26-27 Early Childhood Assistant Teacher

Early Childhood Assistant Teacher

Job Summary
The Assistant Teacher works in classrooms alongside the Lead Teacher, educating PreK 3, PreK 4 and Kindergarten students. Assistant Teachers support the classroom teacher in delivering instruction, building relationships with students and families, encouraging positive behavior, and assisting with daily classroom tasks.

About KIPP DC
For 25 years, KIPP DC has partnered with students, families, and the community to create joyful, academically excellent schools across the nation’s capital. Today, our network of 22 schools educate more than 7,500 students in grades PreK3-12, supported by 1,500 dedicated teachers, leaders, and staff.

Our work is grounded in five pillars–Academic Excellence, Joy & Sense of Belonging, Highly Effective Teachers and Leaders, Safe, Structured, and Nurturing Learning Environments, and Commitment to College Readiness–which ensure every student is equipped with the knowledge, skills, and confidence to pursue success in college, careers, and beyond. Our schools combine high expectations with joyful, affirming environments that nurture academic success and personal growth for students and staff alike.

As part of the national KIPP network, we share best practices and innovations while maintaining deep roots in Washington, D.C. Together, we strive toward a future without limits for our students, alumni, and community

About the Team
Early Childhood includes six schools in Washington, DC, serving grades PreK 3, PreK 4 and Kindergarten. Our teachers, leaders, and student support teams work together to provide instruction that is rigorous, culturally responsive, and grounded in strong relationships with students and families. We believe classrooms should be academically challenging, joyful, and identity-affirming, and we support staff through coaching, collaborative planning structures, and dedicated development time.

About the Role
As an Assistant Teacher, you will:

• Work with a Lead Teacher to teach the designed curriculum in math and reading for both small and whole groups lessons.
• Assist Lead Teachers with daily classroom tasks including: preparing materials, classroom organization and cleaning, meals and snacks, toileting and diapering.
• Attend professional development and participate in observation and feedback cycles.
• Establish positive relationships with colleagues, students, families and the community which reflect recognition of and respect for every individual.

Location and Type of WorkFully In-Person (5 days per week onsite)
This is an in-person, school-based instructional role located at a KIPP DC campus in Washington, DC. KIPP DC schools serve students and families in person, and this position requires daily on-site presence to deliver instruction, provide student support, collaborate with teammates, and engage with families.
Assistant Teachers support classroom instruction during the student day (generally 8:00 am to 3:30 pm). Assistant Teachers work hours are typically 7:30 am to 5:00 pm two days per week, and 7:30 am to 4:00 pm three days per week, to allow for duties, collaboration, and professional development.

Key Responsibilities
Build Strong Relationships and Classroom Culture (approx. 30 percent)

• Demonstrate commitment to KIPP DC’s mission, with a focus on excellence, equity, and antiracist practice.
• Build trusting, affirming relationships with students, families, and teammates.
• Support the lead teacher in implementing strategies for classroom culture and positive behavior incentives.
• De-escalate student behaviors using a variety of strategies.

Instructional Support (approx. 40 percent)

• Work with a Lead Teacher to teach the designed curriculum in math and reading for both small and whole groups lessons.
• Cover classes while Lead Teachers are participating in weekly grade level meetings.
• Monitor and reflect on student academic data.

Professional Collaboration, Development, and Feedback (approx. 20 percent)

• Attend and actively participate in staff meetings, professional development sessions, and weekly planning/feedback meetings.
• Implement coaching and feedback from school leaders, coaches, and lead teachers/grade-level chairs.
• Meet weekly with the lead teacher and grade level chair to discuss and reflect upon weekly objectives and monthly themes.

Schoolwide Duties & Operational Expectations (approx. 10 percent)

• Assist young children with personal hygiene, toileting, meals, and other daily activities when applicable.
• Fulfill the standards of professionalism, including appropriate dress, attendance, and timeliness.
• Perform duties (arrival, lunch, transitions, dismissal) as assigned.
• Support school events such as family-teacher conferences, open houses, field trips, and community events.

The percentages for each key responsibility are estimates, and other duties may be assigned. Flexibility and responsiveness are encouraged to accommodate organizational needs.

Qualifications
Required Qualifications

• High school diploma or General Education Development Certificate (GED)
• At least 1 year of experience working with children 3-6 years old
• Commitment to working with students from communities with limited access to high-quality educational opportunities 
• Demonstrate knowledge of and the ability to assist reading, writing, and mathematics instruction
• Strong communication skills with families and caregivers, including culturally responsive partnership
• Demonstrated flexibility to adapt to new tasks

Preferred Qualifications

• Bachelors Degree
• Experience as an Assistant Teacher for PreK 3, PreK4 or Kindergarten
• Experience in an urban K–12 public school setting 

Physical Requirements

• Must be able to remain in a classroom environment for extended periods to support assigned student(s)
• Must be able to monitor students throughout the school building, including transitions, lunch, and recess.

 

Core Competencies:

KIPP DC Vision for Teaching Excellence:

• Content Knowledge: Teachers at KIPP DC are experts in their content areas and display an exemplary ability to build understanding and interest in students at multiple ability levels. Teachers connect content across disciplines, to real life, and use their own content mastery to empower students to think deeply about academic content.
• Instructional Responsiveness: Teachers use data to engage in a deliberate cycle of internalization, planning, delivery, questioning, feedback, and reflection to move student mastery forward in academic and socio-emotional learning.  Teachers are aware of how all students are performing and are able to adapt to meet the needs of students.
• Care of Students & Classroom Culture: Teachers set a joyful authentic tone and build loving relationships so that each student and family feels value