Provisional Assistant Teacher

This position assists teachers in providing safe and nurturing learning environments, routines, and
interactions that promote positive outcomes for children and families. The Assistant Teacher assists the
teacher in planning and implementing individualized, developmentally-appropriate curriculum based on
child observation and assessment data, family input, and in accordance with Child & Family Division
established curriculum guidelines. They ensure safety and supervision of children at all times by
adhering to all program policies and in accordance with all Federal, State, and local standards and best
practices.

Essential Functions
1. Assists teachers in creating and maintaining a research-based, developmentally-appropriate,
and nurturing learning environment designed to foster children’s social, emotional, physical, and
cognitive development and to successfully engage all learners, including those with diverse
learning needs and those for whom English is a second language.
2. Incorporates The Pyramid Model for Promoting Social Emotional Competence in Infants and
Young Children into routines, interactions, and activities.
3. Interacts respectfully with children, families, and colleagues using strength-based, trauma-
informed, and relationship-based practices.
4. Assists teachers in developing and implementing weekly lesson plans that include specific
developmentally appropriate learning objectives – both child and teacher-led - aligned with the
program’s established curriculum, MA Early Learning Standards, and the Head Start Early
Learning Outcomes Framework.
5. Assists teachers in conducting screenings and regular observations of children in assigned
classes for the purposes of: completing developmental assessments, individualizing instruction,
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assessing and reporting on children’s progress toward learning objectives, and providing timely
referrals for services as needed.
6. In partnership with colleagues, utilizes data such as child assessments, classroom observation
rating scales, and program surveys/assessments, to identify strengths and to guide ongoing
development of effective practices.
7. In compliance with all State licensing regulations and program policies, practices positive
discipline techniques with children to promote positive behavior and prevent or reduce the
likelihood of challenging behavior.
8. Ensures children’s safety at all times, including providing appropriate active supervision both in
and outdoors, and maintaining a clean, well-organized classroom.
9. Partners with families to support children’s learning. Expected practices include: acknowledging
all families, practicing anti-bias education principles, valuing diversity, inviting input, responding
to concerns with sensitivity and respect, sharing strength-based observations of child’s skills,
interests, and abilities, and assisting teachers in conducting Parent-Teacher conferences and
Home Visits in accordance with program’s assigned schedule of frequency.
10. Assists teachers in communicating regularly with Family Services Specialists (FSS) and content
area specialists to coordinate efforts to respond appropriately to child and family needs.
11. Actively participates in team meetings, training, coaching, reflective practice, continuing
education, and other educational activities to promote team building and professional
development.
12. Supports children and families during transitions to and from classrooms.
13. Establishes and maintains a relationship of cooperation and respect with colleagues. Participates
actively in teaching team responsibilities through communication, collaboration, and curriculum
planning.
14. Assists teacher in guiding & supporting per-diems and volunteers in all aspects of classroom
functioning.
15. Keeps timely, accurate records – including attendance, CACFP meal counts, incident reports,
child observations/assessments, and all required documentation.
16. Works collaboratively with supervisor and Director of Professional Development and Coaching
to develop and follow an Individualized Professional Development Plan (IPDP) to guide short and
long-term training, educational, and coaching goals and plans.
17. Maintains the highest degree of professionalism at all times, including, but not limited to:
adherence to dress code, to NAEYC Code of Ethics, to Child & Family code of conduct, and to
consistency of care through regular attendance and punctuality.
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18. As a mandated reporter, recognizes and reports suspected physical and sexual abuse to the
appropriate authorities as required by law.
19. Maintains confidentiality at all times.
20. Other duties as assigned.
Competencies
1. Excellent interpersonal and communication skills (written & verbal).
2. Knowledge of Early Childhood Development and Family Systems.
3. Proficient computer skills.
4. Takes responsibility for delivery of services as part of team effort in unit/department.
5. Takes initiative in making suggestions for improvement of services.
6. Meets deadlines without causing undue disruption.
7. Utilizes human resources, time, and supplies efficiently.
8. Incorporates organization mission, goals, and policies into daily work to foster an inclusive,
supportive, and culturally responsive environment for children and adults.
Positively represents the Dimock Center in all interactions with visitors, families, colleagues, and
community partners.
Work Environment
This position is primarily classroom-based which may involve both indoor and outdoor environments.
This position may be assigned primarily to one classroom location or may be assigned to act as a
resource to more than one classroom.
Physical Demands
Duties may require standing and walking, or sitting for long periods of time.
May require lifting up to 40 lbs., with frequent carrying of up to 25 lbs.
Must be able to work in both indoor and outdoor spaces.
Position Type/Expected Hours of Work
Early Head Start & Head Start programs: Monday – Friday 8:15am – 3:45pm.
Foundations for Learning program: Monday – Friday; various shifts as scheduled between 7:30am -
5:30pm.
Required Education and Experience
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1. High School diploma or equivalency required. To be eligible for assignment to a Head Start
classroom, must meet one of the following:
a. a current center-based preschool Child Development Associate (CDA) credential
b. a state –awarded certificate that meets or exceeds CDA credential requirements
c. documentation of enrollment in a program that will lead to an associate or bachelors degree
in Early Childhood Education or related field
d. enrolled in a CDA credential program to be completed within 2 years of time of hire
2. A minimum of one year working in an early childhood classroom preferred.
3. A minimum of one year of experience working with ethnically, linguistically, and/or economically
diverse children and families preferred.
4. MA Department of Early Education and Care Teacher Certificate preferred
5. Bilingual skills: English/Spanish, English/Cape Verdean or Haitian Creole a plus.
Other Duties
Note this job description is not designed to cover a comprehensive listing of duties that are required of
the employee for this job. Duties and responsibilities may change at any time with or without notice