Drexel University School of Education
Teaching assistants are in-demand educational professionals in K-12 public and private schools, as well as in daycare settings. Also referred to as paraprofessionals, paraeducators, teacher aides, or simply TAs, teaching assistants provide important classroom support that allows the lead teacher to focus on the main task of teaching. Becoming a teaching assistant requires that individuals obtain specific levels of education and certification. The role of teaching assistant can also serve as a foundation for individuals looking to transition into the teaching profession.
What Does a Teaching Assistant Do?
Teaching assistants work under the guidance and direction of a fully licensed lead teacher, and their daily responsibilities may vary depending on the grade level of the classroom, years of experience, and the needs of the school. Generally, teaching assistants offer both administrative and instructional support that helps the lead teacher run an efficient classroom and frees up time to for the teacher to provide specialized instruction to specific students. Administrative tasks include preparing classroom materials, taking attendance, grading assignments, and monitoring examinations. Teaching assistants also supervise students in the cafeteria, on the playground, and during school activities, and manage challenging behaviors.
In terms of direct student instructional support, teaching assistants are expected to understand classroom curriculum and be able help students stay engaged in daily lessons and on track with assignments. They often work with individual students or groups to students to review classwork and reinforce the concepts delivered by the lead teacher. Teaching assistants must be able to answer questions about class material, serve as tutors, and monitor students’ progress over time. Depending on level of experience, they may also be tasked with creating classroom assignments. For students with special education needs, teaching assistants help adapt class materials to alternate styles of learning and help students integrate into regular classroom settings. For students with severe educational disabilities, teaching assistants may also assist with basic self-care activities.
What Degree is Needed to Become a Teaching Assistant?
Educational requirements vary from state to state, and aspiring teaching assistants should consult the standards set by their state’s board of education. Generally, teaching assistants must hold an associate degree in early childhood education, assistant teaching, or a related field that prepares them for managing a classroom, developing teaching materials, and working with a lead teacher. While teaching assistants do not need a teaching certificate, most states require an assistant teaching certificate, Child Development Associate (CDA) certification, or other specialized license. Most states require a skills test for teaching assistants who work with students with special needs. A federal mandate also requires that teaching assistants who work in Title I schools, where a large percentage of students are from low-income households, must hold at least a two-year associate degree and certification.
How Long Does it Take to Become a Teaching Assistant?
Aspiring teaching assistants should expect to devote at least two years to completing college coursework or earning an associate degree. Volunteer and internship experience, along with some certifications, may be completed at the same time. Additional time may be needed to complete CDA certification, or other specialized early childhood education certification.
6 Steps to Becoming a Teaching Assistant: Qualifications and Requirements
While requirements for becoming a teaching assistant vary from state to state, there are six common steps for obtaining the education, practical experience, and certifications needed for the profession.
Obtain a High School Diploma or GED
Most K-12 schools require that teaching assistants hold at least a high school diploma and be able to demonstrate basic math and literacy skills. If individuals do not have a high school diploma, they must pass the General Educational Development test, or GED. In some states, a high school diploma is enough to apply for entry-level teaching assistant positions.
Pursue an Associate Degree in Education
In most cases, teaching assistants must also hold an associate degree or demonstrate current enrollment in an associate or bachelor’s degree program. Even in states where associate degrees are not required, employers may require this level of education or consider it a highly preferred credential for job candidates. An associate degree in early childhood education, special education, child development, or other specialized field within teaching aligns most closely with the skills that will be required of teaching assistants.
Gain Experience Through an Internship
Having real-world classroom experience can help aspiring teaching assistants stand out in a competitive job market. Many associate degree programs include internships that help students gain real-world classroom experience, and some K-12 schools also offer volunteer or internship opportunities. This sort of professional experience builds on what is learned through academic coursework and can better prepare teaching assistants for a job after graduation.
Complete All State Requirements
Each state has different requirements for teaching assistants, so it’s important for individuals to consult with their state’s board of education and local school districts to learn more about the most up-to-date requirements, including education level, license examinations, and additional certifications. In addition to state requirements, individual schools and private employers may require or prefer other credentials, such as CPR and pediatric first aid certification or CDA certification. In Pennsylvania, to become a certified teaching assistant, individuals must hold a two-year degree in child development, early childhood, or elementary education, or have completed at least two years of college with a minimum of 24 semester hours in one of these three fields. Another option in Pennsylvania is to complete a state-approved examination, such as the Pennsylvania Special Education Paraeducator Credential of Competency or Praxis ParaPro, but individuals should be aware that each county within Pennsylvania may require a different minimum exam score.
Get Licensed
Once individuals have completed their state’s requirements for certification, the teaching assistant license allows for employment in that region. Some states require periodic renewal of a teaching assistant license. Other certifications that may be required for employment, such as CPR certification of CDA certification, must also be renewed every two to three years. Individuals working as teaching assistants should keep track of the certifications necessary for employment and maintain a schedule for completing renewal requirements.
