Early Childhood Assistant Teacher (1s/2s) - 2026-27 School Year

Reports to: Director of Early Childhood

Full time | 10-month | Non-exempt

Position Summary

St. George’s Episcopal School is searching for an enthusiastic and creative Early Childhood Assistant Teacher for the 2026-2027 school year to work full time in a one- or two-year-old classroom in the mornings and support our Early Childhood programmatic needs in the afternoons through the start of After Care. St. George’s is seeking candidates who demonstrate a growth mindset and possess strong verbal and written communication skills. Candidates who are organized, patient, flexible, warm, energetic and engaging are likely to be successful team members at St. George’s. In the mornings, the assistant teacher will work alongside two full-time co-lead teachers, supporting them and the students in whatever is needed in the classroom. In the afternoons, the assistant teacher will push into a variety of Early Childhood classrooms providing assistant support while teachers take their lunch breaks and have Think Time with their co-teaching partners, as well as being a lead After Care staff member in the ones and twos After Care classes. In After Care, it is the assistant teacher’s responsibility to model and emulate the high standards of teaching in After Care as seen during the regular school day. The hours of operation are 7:45 a.m. - 4:45 p.m., clocking out for one hour each afternoon as the schedule permits with a 20-minute lunch break taken during work hours. 

Essential Duties and Responsibilities

• Follows all state licensing requirements including but not limited to continuing education, maintaining all safety and supervision standards, and documentation. 
• Supervises and monitors the safety of children in their care.
• Prepares meals and organizes mealtimes and snacks for children.
• Helps students maintain good hygiene; changes the diapers of toddlers and teaches handwashing skills.
• Participates in the practice of potty training students and best practices in diaper changing.
• Supports lead teaching faculty in implementing a child-centered, emergent curriculum by designing engaging activities that inspire children to explore their interests, learn about the world, and meet their developmental needs, while conducting ongoing assessments to guide and enhance their learning experiences.
• Helps implement and maintain a balanced schedule that provides students with opportunities for physical activity, rest, and playtime.
• Listens carefully to the student, reflects and supports lead teaching faculty to document children's processes and their work; keeps records of children’s progress, routines and interests.
• Demonstrates an ability and willingness to differentiate instruction for students.
• Collaborates with co-teachers to plan lessons for each week.
• Communicates effectively with parents and establishes a team approach with each child’s family aligned with the program expectations.
• Displays a warm and nurturing character that supports the applicant’s ability to connect with young children and their families.
• Aligns with the program's approach to student guidance by fostering positive behavior, independence and self-help skills as needed, holding calm and consistent boundaries, using intentional language, and treating children with respect and empathy to support their development and well-being.
• Shows dedication to supporting the social, emotional and character development of each child.
• Understands the environment they create is an important teaching tool.
• In the mornings, provide assistant teaching support as listed above to the two full-time lead classroom teachers.
• During lunch and Think Time coverage, push into classrooms providing seamless teaching support to the remaining lead teacher in whatever capacity is needed.
• In After Care, act as a lead After Care staff member, modeling the childcare expectations as seen during the school day, training any new staff members as they join the After Care team.
• During cross-divisional time, the Directors of Early Childhood and Director of Auxiliary Programs will determine which division they will support. Examples include during Conference Days/Conference Care, professional development days, etc. 

Qualification Requirements

• 1-2 years of experience working with young children preferred.
• Experience with or appreciation for project/constructivist learning approach, Reggio Emilia philosophy and an ability to integrate real-life learning experiences into the curriculum.
• Experience working in a teaching team; positive attitude and eager to work collaboratively with peers and colleagues in developing curriculum and planning for instruction.
• Proficiency in Google Workspace applications including but not limited to Gmail, Calendar and Drive (Docs, Sheets and Slides).
• Ability to use an online student information system, various educational platforms and safety/communication applications on a Chromebook, iPad and/or a smartphone.
• A sense of integrity, ethics and ability to carry out responsibilities in accordance with the school’s policies and procedures.
• Excellent verbal and written communication skills.
• Exceptional interpersonal skills and ability to work with parents, children and coworkers.
• A desire to respond to and initiate the solving of problems through clear and open conversation.
• Openness to feedback and able to take risks.
• Strong interest in pursuing professional development opportunities and dedicated to lifelong learning and possessing a growth mindset.
• Desire to work with children who display a variety of different abilities and needs.

Working Conditions / Physical Demands:

• Must be physically able to operate computers and office equipment.
• Frequent bending, reaching, squatting, kneeling and twisting; constant walking, speaking and listening; frequent sitting, often on the floor.
• Frequent lifting up to 40lbs. 

About St. George’s Episcopal School

St. George’s Episcopal School is a coeducational, independent school serving approximately 400 students from Nursery through eighth grade in a family-like atmosphere with a highly trained and dedicated faculty. We grow curious minds into confident learners through expert academic attention and an unmatched sense of belonging. Our version of personalized learning, our nurturing environment and our low student-to-teacher ratios ensure that we challenge and support every child. This is why our graduates develop into lifelong learners and consequently find acceptance and success in the finest high schools in New Orleans. Learn more at www.stgnola.org.

St. George’s aims to employ a collaborative, creative, joyful and diverse faculty and staff. We hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, disability or any other category protected by applicable law. We are committed to an inclusive school culture and to recruiting and hiring faculty of diverse backgrounds and experience.