CHILDRENS LEARNING CENTER - Graduate Assistant Teacher

Job Classification

  Student-Regular

Position summary

The Crayon Box Early Childhood Education Center is hiring Graduate Assistant Teachers for the 2025-2026 school year. Responsibilities include assisting lead teachers with daily care, supervision, and education of young children in a nurturing, Christ-centered, play-based environment. Applicants must be Andrews University students, at least 18 years old with a high school diploma, and available to work consistently (including finals week), either 8:00 AM – 12:00 PM or 2:00 PM – 6:00 PM, Monday through Friday.

All required training, background checks, fingerprinting, and CPR/First Aid certification will be provided.

Qualifications summary

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  Must be at least 18 years old with a high school diploma
  


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  Currently enrolled at Andrews University
  


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  Must love working with young children and demonstrate patience, positivity, and flexibility
  


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  Able to uphold the center’s Christian values
  


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  Physically capable of meeting active classroom demands
  


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  Strong punctuality, time management, and teamwork skills
  


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  Confident in supervising small groups of children and taking the lead when needed
  


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  Consistent attendance required, including finals week
  


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  Previous child care experience helpful
  

Duties and responsibilities

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  Provide for the basic needs of children in a safe and nurturing environment
  


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  Prepare and offer age-appropriate tools and resources for learning and play
  


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  Utilize a variety of teaching methods such as stories, games, and art activities to stimulate learning
  


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  Adapt teaching strategies and materials to meet individual learning styles and interests
  


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  Build positive, respectful relationships with children and parents
  


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  Support children in learning basic skills such as colors, letters, numbers, shapes, social skills, and personal hygiene
  


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  Manage daily routines including activities, playtime, bathroom breaks, meals, and rest periods
  


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  Introduce children to new hobbies and activities that are age-appropriate
  


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  Clean and sanitize toys, materials, and classroom areas regularly
  


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  Monitor behavior gently and provide appropriate redirection as needed
  


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  Demonstrate patience, compassion, and flexibility while working with young children
  


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  Maintain a Christ-like attitude in all interactions and responsibilities
  

Supervisory responsibilities

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  May be responsible for supervising a classroom independently in the absence of the Lead Teacher.
  


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  Assumes the responsibilities of the Lead Teacher when directed, including managing daily routines, ensuring classroom safety, and maintaining a positive learning environment.
  


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  Provides guidance and support to student workers as assigned by the Director or Lead Teacher.
  


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  Ensures children are appropriately supervised at all times, both indoors and outdoors, maintaining active engagement to promote safety and well-being.
  


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  Follows and upholds The Crayon Box’s policies, procedures, and expectations in all supervisory capacities.
  

Qualifications

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  Must be at least 18 years of age with a high school diploma
  


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  Must be a currently enrolled student at Andrews University
  


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  Must be able to work consistently, including finals week
  


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  Available to work 8:00 AM – 12:00 PM or 2:00 PM – 6:00 PM, Monday through Friday
  


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  Demonstrates a strong commitment to the position and responsibilities
  


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  Highly punctual with excellent time management skills
  


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  Possesses a genuine love for children and a cheerful, Mary Poppins-like demeanor — warm, kind, creative, and full of positive energy
  


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  Exhibits a friendly, nurturing personality with sensitivity to the feelings and needs of both children and adults
  


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  Brings an attitude of joy, wonder, and creativity inspired by Christ’s love into the classroom each day
  


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  Willingness to fulfill responsibilities in alignment with the center’s Christian philosophy and mission
  


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  Physically active with the stamina to engage with young children throughout the day
  


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  Demonstrates accuracy, efficiency, common sense, and a servant’s heart in daily tasks
  

Technical competencies

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  Classroom Technology Tools:
  
  Able to confidently use technology commonly found in early childhood classrooms, such as CD players, classroom iPads, digital cameras, and TVs for music, movement, and learning activities.
  


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  Photo and Video Documentation:
  
  Comfortable using phones, tablets, or cameras to capture and document children's activities for learning portfolios, bulletin boards, and parent communication while respecting privacy guidelines.
  


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  Educational Media Integration:
  
  Experience using age-appropriate educational technology (e.g., digital storybooks, songs, Bible stories, movement videos like Yippee, or Christian children's worship videos) to enhance group learning and engagement.
  


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  Digital Record-Keeping:
  
  Ability to assist with maintaining accurate electronic attendance, incident reports, nap charts, and allergy lists using center-approved platforms or software.
  


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  Basic Technology Troubleshooting:
  
  Able to perform simple troubleshooting on common classroom technology (e.g., reconnecting Wi-Fi, recharging tablets, restarting devices) to ensure learning activities continue smoothly.
  


