教师助理

Working Schedule
 
A Teacher Assistant generally works between Monday through Friday; ~37% work part-time. Some may be in charge of supervising students on school buses during trips to and from school, which may extend duty hours.
During periods when school is out (i.e., summer and holiday breaks), there may not be work. However, certain teacher assistants do work year-round.

典型职责

• 协助教师准备课程和活动材料
• 组织旨在发展特定技能的活动 
• 设置音频/视频或计算机设备 
• 在课堂上为学生提供额外的 "眼睛"。 
• 执行课堂规则并树立正确的行为模式
• 记录学生的表现，必要时向教师提出见解
• 追踪出勤情况并协助计算成绩
• 当老师不在时，或当学生离开教室时（例如，在大厅、食堂、体育馆、课间休息时或实地考察时），监督学生。
• 辅导个别学生或协助小组，提供个性化的指导，完成指定的任务
• 为面临独特学习挑战的学生提供额外支持

额外责任

• 在初级教师缺席期间代课
• 与同行合作，创建和改进学生项目
• 与教师和家长合作，审查学生的进步
• Help with meal preparation in daycares or preschool classrooms
• Assist children with basic skill acquisition
• Create a nurturing environment in which children can build skills
• Attend to basic needs (especially for young or special needs students)

软技能

• 慈悲为怀
• 稳重
• Coordinating And Instructing Activities
• 创造性
• Decision-Making
• Desire And Aptitude To Help Others Succeed
• 富有同情心
• 独立的
• 领导人
• 监测
• 组织机构
• 病人
• 解决问题
• 复原力
• 聪明才智
• Social And Cultural Awareness
• Sound Judgment
• Strong Communication Skills, Including Active Listening
• 团队合作

技术技能

• Social-emotional Learning (SEL) techniques
• CPR (certification often required)
• Inclusive practices
• Lesson planning
• 对计算机（PC或苹果）的一般熟悉程度
• 熟悉视觉演示设备（如视频放大镜、电视等）。 
• 对打印机、扫描仪和复印设备的了解
• 微软办公室、谷歌应用程序、苹果电脑软件
• 使用各种学校数据库自动化系统 
• 熟悉为K-12学生设计的教育软件

• 私立和公立学校
• 儿童保育中心
• 宗教和志愿者组织

Teacher Assistants are expected to support students and the lead teacher(s) as needed. Depending on the setting, the teacher assistant may work with one student in a full classroom or with a small group of students who may or may not have special needs.

The role requires someone who is dedicated to children and education. The person must pay attention to detail in assessing each student’s performance and ability, which will be shared with the teacher, administration, and parents as needed.

Teacher Assistants must exhibit high degrees of patience and enthusiasm while working in dynamic classroom environments. They are expected to model exemplary behavior at all times and maintain composure while addressing challenges such as inappropriate student behavior or emergency situations. They should be well-prepared for all planned lessons and activities, as well as unplanned contingencies. Teacher Assistants must be equipped to ensure the safety and well-being of the students they are tasked with watching over. 

Becoming a fully licensed teacher can be a challenge. Many Teacher Assistants are interested in gaining exposure to the work conditions teachers face, before making a lengthy and perhaps expensive commitment to seek licensure in their state. Teacher assistants can gain practical background experience, which will serve them well if they decide to invest in the process of becoming a teacher. 
 
After working as a Teacher Assistant, it is not uncommon for a person to decide that being a teacher is not the perfect fit for them. Others, however, will discover they do want to take the necessary steps to advance. Many are simply happy to remain as Teacher Assistants with lower wages than full teachers, but also less scope of responsibility.    

The role of Teacher Assistants is evolving with the integration of technology in education. Current trends show an increasing reliance on digital tools, such as interactive learning platforms and virtual classrooms, to enhance student engagement and streamline administrative tasks. Assistants are expected to be proficient in using educational software, managing online resources, and supporting students in navigating digital learning environments.

Many enjoyed the learning experiences from their own K-12 days. They want to return to the classroom, but on the “other side” of things. Instead of being a student, they want to help mentor and nurture students this time around. Teacher Assistants tend to be active and lively, enjoy social interactions, and both mental and physical challenges.
 
They may have volunteered or worked as counselors, coaches, trainers, or care providers in a range of areas. Some have personal experiences helping those who grapple with learning disabilities. They come from diverse backgrounds and most have a strong desire to work towards cultural and socioeconomic improvements within the educational system and beyond.