Assistant Teacher

Join Us as an Assistant Teacher at YWCA of Binghamton!

Are you passionate about nurturing young minds and making a real impact in your community? At the YWCA of Binghamton & Broome County, our mission is to eliminate racism, empower women and children, and promote peace, justice, freedom, and dignity for all—a legacy we’ve upheld for over 125 years 

As an Assistant Teacher in our Young Wonders Early Childhood Center, you’ll be on the frontlines of shaping confident, compassionate learners. Our center’s vision is “Confident and secure future adults are constructed by trusted educarers who take a culturally relevant and reflective approach,” ensuring every child feels seen and supported.

In this role, you will:

• Create an emotionally safe and inclusive classroom environment.

• Deliver developmentally appropriate curriculum using Teaching Strategies Creative Curriculum.

• Celebrate diversity by honoring children’s unique cultural and socio-economic backgrounds.

• Partner with families to support each child’s growth and success.

We’re seeking a lead educator who embraces equity, champions social justice, and fosters holistic development—from emotional well‑being and self-regulation to early literacy, math, and science exploration.

If you're ready to educate with purpose, align your teaching with a powerful mission, and support Binghamton families during their most formative years, we invite you to inspire the next generation of changemakers at the YWCA.

Position Title: 

Young Wonders Assistant Teacher 

Young Wonders Mission: Empowering young minds to cultivate relationships in a consistently responsive and emotionally safe environment. 

Young Wonders Vision: Confident and secure future adults are constructed by trusted educators who take a culturally relevant and reflective approach. 

Family Expectations: 

1. Foster positive relationships with parents and families. Establish and maintain good communication, both informally through conversations and messages, and formally through conferences, shared resources, inclusive center events, etc. 

1. Approach sensitive topics with empathy, cultural sensitivity and professionalism, providing clear information and resources to support parents and understanding their child's needs. 

1. Regularly communicate student progress and achievements to parents and families. 

1. Assist the Lead Teacher in making informed and thoughtful decisions regarding student development. 

Classroom Environment Expectations: 

1. Foster a culturally inclusive and respectful classroom environment that honors diverse family structures, gender roles, generations, abilities, races, and ethnicities. 

1. Assist in the consistent evaluation and adjustment of the classroom layout, materials, and resources in alignment with the Environment Rating Scales to optimize learning opportunities, foster an inviting atmosphere, and ensure the highest quality standards for student development and learning. 

1. Assist in preparing and maintaining a warm and safe environment that includes aspects of family and home, is orderly, clean and appealing and encourages the child to grow and explore. 

1. Assist in the implementation of tools and strategies that promote structure, routine, self-regulation and clear expectations for children. 

Behavior Guidance Expectations: 

1. Use appropriate and positive discipline techniques endorsed by Conscious Discipline.  Provide individualized attention to students as needed. 

1. Prioritize the development and maintenance of positive, trusting relationships with children to foster a supportive and nurturing learning environment so each child feels valued and understood. 

1. Integrate self-regulation tools and problem-solving strategies into daily classroom activities, helping students develop essential skills for managing their emotions and behaviors. 

1. Absorb, record, and report significant individual and group behavior. 

1. Maintain professionalism and composure in challenging situations, demonstrating effective classroom management and emotional regulation. Recognize when to step away or seek support in high stress scenarios to ensure the well-being of both children and staff. 

1. Implement strategies to assist children through moments of distress or aggression, ensuring a safe and supportive classroom moment that promotes emotional regulation and positive behavior. 

1. Approach challenging behaviors with a positive and growth-oriented mindset, viewing them as opportunities for learning and development.  

1. Facilitate smooth transitions for new students entering the program by providing individualized support and guidance, ensuring they feel welcomed and comfortable in a classroom environment. 

1. Assist current students in transitioning out of the classroom, preparing them for the next stage of their educational journey with care and attention to their emotional and social needs. 

1. Support the implementation of action plans for children experiencing challenges with self-regulation, ensuring consistent application and accurate use of these plans to promote effective outcomes. 

Regulation/Policy Compliance Expectations: 

1. Stay current with all relevant state regulations, YWCA policies and Young Wonders policies, and ensure consistent adherence to these regulations/policies in the execution of their duties.  

1. Be knowledgeable about and adhere to emergency protocols and procedures, ensuring preparedness for various emergency situations such as fire drills, lockdowns, and medical emergencies. 

