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part time Assistant Teacher

Hamilton-Madison House
Date Posted: 10/13/2021
Salary / Wage: Commensurate with qualifications and experience
Location: New York, New York
Job Type:


We are seeking a warm, responsible, dedicated teacher, sensitive to the needs of young children and their families and able to work well with others.  The AT works hand in hand with the Group Teacher creating and implementing a developmentally-appropriate curriculum that meets the needs and interests of a given group of children.  The AT assists in the proper supervision of a given group of children at all times.  The position reports to the Site Education Director


Responsibilities include but is not limited to:

  • Work within the framework of the sponsoring agency of the child care center and carry out its functions, policies and procedures


  • Interact frequently, affectionately and respectfully with all children every day.  This includes: smiling and comforting children.  When in close proximity to children, speaking in a calm, friendly, soft and courteous manner
  • Be available and responsive to children’s needs, questions and requests
  • Encourage and model social behavior and expectations that are developmentally appropriate
  • Intervene in play in order to maintain safety
  • Communicate directly with each child at the child’s level


  • Supervises given group of children at all times
  • Maintain accurate attendance records
  • Complete appropriate paperwork (accident reports, allergy lists, etc.)
  • Maintain a clean and safe environment for children at all times.  Encourages respect for classroom materials and notifies supervisor in advance when supplies are needed
  • Arrange the space in clearly defined, well-organized centers to promote optimal program functioning
  • Organize a variety of materials and equipment as to encourage maximum constructive use
  • Understands the responsibilities as a mandated reporter


  • Work is primarily performed in the center environment which is a dynamic place with a high level of physical activity
  • Must be able to stand for a majority of the day, bend to be at a child’s eye level, perform all activities with the children such as running, dancing, walking, jumping, etc., move from a seated position to a standing position promptly to respond to emergency situations
  • Must possess acceptable hearing and visual capabilities in order to monitor the environment and children’s wellbeing


  • Assists the Group Teacher in creating and implementing a rich and developmentally-appropriate curriculum based upon the needs and interests of the students, with a focus on intellectual, social, emotional and physical growth
  • Assist the Group Teacher in planning and implementing child-oriented, self-initiated activities while limiting large group, faculty-initiated activities
  • Provide more than one option for group activity and maintain flexibility in changing planned activities, according to children’s interests
  • Create documentation of children’s accomplishments through anecdotal notes, work sampling and/or portfolios
  • Plan the use of community resources to enrich the educational content of the children’s program
  • In a timely fashion, assist the Group Teacher in completing all documentation, including, but not limited to, weekly lesson plans, anecdotal notes, checkpoints, home visit forms, parent-teacher conference forms
  • Take into consideration the individual needs of children and differentiate instruction to meet their needs
  • Provide a variety of developmentally appropriate materials and activities that foster social skills, encourage children to think, problem solve, question and experiment
  • Foster positive self-concept development by supporting individuality, independence, and the ability to make choices
  • Encourage creative expression that in individualized


  • Acknowledge parents and all classroom visitors
  • Demonstrate a friendly, courteous and accommodating demeanor at all times
  • Respond to parents’ comments and concerns with sensitivity, interest, and respect while maintaining confidentiality


  • Keep the supervisors informed of any necessary information regarding the care and safety of children
  • Establish and maintain a relationship built on trust, cooperation and respect with co-workers
  • Offer and share ideas and materials with co-workers
  • Communicate directly, work to resolve conflicts quickly and avoid gossip


  • Attend and participate in all staff meetings, center events, and parent/teacher meetings
  • Demonstrate flexibility in assignment and work hours
  • Be receptive to feedback and willing to change practices to best serve children
  • Maintain confidentiality about issues concerning other faculty members, children and families
  • Demonstrate knowledge of ages and stages of development
  • Ensure continuity of care for children by reporting to work on time and maintaining consistent attendance
  • Continue professional growth by attending courses, asking for feedback and reading professional literature
  • Check HMH email daily as well as staff mailboxes weekly

Hamilton-Madison House is an Equal Opportunity Employer


Minimum Qualifications:

  • High School Diploma plus CDA credential or AA in Early Childhood Education with one year teaching experience with children 2-5 years of age
  • Bilingual English/Chinese preferred
  • An ability to work positively and patiently with children, parents and staff
  • Proficient in MS Office and other industry related technologies

Application Instructions:

Submit cover letter and resume to:

                                                Fax: 212-349-2793


Additional Information:

Compensation:                 Commensurate with qualifications and experience

Hours:                                   Monday to Friday, 20 hours per week

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About Goals

Your goals describe specific areas that you are working on (or plan to work on) to improve or maintain the quality of your program. Goals connect your quality improvement work to the QUALITY standards and your rating and allow you to schedule and prioritize chunks of work in your progranm. Goals group together and organize related action items (tasks) and provide a narrative framework to keep you, your program, your QIM and Central Office on the same page.

Goal Scope and Scale

You have a lot of flexibility in developing QI Goals, but some rules of thumb help keep Goals useful, readable, and manageable:

  • Time: A Goal should be achievable roughly within a rating cycle, If you are struggling to put even an estimated end date on a Goal, it may be too broad. Ideally, several Goals will fit (with some overlap) within a rating cycle.
  • Standards: A Goal should roughly fit within a standard subcategory. This is flexible, of course, but if your Goal is spanning multiple standard categories, it may be too broad.
  • A Goal may be too small if it can be accomplished in one or two small steps.
  • A Goal may be too broad if you can't define concisely how you will know when it is complete.
Goal Label

The goal label is simply a brief title that allows you to distinguish this goal from others in a list or report. The more robust description of the Goal comes in the Goal statement below.

Think of it like naming a file on your computer so that later you can recognize it. This label will appear on your goal as a "title" along with your Goal statement, as well as being the identifier in drop-down or selection lists for viewing/using Goals.

Goal Statement

What is your goal?

Goal Rationale / Inspiration

Where did this goal come from? What in your rating and/or conversations about the program led to the development of this Goal? Why is this particular area of quality improvement a priority?

Quality Impact

How will the quality of the program improve? What will be different about the way the program works, looks and feels? How will children, families, the director and staff experience the program differently?

Goal Activity Summary

Summarize / brainstorm the actions you think you'll need to take to accomplish this goal. You'll be defining specific action items as you go, but record the big picture here. What practices will need to change? Who will need to be involved? What will need to be purchased? What training/coaching will be needed?

Goal Existing Resources

What existing strengths and resources will help this goal be successful?

Goal Barriers

What factors, events or concerns might prevent you from accomplishing this goal? If you've attempted to make these changes in the past, what barriers arose and prevented you from following through? What resources or information could help you overcome these barriers and accomplish this goal?

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