CAREER GUIDE FOR TEACHER ASSISTANT
SOC Code: 25-9041
Pay Band(s): 3 (Salary Structure)
Standard Occupational Description: Perform duties that are instructional in nature or deliver direct services to students or parents. Serve in a position for which a teacher or another professional has ultimate responsibility for the design and implementation of educational programs and services.
Teacher Assistant positions in the Commonwealth are assigned to the following Roles in the Training and Instruction:
While Teacher Assistants within the Commonwealth are all located within the Training and Instruction Career Group, individuals may want to pursue other opportunities within the Commonwealth depending upon individual training, education, knowledge, skills, abilities, and interests.
Other Career Group(s) that may be of interest are:
SKILLS, KNOWLEDGE, ABILITIES AND TASKS
(Technical and Functional Expertise)
The Knowledge of:
The Ability to:
Like people, occupations have traits or characteristics. These characteristics give important clues about the nature of the work and work environment, and give you an opportunity to match your own personal interests to a specific occupation. When you choose a job in an occupation that matches your own interests you have taken an important step in planning a successful and rewarding career.
The occupation of Teacher Assistant has Social and Conventional characteristics as described below:
Social — Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Conventional — Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.
LICENSURE, REGISTRATION, OR CERTIFICATION REQUIREMENTS
Generally this is not required for Teacher Assistant positions in state government.
EDUCATIONAL, TRAINING, AND LEARNING OPPORTUNITIES
The Department of Labor provides the following information:
Teacher assistants provide instructional and clerical support for classroom teachers, allowing teachers more time for lesson planning and teaching.
Educational requirements for teacher assistants vary by State or school district and range from a high school diploma to some college training, although employers increasingly prefer applicants with some college training. Teacher assistants with instructional responsibilities usually require more training than do those who do not perform teaching tasks. In addition, as a result of the No Child Left Behind Act of 2001, teacher assistants in Title 1 schools—those with a large proportion of students from low-income households—will be required to meet one of three requirements: have a minimum of 2 years of college, hold a 2-year or higher degree, or pass a rigorous state and local assessment. Many schools also require previous experience in working with children and a valid driver's license. Some schools may require the applicant to pass a background check.
A number of 2-year and community colleges offer associate degree programs that prepare graduates to work as teacher assistants. However, most teacher assistants receive on-the-job training.
Competencies are a set of identified behaviors, knowledge, skills, and abilities that directly and positively impact the success of employees and the organization. Competencies can be observed and measured. When consistently demonstrated, competencies make employees particularly effective in their work. Competencies help lay out a road map to career success. You can use the Commonwealth Competencies to help improve your individual performance by adopting behaviors that make high performing employees successful in their jobs. In this way, you can use the Commonwealth Competencies for your further professional development.
The Commonwealth Competencies are:
The above competencies may be applied to employees throughout the Commonwealth of Virginia. They can be rank-ordered by agencies and hiring managers to represent the needs of a specific job. The rank ordering will change depending upon the occupation, an organization's priorities, the actual job requirements, and the supervisor's preferences.
Career success is both about what you do (applying your technical knowledge, skills, and ability) and how you do it (the consistent behaviors you demonstrate and choose to use) while interacting and communicating with others. Hopefully, by studying the Commonwealth competencies, identifying your developmental opportunities, and working to refine your own competence, you can take charge of your career!
For additional information about the Commonwealth Competencies go to: http://jobs.virginia.gov/cc_planningctr.htm. For the competencies, we first list the competencies and then define each. Finally, we list competency indicators; to describe what successful performance looks like.
COMMONWEALTH CAREER PATH
Career opportunities in the Commonwealth are not limited to moving “up” to the next highest role and pay band, changing positions, or to becoming a supervisor. That's because most roles describe a broad group of occupationally related positions that perform a range of work that requires increased knowledge and skills. For that reason, Commonwealth roles describe the career paths within the same or higher-level role for the same or different Career Group. The broad salary range and the Commonwealth's pay practices provide flexibility in recognizing career development and advancement. (Salary Structure)
For example: Teacher Assistant
Sample Career Path
Trainer and Instructor I
The Trainer and Instructor I role provides career tracks for Teacher Assistants that ranges from entry level to lead worker/supervisor responsible for providing support to training and instructional staff and/or delivering instructional training. Duties include assisting with the implementation of course curricula and lesson plans; providing course registration and administration; assisting with or providing computer-aided instruction and testing; setting up classrooms and laboratories; assisting with the reproduction and distribution of course materials; or supervising the daily operation of a large center or laboratory complex that supports student learning.
Trainer and Instructor II
The Trainer and Instructor II role provides two separate career tracks for technical instructors and teachers responsible for providing a variety of training, instruction and student services to employees, students, and/or clients.
Trainer and Instructor III
The Trainer and Instructor III role provides career tracks for the employee performing at the advanced level of expertise. Employees are responsible for coordinating and determining training or organizational development needs and services for an agency, or a geographical division of an agency responsible for several dispersed facilities, or outside entities.
ADDITIONAL OCCUPATIONAL INFORMATION CAN BE FOUND AT:
O*NET (Occupational Information Network)
Virginia Employment Commission
Career One Stop
Virginia Career Resource Network
American Federation of Teachers
National Education Association
National Resource Center for Paraprofessionals