1. Serve as a mandated reporter, remaining vigilant and proactive in recognizing signs of abuse or maltreatment among children. Understand and adhere to legal and ethical responsibilities regarding reporting suspected cases of abuse or maltreatment, ensuring timely and appropriate communication with the necessary authorities. 

1. Develop and implement structured protocols to prevent exposures to allergens, including careful monitoring during mealtimes, snacks, classroom activities or special events. 

1. Maintain all necessary records and files. 

1. Make informed decisions and take necessary actions to protect the well-being of students, prioritizing their safety and advocating for their needs without hesitation.   

1. Manage toileting needs of children, including changing diapers if necessary. 

1. Participate in family style meals, encouraging children to self-serve and increase independence.  

1. Always ensure proper supervision of children, utilizing classroom and outside zones, accurate attendance, transition techniques with checkpoints, family style meal service with staff presence, proximity on child level, frequent communication and movement to populated areas, and awareness of moments of high risk. 

Professionalism/Administrative Expectations: 

1. Handle conflicts with colleagues in a professional manner, Prioritizing direct communication with the involved parties to resolve issues constructively and foster a positive and collaborative working environment. 

1. Serve as the Lead Teacher’s designee as needed. 

1. Maintained consistent attendance and punctuality to ensure continuity in student relationships and classroom management.  

1. Actively seek feedback from colleagues and supervisors to enhance your effectiveness and contribute to a culture of continuous improvement. 

1. Work cooperatively with other teachers and center staff members. 

1. Participate in professional development opportunities (staff meetings, in-service training, conferences, etc.) and implement new strategies and insights into your practice.  Acquire at least 15 hours of professional development each year, encompassing all 9 training categories required by OCFS. 

1. Supervise, train and evaluate staff on an ongoing basis and in line with developmentally appropriate practice, OCFS regulations and center policies and procedures. 

1. Any other tasks or duties which the job requires. 

1. Maintain a predictable schedule while demonstrating flexibility to adapt to the needs of children, school events and changing circumstances. 

1. Engage in ongoing self-reflection and evaluation of your professional practices to identify strengths and areas for growth, utilizing The Core Body of Knowledge. 

Curriculum Design and Implementation Expectations: 

1. Offer a program that meets the emotional, physical, intellectual, and social needs of both the individual and the group. 

1. Develop appropriate relationships with children of diverse backgrounds by treating all children with dignity and respect and by considering the child in relationship to his or her cultural and social economic background. Implement curriculum and teaching practices that reflect and celebrate the diversity of students, promoting understanding and appreciation of different cultures and perspectives. 

1. Implement environmental changes and activities according to best practice guidelines by the National Association for Education of Young Children. 

1. Assist in the creation of a language rich environment that promotes vocabulary development and active engagement through discussion and interactive activities. Implement language building techniques such as serve and return interactions to foster effective communication and support language development in students. Provide appropriate wait time for children to respond to open-ended questions, encouraging critical thinking and enhancing verbal expression. 

1. Use daily, weekly, and monthly lesson plans and individual goals using The Creative Curriculum by Teaching Strategies to assist in developing and carrying out a balanced and developmentally appropriate curriculum.  Assist in the completion of regular observations on all children. 

1. Prioritize interaction with children and encourage their involvement in activities. 

1. Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. 

Reporting Relationship: 

1. Reports to the Lead teacher on any staff matters and in any regards to children, parents, and program. 

1. Reports to the Program Director or Assistant Director on any matters that need further assistance. 

1. Reports to the Executive Director regarding any matters that need further assistance. 

Requirements: 

1. High School Diploma, GED or equivalent 

1. 6mos years of experience working with children less than 13 years of age. 

1. Ability to relate joyfully and sensitively to children and parents/guardians. 

1. Ability to pick up a child weighing up to 40 pounds. 

1. Evidence of emotional maturity and stability. 

1. Evidence of sufficient security and judgment to handle crisis situations and to use supervision constructively. 

1. Physical stamina 

1. Possess or be willing to obtain certification in Medication Administration, Infant and child CPR/AED, and Child and adult First Aid. 

Salary Range:
$20.00 - $22.00 dependent on qualifications

The YWCA of Binghamton / Broome County is an equal opportunity employer committed to diversity and inclusion. We encourage applications from individuals of all backgrounds and experiences.