Wisconsin Professional Development Organizations

A variety of terms are used to describe those who work to support primary or lead teachers, including teacher assistant, instructional assistant, and/or paraprofessional. These teacher assistants work with children and teachers in ways that improve the overall quality of education and care in the classroom, partly by increasing the number of adults who can respond to the children's needs. They help ensure that more one-on-one activities with children occur, and that all children receive increased supervision and learning support.

Effective teacher assistants enjoy children, take a positive interest in them, and are able to focus on individual children while being aware of what is happening in the whole classroom. Because teacher assistants typically work as part of an education team, they need to have good communication skills, listen well, and work effectively with others.
They often prepare projects and activities related to the lesson plan and assist in classroom management. Helping to create a pleasant, inviting atmosphere that promotes safety, good organization and cleanliness of the building and/ or grounds may also be roles for support personnel.

As with teachers, specific roles and qualifications for assistant teachers vary considerably across programs. Most programs require ongoing training and teacher assistants working in public schools must have at least a two year Associate degree.

The Careers 4 Wisconsin website www.careers4wi.wisc.edu/index.asp contains information about many early childhood positions including teacher assistants in school and child care settings. This site provides information on the typical wage for the position and the employment outlook, including current job openings.

Head Start and Early Head Start Teacher Assistant
Head Start and Early Head Start teacher assistants work under the supervision of the teacher and are responsible for supporting the care and education of the infants and toddlers and children enrolled in the program. Minimum education requirements include a high school diploma with additional coursework in early childhood education as required by state licensing.

Teacher Assistant in Licensed Child Care
An assistant teacher works under the supervision of a child care or Head Start teacher with a group of children. Assistant teachers must be at least 18 years old, and do not need previous experience in the field of early care and education. The assistant child care teacher must have a high school diploma or equivalent and within six months of employment have satisfactorily completed 1 course in early childhood education that has been approved by the Department of Health and Family Services under, Wisconsin Administrative Code HFS 46. Individual programs may have additional training requirements for assistants..

Public Schools Special Education Paraprofessional
Special Education Aides have been uniting in Wisconsin to promote understanding and recognition of their important role in supporting the total educational program. These paraprofessionals work with children who have special needs, providing them with care and attention to enhance their opportunities for successful educational and social experiences. The paraprofessional is supervised by a licensed teacher who has the responsibility of working with parents to develop each child's Individualized Education Program (IEP). Special education paraprofessionals work closely with parents, special education staff, and other staff within the school or program. They also help with overall classroom activities, work with small groups of children, observe and record information about the child with special needs, and provide positive guidance to children in the classroom. A Special Education Program Aide license is required. These licenses are issued to an applicant who is at least 18 years of age and has been recommended by an administrator of the employing school district or a CESA administrator. For more information on resources and training, visit the CESA 4 Paraprofessional website: www.cesa4.k12.wi.us/paraprof.htm

Public School Teacher Assistant
The Teacher Assistant supports the lead teacher in setting up the classroom environment, engaging children in learning activities, and communicating with families about the child. These activities are performed under the direction of the lead teacher. The Department of Public Instruction does not license regular education classroom aides or paraprofessionals and no license is required. Contact an employing school district directly for opportunities as regular education aides.

Even Start Assistant Teacher
An assistant teacher works in the Even Start child development room to support the activities of the classroom. The role of the assistant who works under the direction of the Even Start Teacher is similar to that of the Head Start and child care assistant teachers. Qualifications vary depending on the Even Start agency. In school -based programs, public school qualifications apply. To find Even Start programs throughout the state, contact the Department of Public Instruction http://dpi.wi.gov/title1/esfl_index.html. Qualifications for all staff are described on pages 18-20 in the guidance document found at http://dpi.wi.gov/title1/doc/es_guidance_willgoodling.doc

Substitute, Volunteer, and Involved Parent
Working in early childhood programs as a substitute, volunteer, or an involved parent can be an excellent way to gain experience. All substitutes and volunteers working in a licensed child care setting are required to complete an orientation developed by the child care center within their first week on site. Refer to Wisconsin Administrative Code, HFS 46 (www.legis.state.wi.us/rsb/code/hfs/hfs046.pdf ) for required contents of the orientation program. A useful orientation includes an overview of the program's policies and procedures, a description of emergency and first aid procedures, and a clear summary of job responsibilities and payment (if any).

Substitutes play a valuable role in the early childhood community. They may temporarily do the work of a teacher, an assistant teacher, or another program staff member. Because substitute teaching provides the opportunity to work in a variety of settings with different age groups, it is an effective way to gain experience, skills, and knowledge in the early childhood field.

Substitute work can be a fairly steady source of employment if a program makes regular use of one particular substitute to cover staff members' vacations, leaves, etc. Substitute work can also be "feast or famine." Flu and cold season often creates an urgent demand for substitutes, while at other times; the need is not as great.

Training and education requirements depend on the program in which the substitute works. However, the substitute must always meet the minimum requirements for each particular job setting. The substitute needs to be adaptable to new environments and assertive enough to ask questions when needed. Punctual, talented substitutes are always appreciated - and the need for them can be surprisingly constant. All early childhood programs, including family child care providers, need substitutes at one time or another, and try to maintain a list of qualified people. Educational requirements range from a high school education to a college degree and teaching certificate. Ongoing training may be required, depending on school or program policy. Substitutes need to determine their own financial and tax reporting responsibilities. Depending on circumstances, the substitute may be an "independent contractor" or an employee of the school, agency or independent early childhood program.

Effective volunteers in early care and education programs enjoy children, are willing to work within the framework of the program, and are able to listen and respond to what is needed. For many people, working as a volunteer provides an entry point for later professional employment in the field.

It is especially important for volunteers to have a clear understanding of their role and responsibilities. Volunteers - especially those who are parents-may want to discuss potential areas of difficulty with program staff. For example, if a parent is volunteering and his/her child behaves inappropriately, who handles the situation? Questions like this are best resolved in advance whenever possible. Most early care and education programs welcome volunteers and parents in the classroom. Each program, however, has its own training, orientation, and screening policies to ensure a satisfactory experience for both children and volunteers.

Bus Drivers, Secretaries, Kitchen Staff, and Janitorial Staff
Additional support staff positions include bus driver, cook, janitorial and office staff. These positions provide an opportunity for involvement in day-to-day operations and often provide insight into other early childhood careers. Specific training and licensure is necessary for some positions and additional educational preparation is often necessary for advancement.

Baby Sitter
Many Wisconsin teenagers and adults meet a vital need by working as baby sitters. Baby sitters care for children on a short-term basis, often in the evening, when parents must leave young children at home. Baby-sitting can be an excellent way to begin exploring interest in an early childhood career. Taking a short course can help make baby-sitting a positive experience. Local Red Cross agencies, hospitals, and some recreation programs provide appropriate courses. Courses in baby sitting emphasize safety, including awareness of fire hazards in an unfamiliar home, and noting escape routes in case of fire. Competent baby sitters have the phone number of a reliable adult in case they have an emergency or an urgent question. A basic understanding of child development is helpful in knowing what types of activities and playthings are safe and appealing to children of various ages. Baby sitters most often find work through word-of-mouth recommendations from satisfied customers; some may advertise in papers and on community bulletin boards. It is recommended, however, that baby sitters know the family or the referring source for safety.