of the Early Childhood Teacher and Early Childhood Coordinator:
- Work alongside the Lead Teacher to support the provision of quality early childhood education to children 0-3 years of age. Supports the planning process and the implementation of developmentally appropriate experiences throughout the day. Helps to assure that children engage in experiences across all areas of learning including social emotional, cognitive, language, and physical development, math, literacy, science, social studies, and the arts.
- Assist in structuring routines to ensure they meet the developmental needs, interests, and individual differences of the children in the classroom.
- Utilizes the Creative Curriculum for Infants, Toddlers, and Twos to plan and carry out learning experiences that are based on child observation and knowledge of learning objectives.
- Helps to prepare a learning environment and materials that respond to and extend children’s changing interests, abilities, and needs. Incorporates principles of the Reggio Emilia approach to early education in creating and updating the environment and materials.
- Talks frequently with children to help them develop their oral language skills and is a strong language model. Gives children opportunities to hear a variety of words in context, understand their meanings, and put their own ideas and feelings into words.
- Utilizes knowledge of child development to approach children’s behaviors from a developmental and holistic standpoint. Attempts to understand children’s individual temperaments, experiences, and culture, and root cause of behaviors.
- Contributes to maintaining a positive social atmosphere at all times and strives to form positive and responsive relationships with each child.
- Helps to guide the work of CDA or other volunteers in the EC classroom.
- Conducts daily cleaning and safety checks, as well as ensure that materials are organized after each class as well as periodically rotating materials and toys to maintain children’s curiosity and interests.
Planning and Assessment:
- Helps to document observations of children on an ongoing basis and uses them to plan learning experiences. Uses GOLD online to enter observations and assists with setting checkpoint levels.
- Contributes to the creation of written weekly plans individual child portfolios. Helps to write and prepare family conference forms and participates in conferences in order to share information and build relationships with parents that support children’s learning.
- Contributes to the preparation of materials to be ready before each day begins and to the responsive plans are made ahead of time.
- Works with teaching team, assessments coordinator, special education coordinator, and supervisor to help with developmental screening, monitor children’s development and identify children who may need additional support.
- Demonstrates respect for parents of all languages, cultures, and backgrounds in a two-generation setting as children’s first teachers and actively engages with them to support children’s learning.
- Helps to organize, alongside other teacher the planning and implementation of Family Time to be able to promote quality learning experiences, help parents feel comfortable in the Early Childhood classroom, model and support use of literacy and language strategies, and promote a positive parent-child relationship during Family Time and Story time
- Seeks outs and listens to families’ observations about their children. Works with co-teacher to provide ideas to support children’s learning at home and honors families’ goals for their children (home-school bridge).
- Uses knowledge about children’s health and nutrition needs as well as existing community services and local resources to support parents in accessing and choosing healthy foods and activities for their children.
- Assists teachers to conduct home visits and use home visits as opportunities to build or strengthen relationships with families.
Contribution to a Community of Practice:
- Contributes to creating a culture of learning and reflection in the school by continuing to read and research information on best practices and strives to integrate that knowledge into daily practice.
- Assists in the outreach and recruitment, field trips, and student recognition ceremonies.
- Sets learning and performance goals, communicates about goals and activities with supervisor and coach on a semi-regular basis, and follows through on goals, seeking support when necessary.
- Participates actively in professional development sessions, demonstrates self-reflection and growth mindset, and strives to give and accept constructive feedback.
- Participates in regularly occurring early childhood meetings and workshops as well as meetings that may occur or on an as-need basis.
A successful Early Childhood Assistant Teacher at Briya will excel in the following ways:
- Teamwork – Can work well in multidisciplinary team setting with a variety of cultural and educational backgrounds and experiences. Contributes to building a positive team spirit, puts success of the team above own interests, and supports colleagues’ and students’ efforts to succeed.
- Interpersonal Skills –Exhibits excellent interpersonal skills and is able to build and sustain positive, productive relationships. Solves conflicts in cooperative manner; assumes accountability for own actions; and keeps emotions under control in a fast-paced, team-intensive environment.
- Communication Skills – Has excellent written and verbal communication skills.
- Cultural Sensitivity – Has a strong commitment to diversity, with respect and sensitivity to cultural and educational differences. Understands cultural and linguistic barriers to education and has experience overcoming these for student success.
- Flexibility – Can adjust personal schedule to participate in weekend and/or evening school events as needed. Instructors commit to long hours of work when necessary to meet the needs of Briya’s students.
Briya Public Charter School also values and expects the following from its employees:
- Professionalism – Treats others with respect and consideration regardless of their status or position. Follows established policies and procedures to support the overall function of the organization.
- Safety and Security – Observes safety and security procedures, reports potentially unsafe conditions, and uses equipment and materials properly.
- Attendance/Punctuality – Is consistently at work and on time, adhering to a schedule pre-determined between the employee and the supervisor.
- Dependability – Follows instruction and responds to management direction. Takes responsibility for own actions.
- Financial Management – Contributes to the financial health of the school through dedication to student retention, support of new family recruitment, careful classroom budgeting, and cost-conscious expenditures to meet the needs of the school.
The requirements listed below are representative of the knowledge, skills, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience
- Hold a minimum of a CDA credential; awarded by the Council for Professional Recognition (or actively pursuing CDA credential)
- Minimum of 1 year experience working directly with young children.
- Willingness to obtain training and experience necessary to develop consistent, stable, and supportive relationships with very young children and their families.
- Strong communication skills (oral and written)
- Basic knowledge in multiple software applications including most Microsoft Office products
- Current Pediatric First Aid and CPR certification.
- Demonstrates flexibility, knowledge and enthusiasm for working with children of various ages.
Reasoning Ability – Ability to apply common sense understanding to carry out moderately complex, multi-step instructions and make appropriate independent decisions as necessary.
Physical Demands – Regularly required sitting; frequently required to reach with hands and arms, walk, stoop, kneel, crouch, talk or hear; must be able to lift objects up to fifty (50) pounds. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Work Environment – Mostly in a typical office setting with quiet to moderate noise level.
To apply, please send your resume to firstname.lastname@example.org