Teaching Assistant

Community Action Partnership

Purpose: a teaching assistant position is part of the teaching team that has a primary classroom placement. Their role is to support the Lead Teacher and the children in the classroom.

Essential Duties and Responsibilities: 

Educational Services: promote cognitive development and + learning dispositions in ALL children.

• Assists with implementing Creative Curriculum, Thrive to Five Daily Structures, and instructional strategies in accordance with program guidelines to fidelity.

• Follows schedules, daily routines and lesson plans of each classroom.

• Uses responsive language with children.

• Assesses children’s developmental levels using a variety of assessment tools and plans lessons with Lead teacher

• Collaborates with Lead Teacher in the observation of children in the classroom and collecting data for GOLD assessment to inform differentiated & individual instruction, scaffolding children’s learning, & meeting program readiness goals

• Enters GOLD observations and assigns levels on continuum that accurately reflect authentic descriptions of children’s behaviors


Health and Safety: promote healthy growth & habits in children and provide a safe environment.

• Follows all safety and health procedures and expectations as outlined by regulatory standards (DHS, STARS, EHS, or Head Start Performance standards).

• Provides adequate supervision of children at all times as defined in Thrive to Five policies and procedures.

• Follow all meal service standards as outlined by CACFP.

• Follows all guidance to prevent the spread of illness as defined by Thrive to Five’s policies and procedures such as but not limited to: daily health checks, use of gloves and masks, etc.

• Uses meals & snacks times to teach about health, sanitation and proper nutrition

• Assists with ensuring all children receive the required dental, vision, hearing, and BMI screenings under the guidance of the lead teacher and the Health and Safety manager.

• Teaches children proper safety skills such as but not limited to: tooth brushing, hand washing, walking to/from spaces, using tissues, etc.

• Follows all procedures when assisting children with the toilet or changing a diaper.

• Follows all procedures when supervising and assisting children with rest time. IE, following safe sleep procedures for infants. Supervising rest time appropriately with older children.


Disabilities Services: promotes the inclusion and success of children with special needs

• Collaborates with Lead Teacher using & following screening and referral system for children suspected of having a disability

• Works with Lead Teacher, Early Learning Coordinator, Education, Behavior & Disabilities (EBD) Specialist & Health Manager and itinerant early intervention teachers in ongoing assessment and instructional planning for children with disabilities, health needs, and challenging behavior.

• Implements individualized instruction for children (with teacher guidance) with disabilities and individual needs.


Social Emotional: promotes healthy social and emotional growth in children.

• Implements PBIS universal practices established by Thrive to Five.

• Teaches and models social-emotional skills and practices.

• Implements interventions, such as, Teacher Support Plans and Safety Plans with support from intra/inter agency teams (Program Coordinators, Early Childhood Behavior Specialists (ECBS) or Mental Health Consultants).

• Maintains current knowledge about challenging behavior and mental health concerns.

• Implements behavior support plans as needed.


Family Engagement: promotes and facilitate respectful, mutually supportive relationships with families.

• Assists in providing a welcoming culturally inclusive environment for families. Models enthusiasm and promotes parent/child activities.

• Maintains parent/staff rapport and mutual confidence and trust with classroom team.

• Uses assessment to develop long- and short-range plans for parent’s participation in their child’s learning experiences

• Collaborates with Lead Teacher in delivering evidence-based family engagement practices that reflect the Thrive to Five’s PFCE Framework.


Professionalism: promotes and maintains professional relationships.

• Provides support and supervision to Floating Teaching Assistant(s), Bus Monitor(s), outside agency or community and/or parent volunteers in the absence of the teacher

• Follows all Community Action Partnership (CAP) and Thrive to Five policies, procedures and systems.

• Demonstrates the CAP Values.

• Works with Early Learning Coordinator ensure compliance with all applicable regulations and quality standards.

• Works with Early Learning Coordinator to reflect on coaching feedback and set professional development goals.

• Work with all staff to develop strategies to resolve interpersonal problems that affect program operation.

• Participates in program trainings, workshops and meetings related to professional development and job requirements.

• Supports their peers to understand program routines and expectations. Support and peer to peer coaching occurs to support collaboration and growth across the program

• Performs other job related duties as assigned.

Minimum Qualifications: A high school diploma or GED with documented 2500 hours of experience with children, 30 college credit hours in education or related human services field, or a combination of experience and education equivalent as outlined to PA’s Department of Human Services Assistant Group Supervisor qualifications. Must meet the preferred qualifications within a year of employment in this position.

Preferred Qualifications: Child Development Associate credential or Associate’s Degree in Early Childhood Education

Other Qualifications:

• Ability to speak, read and write fluently in English; effective communication skills, both orally and written

• Ability to read and interpret documents such as performance standards, information memoranda and program guidance; ability to write reports and correspondence; ability to speak effectively in meetings with families, staff and community partners

• Ability to use data base software to enter child assessment and program data and Microsoft Office programs

• Positive recommendation from previous employer/supervisor regarding work performance and relevant knowledge and skills

• PA Act 33 and 34 certifiable, FBI clearances, NSOR clearances

• Current driver’s license and vehicle available to travel to Head Start sites and professional development

• Ability to work flexible hours and attend night and out-of-town meetings as necessary

• Respect and sensitivity toward cultural differences

• Demonstrated success in working as a team member

The physical demands described here are a representative of those that must be met by an employee to successfully perform the essential functions of the job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions of the job.

• Ability to lift 25lbs and move 50lbs with the assistance of a wheeled cart. • Reasonable close and distant visual acuity to conduct classroom observations.

• Ability to negotiate the classroom environment; sit in close proximity of children, participate in activities.

• Ability to respond quickly to children’s safety, for example, a child running from the room.

• Ability to perform office function, such as, sitting and typing.

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