Apply for Jobs
Online platforms, such as indeed.com or zippia.com, or a school district’s website, are the best tools for identifying job opportunities. Online job boards devoted to the field of education include edjoin.org and teachers-teachers.com. Common search terms include “teaching assistant,” “instructional assistant,” “paraeducator,” and “paraprofessional.” About 80% of teaching assistant positions are in public school settings.
How Much Do Teaching Assistants Make?
The median salary for teaching assistants is $29,613 annually. Salaries will vary based on location, years of experience, student grade level, and whether the school is public or private or a daycare facility. Some teaching assistant positions are full-time, while others are part-time with an hourly wage rather than an annual salary. The average hourly wage for a teaching assistant is $12-17 and can vary based on factors such as location and years of experience.
Teaching Assistant Job Outlook
Employment opportunities for teaching assistants are expected to grow by 5% between 2021 and 2031, a rate of growth that is about average for all jobs. The role of teaching assistant has become more valued in accurate years, especially as students have returned to the classroom after long periods of remote learning during the COVID-19 pandemic and may be experiencing social and academic deficits. This, coupled with expected rates of retirement, indicates that there may be a greater need for teaching assistants in the coming years.
Can a Teaching Assistant Become a Teacher?
A career as a teaching assistant can rewarding on its own, but many individuals use their teaching assistant experience as a bridge to become a fully licensed lead teacher. Transitioning to teaching often requires earning a bachelor’s degree in education and completion of teacher certification program. Individuals should consult with their state’s board of education to determine the specific requirements for lead teacher certification. Drexel offers degrees and certification programs at all levels – undergraduate, graduate and doctoral – for teaching assistants looking to level up their career.
Pursue a Career in Teaching with Drexel School of Education
Drexel’s School of Education offers a number of options for individuals interested in pursuing a career in teaching. Drexel’s bachelor’s degree programs in education prepare students for becoming fully licensed teachers in K-12 educational settings. For those who already hold a bachelor’s degree, but not in education, Drexel offers a certification program that provides the necessary coursework for a teaching license in Pennsylvania, as well as a master’s degree in teaching, learning and curriculum that provides deeper instruction in the field. Drexel’s graduate and doctoral programs offer a range of coursework in specialized areas of education and that prepare students for leadership roles with the field.
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Whether or not you need to run this program on startup must be decided by you. If you feel that you want this program starting automatically so that you have it available as needed, then do not disable it. The following information is a brief description of what is known about this file. If you require f urther assistance for this file, feel free to ask about in the forums.
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Name
hpwirelessassistant
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Filename
HP Wireless Assistant.exe
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Command
%programfiles%\hpq\HP Wireless Assistant\HP Wireless Assistant.exe
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Description
The HP Wireless Assistant is a user application that provides a way to control the enablement of individual wireless devices (such as Bluetooth or WLAN devices) and that shows the state of the radios for these wireless devices.
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File Location
%programfiles%\hpq\HP Wireless Assistant\HP Wireless Assistant.exe
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Startup Type
This startup entry is started automatically from a Run, RunOnce, RunServices, or RunServicesOnce entry in the registry.
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HijackThis Category
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Note
%ProgramFiles% refers to the Program Files folder. The path to this folder is C:\Program Files\ or C:\Program Files (X86)\ depending on whether the version of Windows or the program being installed is 32-bit or 64-bit.
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This is NOT a list of tasks/processes taken from Task Manager or the Close Program window (CTRL+ALT+DEL) but a list of startup applications, although you will find some of them listed via this method. Pressing CTRL+ALT+DEL identifies programs that are currently running - not necessarily at startup. Therefore, before ending a task/process via CTRL+ALT+DEL just because it has an "X" recommendation, please check whether it's in MSCONFIG or the registry first. An example would be "svchost.exe" - which doesn't appear in either under normal conditions but does via CTRL+ALT+DEL. If in doubt, don't do anything.
Melissa King began writing in 2001. She spent three years writing for her local newspaper, "The Colt," writing editorials, news stories, product reviews and entertainment pieces. She is also the owner and operator of Howbert Freelance Writing. King holds an Associate of Arts in communications from Tarrant County College.
Nathan McGinty started writing in 1995. He has a Bachelor of Science in communications from the University of Texas at Austin and a Master of Arts in international journalism from City University, London. He has worked in the technology industry for more than 20 years, in positions ranging from tech support to marketing.
Many Brandeis International Business School classes have teaching assistants (TAs). TAs are chosen among the student body to assist both the professor and his/her fellow students. So what exactly do TAs do? How do they get the job? And most importantly, why do they take on the job?
Source: best-job-interview.com
Let’s dive into what TAs do
1. Keep track of attendance and participationOne of the universal responsibilities of a teaching assistant is keeping a record of class attendance and participation. While the professor and students are busy debating a case or a problem, the TA must make sure the contributions of all students are noted. This is important because both of these factors can be taken into account in determining final grades. It is why TAs must also attend every class.
2. Office hours
Teaching assistants are allowed and encouraged to have office hours devoted to helping students understand concepts they might be struggling with, or gain further understanding of the class material. This assistance can consist of doing additional problem sets or patiently clarifying a homework question without giving away the answers to the student. In my own experience as a student and a TA, I can say that TAs are as devoted as the professor to the success of each student.
