Teacher Assistant, Early Childhood Education (4108C) #86243

At the University of California, Berkeley, we are dedicated to fostering a community where everyone feels welcome and can thrive. Our culture of openness, freedom and belonging make it a special place for students, faculty and staff.

As a world-leading institution, Berkeley is known for its academic and research excellence, public mission, diverse student body, and commitment to equity and social justice. Since our founding in 1868, we have driven innovation, creating global intellectual, economic and social value.

We are looking for applicants who reflect California's diversity and want to be part of an inclusive, equity-focused community that views education as a matter of social justice. Please consider whether your values align with our , , and .

At UC Berkeley, we believe that learning is a fundamental part of working, and provide space for (staff organizations). Our goal is for everyone on the Berkeley campus to feel supported and equipped to realize their full potential. We actively support this by providing all of our full-time staff employees with at least 80 hours (10 days) of paid time per year to engage in professional development activities. Find out more about how you can at UC Berkeley.

The Early Childhood Education Program (ECEP) serves over 260 children (3 months through pre-kindergarten) of university (faculty, staff, and students) and community families. The program consists of over 60 career FTE, 10 - 30+ limited and per diem substitutes, and 60 - 80 student assistants who work daily with children and families in the program to assure high-quality early education experiences that best nurture and develop the individual child, support a family-responsive environment for the university, and advance the field of early childhood education.

This position requires a strong foundation in ECE pedagogy and developmentally appropriate care and educational practices for young children in a group setting that utilizes low adult-to-child ratios. Under general supervision, the Assistant Teacher is responsible for supporting a play-based, emergent curriculum, including preparing and implementing lesson plans that best meet the individual needs of children within a group setting. The curriculum is "emergent" because it is derived from the children's interests and is teacher-facilitated rather than teacher-directed. The Assistant Teacher supports Teachers in developing and leading small- and large-group activities appropriate to the age and developmental level of the children assigned to them.

The program also commonly follows the National Association for the Education of Young Children (NAEYC) best practices and a caregiving philosophy recommended by the Program for Infant and Toddler Care (PITC). The Assistant Teacher is also responsible for assisting with preparing lesson plans that meet the individual needs of children. Assistant Teachers support in leading small- and large-group activities for the age and developmental level of the children assigned.

Assistant Teachers assist, support, and provide feedback to Teachers regarding child screening and ongoing assessment, based on established child development milestones, to better support the individual needs of each child and to determine whether any referrals are necessary for more formal screening and assessment. Assistant Teachers are also responsible for supporting the parent communication process and interaction regarding the child's progress and adherence to local, state, and federal standards, as well as all licensing regulations pertaining to children in group care settings. Excellent communication and a commitment to teamwork are core to the success of this position.

The First Review Date for this job is May 28, 2026

Classroom Responsibilities

• Provides caregiving functions as needed and when appropriate, i.e., diapering, napping, feeding, nurturing, etc. Assists in building and maintaining a positive, safe, and nurturing environment for young children and families.
• Helps to ensure appropriate ratios and child safety throughout the shift.
• Models intentional learning and supportive emerging literacy practices in all interactions with children and always models appropriate professional behavior including calm tone when in presence or hearing distance of children.
• Helps prepare materials and classroom opportunities that align with the children's emerging interests and address their individual needs. Helps plan and provide activities that stimulate children's curiosity and abilities and encourages their social emotional, fine and gross motor, language, pre-literacy, and other critical developmental foundational skills.
• Participates in meetings with Teachers to discuss concerns and to plan curriculum.
• Supports NAEYC "best practices" and follows NAEYC Code of Ethical Conduct.
• Supports PITC philosophy in infant/toddler rooms, where operationally possible and appropriate, recognizing that some children may need to be moved to different teachers and/or classrooms based on the individual child's developmental needs.
• Observes and interacts with children as individuals and shares observations with staff. Provides both written and verbal feedback to teachers that support individual needs ofchildren.
• Provides input to teachers in support of parent/teacher conferences.
• Uses respectful language and positive guidance when addressing children's behavior in the classroom. Participates in classroom management to maintain a positive learning atmosphere. Includes all children regardless of developmental level, cultural background, and primary language spoken, and/or expressed behavior or personality.

