943 Best teaching assistant Jobs in California (October 2025) - page 7

Family Services Association

Associate Teacher l

2 months ago

Cabazon

Job Description Associate Teacher Role and Responsibilities The Associate Teacher provides for the general supervision, development, education, and assessment of children assigned to their care under the guidance and supervision of the lead teacher. Ensure that Title 22 and Title 5 regulations are followed through the implementation of appropriate care and the maintenance of the learning environment. Responsibilities include: • Assist the lead teacher to plan, supervise and implement the program in accordance with the policies and philosophy of FSA Child Development Services, Community Care Licensing, and NAEYC Program Standards, • Assume the responsibilities of the Lead Teacher in her/his absence, including but not limited to overall responsibility for management of the classroom, supervision of staff members assigned, creation and implementation of DAP curriculum, and any assessments assigned. At the discretion of the child development administration team and based on program need, to act in an interim basis as the lead teacher. When this occurs, a temporary assignment and payrate adjustment may apply, • Follow a daily schedule that allows for a variety of activities that support all aspects of the child’s development, with required and appropriate percentages of time for indoor and outdoor activities, supporting both large and small/fine motor development and allows for creative expression, • Engage in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions, • Develop and maintain relationships with the children and their families. Strive to learn about the family and community of each child to integrate developmentally appropriate learning throughout the curriculum, • Participate in the New Family Orientation, and transition plan processes, helping families and children acclimate to new environments, and begin building solid relationships when needed, • Complete and maintain the following reports and documents including but not limited to health checks, ratios, meal counts, injury reports, unusual mark reports, DRDP, ERS checklist, ASQs, and learning plans as assigned by or in the absence of the Lead Teacher. For Infants – Daily meal records, sleep records, and quarterly needs and service plans, • Maintain the classroom, environment, and interactions with appropriate CLASS scores, • Organize and facilitate the opening and/or closing routines, including preparation for the current or next day’s program activities, • Participate in the assessment process for assigned children, including DRDP in the Learning Genie System, ASQ-3 and ASQ-SE, and the parent conferences for both DRDP and ASQ. Complete a minimum of 25% of the enrolled children’s assessments assigned by and under the supervision of the Lead Teacher, • Use the DRDP Group and Individual reports, along with the CA Learning Foundations and Curriculum Frameworks to assess the needs of the children and develop learning plans under the guidance and assignment of the Lead Teacher, • Participate in the creation of a NAEYC classroom portfolio demonstrating compliance with the NAEYC standards for high quality programs, • Lead appropriate nap / rest periods. Children are to be provided the opportunity to rest, but if they do not fall asleep within a reasonable timeframe, they are to be provided alternate activities while their peer’s nap. Children are not to be forced to stay on their cot once they have rested or awakened. For staff working in an infant licensed classroom – Safe sleep training and procedures must be strictly followed, • Monitor and participate in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed). This includes toilet training of any child, regardless of age, • Guide and supervise the Classroom Assistant(s) in their job responsibilities through the development of an appropriate professional relationship and open, respectful communication, • Assist the Lead Teacher to conduct and document fire, earthquake, and intruder drills, • Ensure a safe environment for the children that is free of hazards, • Maintain children’s legal sign-in cards by ensuring families sign in and out as required and assisting the office staff in collecting needed documentation from the families., • Maintain confidentiality of family and children’s information with staff and the community, • Timely and regular attendance, • Completion of a professional development plan in accordance with CDE, CDSS, and NAEYC standards, • Adhere to and maintain the NAEYC Code of Ethical Conduct and FSA’s Code of Conduct, • Assist at FSA Child Development locations other than the primarily assigned location when needed and as assigned, • Other duties as assigned and necessary Qualifications and Education Requirements • A minimum of 12 ECE semester units, including the core classes. For Infants and Toddlers, additionally at least one course in the care or development of infants and toddlers, • A minimum of the Associate Teacher Level Permit, • A minimum of 1 year experience within the last four years. For infants and Toddlers, at least 6 months of the experience with the age group is required, • Completed DRDP training (online training during orientation), • DRDP Rater Certification must be obtained within three months of hire and remain valid during employment, • Completed CLASS training (online training during orientation and additional when available), For Infant/Toddler Educators - Training in PITC within 1 year of hire if available or training provided by administration, • ERS Training within 6 months of hire for Infant / Toddler CDSS educators, • Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed, • Maintain a clear and active status with Community Care Licensing for the duration of employment with FSA, • Participate in activities that furthers own professional growth and development, averaging a minimum of 21 hours per year to maintain permit and keeping skills current. College coursework is one way to meet this requirement, • Ability to work with disabled or challenging children and diverse populations, • Must be willing to work flexible hours to meet the needs of the program, • Pass a health screening test, immunized against: Influenza annually (ability to decline with a signature), Pertussis and Measles, TB test and Drug screening Clearance, • Maintain Pediatric first aid & CPR (to be obtained within 3 months of hire), mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assignedPreferred Skills, • Monitor children’s development and learning and adjust learning experiences throughout all domains of learning while teaching so that children continue to be actively engaged in learning, • Apply knowledge of children and families, including their prior experiences, interests, and social-emotional learning needs, their background knowledge, and cultural, language, and socioeconomic backgrounds, to engage them in learning, • Identify and/or recognize when a child may need additional diagnosis and/or services including services related to suspected or identified special needs, trauma, homelessness, abuse, foster care, parental incarceration, and/or are medically fragile. Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning, • Identify and implement strategies to prevent and/or address young children’s challenging behaviors, and implement strategies to help children learn to resolve conflicts, • Understand and demonstrate how to adjust curriculum to meet the needs of young children and to address differences in young children’s skill levels and learning styles, as well as how to adjust the curriculum and learning activities to address children’s individualized learning plans for young children with special needs, • Recognize own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues, • Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers

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