Trinity Episcopal School is seeking a Lower School Instructional Assistant for the 2026-27 academic year. The Lower School Instructional Assistant is a member of the faculty and reports directly to the Head of Lower School. This full-time, 10-month position is responsible for supporting the Lead Teacher who leads the instruction of all core subjects of the Lower School, as well as helping to create and maintain a strong sense of community in the classroom. The Lower School Instructional Assistant supports the work of the School by promoting the mission, values, and policies of Trinity Episcopal School.

Through a close partnership and guided by the direction of the Lead Teacher the Instructional Assistant’s primary responsibilities include the following areas:

 Demonstrates Responsiveness and Uses Assessment to Support Student Growth by:

• Impacting student learning by assuming an active role during instruction, leading small groups, and conferring with students 1:1. 

Establishes a Culture of Scholarly Learning by:

• Modeling, promoting, and providing opportunities for students to live into the Scholarly Habits of the School

• Communicating and modeling expectations of preparation, problem-solving, and perseverance

• Exhibiting knowledge and passion for the content and for teaching 

• Scaffolding learning with both support and high expectations for all students
• Creating an inviting, well-maintained physical environment that promotes student independence via access to materials and resources
• Serving as a role model/exemplar to children by demonstrating effective strategies for communication and organization

Establishes the Classroom Community/Embraces the Trinity Community by:

• Modeling, promoting, and providing opportunities for students to live into the Trinity Honor Code

• Serving as an ambassador of grace by helping students develop a community of honor, integrity, responsibility, respect, and compassion

• Attending to the emotional as well as academic development of children by creating a compassionate community of mutual respect and treating children with kindness and consideration 

Maintains Professional Development and Responsibility to the Community by:

• Actively seeking and completing opportunities for growth within the School (faculty meetings, consultant visits, etc.) and beyond School (professional reading, workshops, webinars) that meet the needs of the individual and the goals and values of the School
• Participating actively in all phases of school life (classroom, chapel, service, community), modeling attentiveness, and noticing all surroundings
• Sharing gifts and talents with the community through activities and leadership roles that go beyond the classroom
• Helping to promote the School by welcoming prospective parents and visitors into the classroom in conjunction with the Admission office

Instructional Assistants have the opportunity and are encouraged to take on a lead instructional role for part of the core subjects of literacy and math (a unit or bend, for example), or social studies and science, as a method of professional growth and development. If or when the IA is leading a whole class lesson they will be supported by the Lead Teacher (as well as the Academic Dean) in all aspects of this effort, including planning and delivery of the content. A specific plan to determine the amount and area of teaching an Instructional Assistant conducts will be created under the leadership and direction of the Head of Lower School.

During this level of teaching, and in partnership with the Lead Teacher, the Instructional Assistant will help ensure that all students in his/her classroom are engaged in the learning by: 

• Maintaining a strong commitment to supporting the overall instructional program, using the Instructional Expectations document as a guideline.   
• Providing evidence of advanced, documented planning (including use of curriculum documents and maps)
• Using all available data and assessment to proactively plan for differences (small guided groups, curricular resources, homework, etc.) and implementing groupings to enhance engagement
• Demonstrating high levels of learning and engagement through differentiation of curriculum and instruction that is intentional and evident  
• Demonstrating strong knowledge of subject matter and clearly delivering lessons
• Using technology to enhance learning in a way that is relevant to students
• Attending to the Instructional Expectations of the School (i.e., follows the workshop methodology, structure, and time)

Other Duties and Responsibilities of the Lower School Instructional Assistant:  

• Prepare materials for classroom instruction, as requested by the Lead Teacher. 
• Mark student papers as requested by the Lead Teacher. Corrects student work using guidelines established. 
• Tutor one-on-one as requested by the Lead Teacher. 
• Work with small groups to reinforce and review skills and concepts previously taught.
• Accompany the children to and from enrichment classes, the library, field trips, dismissal, chapel, and other school events.  When requested by the Enrichment teacher, will remain to assist with the class.
• Maintain materials- Keep classroom materials neat, in good order, and in good appropriate areas.
• Set up a system to take and record attendance.
• Substitute for the Lead Teacher in case of his/her absence, using plans left by the Lead Teacher.
• Attend all school faculty meetings and parent-student conferences.
• Meet with the grade level team for planning on a regular basis; meet with the Lead Teacher for planning. 
• Performing all other duties as may be assigned by the Head of the Lower School.

The successful candidate will have the following qualities:

• Familiarity with and a commitment to the mission of independent schools and Trinity Episcopal School, and a commitment to our three primary values of scholarship, diversity, and spirituality is a must
• A love for students and a willingness to go above and beyond in the best interests of students
• Integrity, sound judgment, self-confidence, maturity and a sense of perspective

• A high level of energy and ability to work on multiple tasks/projects

• Ability to model, promote, and provide opportunities for students to live into the Trinity Honor Code

• Demonstrated sensitivity to students, faculty, and staff of varying racial, ethnic, religious, gender identity, cultural, disability, sexual orientation, and socioeconomic backgrounds

Education and Work Experience

• An Undergraduate Degree is required, with a preference for education or related majors
• Successful prior experience working with children

Skills and Qualifications

• Ability to partner with the Lead Teacher and a grade-level team in order to help deliver the program for students (While the IA position does not bear equal weight as the Lead Teacher, the relationship between the Lead and IA is a partnership.)
• Ability to prepare classroom materials, maintain systems for attendance, and other classroom needs such as homework, communication folders, etc.  
• Ability to work with small groups and individuals, and at times the whole class, under the guidance and support of the Lead Teacher and Head of Lower School
• Integrity, sound judgment, self-confidence, maturity, and a sense of perspective

• Excellent interpersonal, presentation, writing, organizational, and communication skills

About Trinity Episcopal School

Founded in 2000, Trinity Episcopal School is an independent, co-educational school of more than 435 students in grades K?8. Situated on an urban campus in the Garden District of Charlotte’s First Ward neighborhood, TES capitalizes upon the vibrant Center City as an extended classroom for cultural enrichment, hands?on learning, and opportunities to serve the community. A mission?driven school, Trinity is dedicated to three equally valued and thoroughly intertwined goals: creating scholars, nurturing spirituality, and embracing diversity. TES is a place of pride and passion, where teachers and students are fully engaged. Trinity’s constructivist curriculum challenges students to academic excellence and seeks to maintain the curiosity found in young learners. In keeping with the Episcopal educational tradition, spiritual development is integral to the Trinity experience and is reflected in regular opportunities for community worship and a comprehensive service?learning program. The founders of Trinity Episcopal School sought to create a student body that would reflect the population of the Charlotte metropolitan area, and it is comprised of a diverse community of learners who lear...n together with a mutual sense of belonging, respect, and acceptance. Trinity is populated by a rich variety of people from diverse racial, ethnic, religious, and socioeconomic backgrounds. This intentional pluralism is a hallmark of Episcopal schools that Trinity has embraced since its founding. Additionally, Trinity has established an honor code that holds students to the highest standards of integrity and personal conduct.

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