Assist the lead teacher in implementing developmentally appropriate activities and lesson plans for toddlers aged 2.5 to 3 years. Support children's cognitive, emotional, and physical needs while maintaining a safe, clean, and healthy classroom environment.
Requirements summary
Requires a high school diploma or equivalent, a valid driver's license, and the ability to pass background checks and health screenings. Preferred candidates have experience with Head Start programs and are bilingual in English and Spanish.
high schoolData TrackingCPRChild SupervisionClassroom ManagementCross-cultural CommunicationParent CommunicationLesson PlanningBilingual English/SpanishBehavioral ObservationHygiene CareEarly Childhood DevelopmentPediatric First Aid
Job description
Description
The Children's Learning CenterPosition DescriptionToddler Center Aid (Ages 2.5 - 3 years) Reports to: Education Supervisor Supervises: n/a Terms of Employment: Non-Exempt Program Service Type: 12 months (year round) Student Age Range: 2.5 to 3 years
(Revised/Reviewed August 2025) Position Purpose
To assist the designated teacher and cooperate in a supportive role carrying out developmentally appropriate activities. To work cooperatively with staff, parents, and volunteers to carry out the responsibilities and duties of the center to meet the cognitive, emotional, social, and physical needs of Head Start children and families. Provide services to the designated teacher, which have been identified as accommodation, in the classroom, home visits, meetings, and office time.
Essential Job Responsibilities
Classroom Activity ( Designed for toddlers aged 2.5 - 3 years) Assist teacher in establishing weekly lesson plans that promote individual and group educational plans.
Assist teacher in ensuring that all performance standards within the education component are met and carried out according to Head Start and The Children's Learning Center program philosophy, policies and procedures.
Prepare classroom materials to support developmentally appropriate curriculum plans; create and change learning centers as requested by the teacher.
Follow a consistent schedule, which includes small and large group experiences, choice time, music and movement, large and small motor activities, skill development, meals, and effective transitions between activities.
Ensure that all classroom activities are carried out daily.
Assist teacher in encouraging experimentation, exploration, problem solving, cooperation, socialization, and choice making; ask open-ended questions and listen respectfully to the answers.
Assist in monitoring environment (indoor/outdoor) for the activities of the day, taking steps to address deficiencies as they relate to designated teacher's capabilities.
Observe and record behaviors of children and relay information to the teacher regarding the identification of each child's strengths and areas to grow.
Assist the teacher in maintaining a safe and healthy environment and share the responsibility of maintaining orderliness and cleanliness in the classroom to include but not limited to janitorial duties as assigned by teacher such as sterilization of toys, sweeping and mopping of floors in bathroom and classrooms, cleaning and sterilizing of toilet and sinks.
Assist in involving the children in the preparation and clean-up of nutritious foods and cleanup at mealtime.
Assist with daily personal hygiene of the children such as diapering, feeding, tooth brushing, toileting, hand washing, and resting.
Share the responsibility of providing appropriate care for children with disabilities.
Help the Teacher Assistant with the responsibility of the children when the teacher is not present.
Provide input to the teacher for parent/teacher conferences and staffing’s for development and evaluation of individual goals of children and families.
Maintain an approach to guidance within the framework of Head Start and TCLC policy to ensure that children are ta ught, disciplined, and supervised in a consistent manner.
Relate to children with courtesy, respect, acceptance, and patience.
Recognize and respect the uniqueness and potential of all children, families, and cultures.
Parent Involvement ( Designed for toddlers aged 2.5 - 3 years) Communicate respectfully and regularly with parents, regarding each child's progress.
Provide an atmosphere that promotes and reinforces parental involvement in the classroom.
Encourage parents to participate in program activities.
Data Monitoring, Recording, and Tracking ( Designed for toddlers aged 2.5 - 3 years) Observe, compare, and monitor behaviors, records and data to determine compliance with prescribed standards and give them to the teacher.
At the direction of the teacher provide accurate written records, including assessments, IFSP documentation, screening instruments, anecdotal observations, and other required forms.