Professional Responsibilities

• Attends all required meetings, which include staff and individual required training, staff meetings, team meetings, enrollment & program update related open houses, individual performance reviews, as scheduled and assigned by supervisor.
• Represents ECEP by being professional at all times, responsive, caring, and informative in communication with parents, fellow teachers, co-workers, and the campus community. Does not share internal conflict or philosophical/curriculum disagreements with parents and others and when unsure, consults with Center Director, Associate Director, or Executive Director on communication.
• Develops collaborative and respectful relationships with peers, supervisors, and managers.
• Addresses conflicts in a timely manner and involves the Site Director/Center Director, HR, and/or other management members when appropriate. Immediately informs the Site Director/Center Director of emerging parent conflict.
• Adheres to policies in the ECEP Teacher Resource Guide, including, but not limited to: health and safety policies, program philosophy guidelines, use of prep time, and any other policies and procedures therein.
• Adheres to and supports the NAEYC Code of Ethical Conduct.
• Performs other duties as assigned by supervisor that are appropriate to classification and within CBA.

Other ad hoc duties to be assigned

• Demonstrated ability to perform basic computer use, including keyboard and mouse, simple data entry, use of email software, and internet search.
• Proficiency with basic-level MS Word.
• Ability to safely manage multiple children (within established ratios) and provide engaging activities and appropriate interactions to encourage learning and social-emotional development.
• Ability to proofread own work (email or other communication, etc.) for accuracy.
• Ability to work with diverse clientele using patience, tact, sensitivity, and diplomacy.
• Demonstrated ability and experience to teach and work independently in a center-based child care program.
• Knowledge of developmental needs and appropriate learning experiences for children from 3 months to 5 years.
• Familiarity with child development theory and practice.
• Physical ability to care for and engage young children in activities, which include: lifting up to 50 pounds, standing and walking up to 4 hours per day, and bending and squatting to work at a child's eye level.
• Effective written and verbal communication skills.
• High School Diploma or GED required and/or equivalent combination of experience/training.
• Minimum of 12 or more ECE units, including 3 Infant and Toddler units, required if hired for an infant/toddler room.

• State of California Child Development Associate Teacher Permit (or higher level)

This is a full-time career position.

This position is eligible for full UC benefits. For information on the comprehensive benefits package offered by the University, please visit the University of California's website.

Under California law, the University of California, Berkeley is required to provide a reasonable estimate of the compensation range for this role and should not offer a salary outside of the range posted in this job announcement. This range takes into account the wide range of factors that are considered in making compensation decisions including but not limited to experience, skills, knowledge, abilities, education, licensure and certifications, analysis of internal equity, and other business and organizational needs. It is not typical for an individual to be offered a salary at or near the top of the range for a position. Salary offers are determined based on final candidate qualifications and experience.

The budgeted hourly range that the University reasonably expects to pay for this position is $25.61 - $26.79 (steps 4-6).

This position is governed by the terms and conditions in the agreement for the Clerical & Allied Services Unit (CX) between the University of California and Teamsters Local 2010. The current bargaining agreement manual can be found at:

This is not a visa opportunity. This position does not include sponsorship of a new consular H-1B visa petition that would require payment of the $100,000 supplemental fee.

To apply, please submit your resume and cover letter.

• Pediatric First Aid and CPR (or must obtain within three months of hire). Maintains current Pediatric CPR/First Aid certification.
• Provide proof of current TB clearance, up-to-date measles vaccination, and up-to-date health screening clearance, along with any new State or UC Berkeley health requirements that apply to positions working with young children.
• Must complete bloodborne pathogen training annually - upon hire.

This is a designated position requiring fingerprinting and a background check due to the nature of the job responsibilities. Berkeley does hire people with conviction histories and reviews information received in the context of the job responsibilities. The University reserves the right to make employment contingent upon successful completion of the background check.

• Must have received fingerprint clearance through the Department of Social Services Community Care Licensing Division. Background clearance must be maintained while employed as an Assistant Teacher.