Canterbury School is seeking a dynamic, creative and experienced Early Childhood Assistant Teacher who has a thorough understanding of child development to join our dedicated faculty. Assistant teachers usually support two half-day classes per day.
Supporting Canterbury School’s Mission to “promote the total development of each child in his or her intellectual, physical, social and spiritual growth.”
Implementing lesson plans effectively, following teacher-designed plans and goals, anticipating needs, and setting up materials for lessons, as instructed by the lead teacher.
Guiding and redirecting children in their interactions with adults and peers, as appropriate.
Monitoring classroom activities at all times, and addressing needs as they arise.
Supervising indoor and outdoor play and other activities, independently or as directed by the lead teacher.
Interacting appropriately with parents, addressing issues that the teaching assistant is able to address, while referring their questions and concerns regarding their children to the teacher, as appropriate.
Ensuring that the safety, immediate physical needs, and bathroom needs are addressed.
Participating actively in activities and events designed to enhance the children’s enjoyment and educational experience.
Attending school, professional development and faculty meetings.
Assisting with arrival, dismissal, beginning and end of school activities as well as special events.
Bachelor’s Degree (in Child Psychology, Child Development, Early Childhood or Elementary Education preferred).
Significant classroom teaching experience; 5 year minimum preferred.
Excellent verbal communication skills and organizational skills.
Outstanding written skills for communication and documentation.
Knowledge about and experience with developmental, social, emotional and cognitive needs of the early childhood years.
Experience with early reading and mathematical instructional strategies.
Experience in and commitment to developing one’s own cultural competency and seeking, continually, greater levels of diversity, equity and inclusion in practices and curricula.
Ability to work successfully with colleagues on a team.
Flexibility, tact and grace in talking with parents.