Support Family Service Coordinator in documentation regarding concerns with families and children at scheduled staffing’s.
Assist teacher as needed with various record keeping systems used for data tracking, outcomes and assessments.
Assist meeting all deadlines for the school and state.
General Staff Responsibilities Fulfill role as mandated reporter as stated in Child Abuse and Neglect Mandatory Reporting Policy.
Maintain confidentiality regarding staff and family information.
Maintain objectives and professional standards.
Demonstrate commitment to mission, values, and policies in the performance of daily duties.
Know and comply with employment policies, performance standards, work plan and objectives of the center.
Maintain congenial and respectful relations with staff, children, families and community.
Communicate effectively with staff and volunteers.
Maintain positive communication with parents.
Encourage parents to attend monthly parent meetings and activities.
Attending meetings, training courses and appropriate professional development activities as assigned to improve self-skills and education.
Staff must attend and earn 20 hours of professional development each year.
Staff are required to attend open house, winter festival, and one or more parent nights.
TCLC reserves the right to change this according to the needs of the school.
Attend monthly parent meetings and center activities, contributing relevant information to your component area.
Be present at work to provide consistency of services.
Be a contributory team member in a positive/productive manner.
Keep current and accurate records.
Perform any other work-related duties as requested by your supervisor.
Utilize the teacher, other staff, and resource library for technical assistance.
Respond appropriately to crisis or emergency situations as designated by policies and procedures.
Assist team members, parents, and volunteers in maintaining an orderly, safe, and attractive center.
Assure general maintenance and security of facility and assist with inventory of equipment and supplies.
Staff can be asked at any point to switch rooms, teams, shifts or programs to accommodate the needs of the school, children, and families.
Staff can be asked at any point to cover different rooms or shifts to accommodate the needs of the school.
High school education or equivalent. Employment is conditional pending immediate and continued enrollment in Child Care Licensing Division–Central Background Registry. Employment is conditional pending current physical examination and TB screening documentation upon hire Preferred Requirements Previous Head Start and/or Early Head Start experience. Previous experience assisting in classrooms with children aged 6 weeks - 5 years old, preferably with ages 2.5 years to 3 years. Bilingual English and knowledge of Spanish. Other Requirements Project a professional work image in both dress and manner. Ability to apply Early Childhood Development theory in daily classroom activities and adapt to the individual needs of children. Ability to effectively use a positive approach with staff and low-income and/or high-risk families. Ability to function effectively in cross-cultural situations. Ability to understand and practice warmth, empathy, and genuineness with others. Ability to set and maintain professional boundaries with families. Excellent written and verbal communication skills in English. Instruct others in a classroom setting. Ability to drive a private or center vehicle; must possess a valid driver's license and personal automobile. Reliable transportation. Within 30 days of employment Pediatric CPR & First Aid must be certified and have a current Food Handler's Card. Comprehend, analyze, and make inferences and references from written material. Produce written documentation with clearly organized thoughts using proper sentence construction, punctuation and grammar. Physical/Mental Abilities and Processes Requirements Sit in a child-sized chair, daily kneeling, stooping, bending, and sitting on the floor to attend to children's needs. Work with children requires the ability to walk or run quickly; walk over rough or uneven ground, and exposure to weather etc. Lift and move heavy and/or bulky objects or children weighing up to 50 lbs. Set up a classroom, which requires moving tables, chairs, shelves etc. Maintain the safety of the environment and children through visual, auditory and smelling senses. Perform occasional cleaning of classroom, which may require the use of broom, mop, and carpet sweeper, cleaning fluids and sanitizing agents.
Market context
Oregon classroom teacher roles stay competitive
In Oregon, classroom teacher openings often draw candidates with childcare, tutoring, or youth-program experience, and employers may favor applicants who can show strong classroom management and child-centered communication. These roles can be competitive because schedules, advancement paths, and childcare-related benefits matter alongside pay. Review the AI-summarized requirements and benefits on this platform to save time, then tailor your application to highlight any licensed childcare experience and your motivation for working with children.
