Early Childhood Teaching Assistant

Catherine Cook School•Chicago, IL

1d•Onsite

About The Position

Catherine Cook School seeks a vibrant and innovative Early Childhood Teaching Assistant. Early Childhood is PS (3-year-olds), JK (4-year-olds), SK (5-year-olds). This position is vital to building warm, respectful, and supportive relationships with students and cultivating a safe and stimulating learning environment. Teacher Assistants help create the foundation for a smoothly functioning classroom team by communicating openly and honestly with the lead teacher about roles, duties, and classroom routines. Growing as a life-long learner through active participation in meetings, book groups, and other professional development opportunities. Applying skills as supported by training and protocols for proactive and responsive community building. Proactively and reflectively communicating through various platforms the vision, goals, and progress of your work with both internal and external collaborators. Proactively and reflectively communicating student learning and classroom experiences through documentation platforms (e.g., Seesaw), making learning visible to families and colleagues. Growing our culture of belonging and wellness through active participation in diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) efforts. Serving as an Ambassador for our Enrollment Management and Development efforts. Connecting with and caring for students and colleagues through weekly duties and administrative tasks. Employing Google and Outlook Applications for individual and team collaboration and communication.

Requirements

Experience in Early Childhood (ages 3-6) required.
Strong interest in furthering a career in education.
Proven teaching and organization skills; ability to manage classroom dynamics effectively.
Strong communication skills.
Willingness to learn and grow professionally.
Ability to work the entire school year, including one required evening for Curriculum Night and optional community events.
Ability to fulfill weekly shift rotations: 7:00 AM – 3:00 PM (1-2 days per week), 7:30 AM – 3:30 PM (2-3 days per week), 7:30 AM – 5:00 PM (Wednesdays).
Ability to work independently when the Lead Teacher is away, including managing a substitute teacher's role and interactions.

Nice To Haves

Foundational understanding of Emergent Curriculum and Inquiry-Based Learning, with a genuine desire to learn more and share those insights with the team.
Foundational understanding of child development, learning through play, and the whole child approach to learning.
An eye for detail and the ability to capture students' 'aha!' moments through documentation to help inform the emergent curriculum.
High level of comfort supporting students through emotions, navigating friendship dynamics, and teaching concepts like the "size of the problem" to foster independence.
Ability to see each child’s unique strengths and ensure every student feels a deep sense of belonging within the classroom community.
Whole-school mindset—willing to engage with parents, participate in conferences, and act as a member of our diverse community to support student retention and family attraction.

Responsibilities

Building warm, respectful, and supportive relationships with students.
Cultivating a safe and stimulating learning environment.
Communicating openly and honestly with the lead teacher about roles, duties, and classroom routines.
Participating in meetings, book groups, and other professional development opportunities.
Applying skills supported by training and protocols for proactive and responsive community building.
Communicating the vision, goals, and progress of work with internal and external collaborators.
Communicating student learning and classroom experiences through documentation platforms (e.g., Seesaw).
Participating in diversity, equity, and inclusion (DEI) and social-emotional learning (SEL) efforts.
Serving as an Ambassador for Enrollment Management and Development efforts.
Connecting with and caring for students and colleagues through weekly duties and administrative tasks.
Employing Google and Outlook Applications for collaboration and communication.
Implementing the Responsive Classroom approach, SEL development, and model ROARS values.
Supporting students through emotions and navigating friendship dynamics.
Teaching concepts like the "size of the problem" to foster independence.
Engaging with parents and participating in conferences.
Acting as a member of the diverse community to support student retention and family attraction.