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  Audio/Visual Equipment:
  
  Ability to set up and manage projectors, sound systems, or TVs for special events, story time, or classroom celebrations.
  


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  Organization of Digital Resources:
  
  Helps organize digital teaching resources such as songs, videos, printable activities, and lesson materials on shared drives or devices for easy classroom use.
  


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  Confidentiality in Technology Use:
  
  Understands and follows strict guidelines for maintaining confidentiality and child privacy when using technology for communication, documentation, and record-keeping.
  


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  Flexibility with Technology:
  
  Willing and able to adapt to new technology tools introduced by the center to enhance learning, communication, or administrative processes.
  

Interpersonal interactions

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  Positive Role Model: Demonstrates Christ-like behavior in words and actions, serving as a positive example of kindness, patience, and respect to children, families, and co-workers.
  


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  Team Collaboration: Works cooperatively with lead teachers, assistant teachers, student workers, and administrators to create a unified, supportive classroom environment. Willingly assists others and communicates openly to ensure the success of the program.
  


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  Respectful Communication: Communicates with children, families, and staff in a warm, respectful, and professional manner. Listens attentively, responds thoughtfully, and practices patience even in challenging situations.
  


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  Engaging with Children: Builds nurturing, supportive relationships with children through eye contact, encouragement, active listening, and appropriate touch. Engages at the child's level physically and emotionally.
  


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  Partnership with Parents: Maintains positive, professional, and confidential relationships with families. Shares information regarding their child's day in a supportive and collaborative manner, following center communication policies.
  


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  Constructive Conflict Resolution: Approaches conflict or differences with patience, professionalism, and a problem-solving mindset. Handles sensitive issues discreetly and seeks guidance from leadership when necessary.
  


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  Encouragement and Support: Offers positive reinforcement and encouragement to children and colleagues. Helps foster a joyful, cooperative, and uplifting classroom atmosphere.
  


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  Professional Boundaries: Maintains appropriate boundaries in all interactions, following the center’s policies on confidentiality, professionalism, and ethical conduct.
  


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  Sensitivity and Inclusion: Demonstrates sensitivity to the diverse backgrounds, cultures, and individual needs of children, families, and staff. Practices inclusion and empathy in all interactions.
  


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  Commitment to a Christ-Centered Environment: Interacts in a manner that reflects the mission and values of the center, creating a supportive, faith-filled environment for both children and adults.
  

Physical demands

The usual and customary methods of performing this position require the following physical demands:

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  Frequent physical activity, including significant lifting, carrying, pushing, and pulling
  


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  Regular stooping, kneeling, crouching, crawling, climbing, and balancing
  


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  Fine motor skills and significant finger dexterity for tasks such as assisting with children’s activities and materials
  


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  Ability to safely lift and carry young children as needed
  

The general physical expectations for this role include:

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  5% sitting
  


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  25% walking
  


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  70% standing
  

The work is performed in an early childhood classroom environment which may involve:

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  Exposure to temperature fluctuations (indoor/outdoor transitions, playground supervision)
  


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  Potential exposure to childhood illnesses and minor injuries typical of working with young children
  

Staff members are expected to maintain physical stamina, flexibility, and awareness to ensure a safe and engaging environment for all children in their care.

Work environment

The position of Graduate Assistant Teacher is primarily located within an early childhood classroom and outdoor play environments. The physical work environment is dynamic, active, and centered around the daily care, supervision, and engagement of young children.

Environment Characteristics Include:

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  Indoor classrooms designed for active play, learning, meals, rest, and hygiene routines
  


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  Outdoor playgrounds and walking areas requiring active supervision and participation
  


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  Exposure to noise levels typical of young children’s activities (laughing, talking, crying, singing, etc.)
  


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  Frequent transitions between indoor and outdoor environments in various weather conditions
  


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  Spaces that require frequent bending, sitting on the floor, crawling, and moving furniture or equipment to support classroom needs
  


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  Shared workspaces with other teachers, assistants, and student workers in a collaborative environment
  


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  Routine exposure to cleaning supplies, bodily fluids, and potential childhood illnesses, managed according to health and safety protocols
  

Work Conditions May Involve:

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  Temperature fluctuations from indoor to outdoor settings
  


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  Occasional moderate noise levels
  


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  Potential risk of minor injuries related to supervising active young children (bumps, trips, spills, etc.)
  


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  Physical stamina to actively engage in a full range of child care activities throughout the day
  

Staff are expected to contribute to maintaining a clean, organized, safe, and welcoming environment that reflects the center’s commitment to the well-being and development of every child.