3. Homework grading
Teaching assistants may be responsible for grading homework and quizzes, depending on the class and the professor.
4. Answering students emails
Students have the option to email teaching assistants with questions. These emails are frequently answered by the TA within 24 hours.
How do TAs get the job?
The most important condition of being a teaching assistant is to have taken the class in a previous semester. This is why International Business School students are not allowed to be TAs during their first academic semester.
Another necessary requirement is good performance in the class. A prospective TA must demonstrate a good grasp of the material, as well as the ability to help other students and contribute positively to the class. Maintaining a good relationship with the professor is also important.
Source: amazon.com
My Personal Experience
I have been a teaching assistant for two classes: Intermediate Financial Accounting and Global Dexterity.
For one of these positions, I was asked directly by the professor if I would be interested in being a TA. I accepted because I wanted to dig deeper and gain more knowledge, and I knew explaining the material to other students would inevitably help me better understand the material myself.
For the second position, I enjoyed the class so much that I asked the professor if he would consider my application for the TA position.
Even though the subjects covered in these two classes are very different, I enjoyed the TA experience for both. It was also a great opportunity to get to know the professors and their students.
Impact of COVID-19
With the COVID-19 pandemic and remote classes, professors and teaching assistants have adapted to the virtual world.
TAs attend classes remotely, keep track of class attendance and note participation. We’ve also replaced our office hours with virtual Zoom office hours, and double-down on email communications. While the overall function of a TA has not changed much during the pandemic, the experience has certainly been different. Overall these are still very fulfilling parts of my business school experience!
Student Insights features blog posts and videos produced by current students and accurate graduates of Brandeis International Business School. The views, thoughts and opinions expressed here belong solely to the author.
Post-Certificate Teaching Associate Position in the Community Language Program (CLP)
Starting with the 2018 TESOL Certificate Program (TCP) cohort, 1-2 Post-Certificate Teaching Associate (PCTA) positions will be granted to eligible TCP graduates. These are guided, one-semester teaching positions in the CLP with advisement from a senior teacher. This competitive teaching opportunity is intended to enhance teaching experience for TCP graduates and is supplemented by a stipend. Upon successful completion and based on senior teacher evaluation and student feedback, this candidate will be considered for a CLP teaching position in subsequent terms.
Eligibility*:
The candidate must have:
Outstanding academic record in all TCP courses
A grade of A on the TCP Final Reflection Paper
Strong recommendations from his/her Classroom Practices course instructor and Teaching Mentor
Be able to commit to teaching one 60-hour ESL course or 30-hour Special ESL course
* The applicant must show proof of eligibility to work in the US and/or must be an F1 international visa holder, studying full-time at Teachers College.
Frequently Asked Questions
What does "guided teaching" look like?
The TCP graduate teacher will be supervised individually by a senior teacher who will meet with the TCP graduate teacher to plan each individual unit. The senior teacher will not be observing every class but there will be several rounds of observations, as necessary.
Are there any mandatory meetings in addition to the teaching time?
Yes. In addition to meeting with the senior teacher, TCP graduate teacher is expected to meet with the level coordinator and fellow level teachers every week for one hour outside of regular class time. During this meeting, the level coordinator will share program and admin updates and provide additional support on lesson planning and classroom management. TCP graduate teacher is also required to attend teacher orientation and CLP Student Days.
Who are the senior teachers?
Senior teachers are experienced ESL/EFL teachers.
Joe Tranquillo is the Associate Provost for Transformative Teaching & Learning and a Professor at Bucknell University. On campus he has served as the Director of the Teaching & Learning Center, Co-Director of the Institute for Leadership in Technology & Management and co-founded the Bucknell Innovation Group and hurry Winter Interdisciplinary Design Experience. Off campus, Joe is an American Society for Engineering Education Fellow, American Institute for Medical and Biological Engineering Fellow, National Academy of Engineering Frontiers of Engineering Education Fellow, Senior Member of IEEE, NSF Pathways to Innovation Faculty Fellow, past chair of the ASEE Biomedical Engineering Division, co-editor of the Morgan and Claypool Biomedical Engineering Book Series and an international visiting faculty member at Universidad Catolica de Chile in Santiago. He has been recognized with several awards including the National Biomedical Engineering Teaching Award, ASEE Theo Pilkington Outstanding Educator, and has been nominated twice for the CASE US Professor of the Year. Joe is the author of five books and his work, conducted exclusively with undergraduates, has been featured on the Discovery Channel, TEDx and CNN Health. He has received funding from NASA, NIH, NSF, Kern Family Foundation, VentureWell Foundation, Degenstein Foundation, and the US Department of Defense. Joe has delivered intensive teaching workshops throughout the United States and internationally, including Finland, Chile, Argentina, Uruguay, and the United Kingdom. Joe earned his BS from Trinity College, his PhD from Duke and was a visiting scholar at the Scientifically Computing and Imaging Institute (University of Utah) and Stanford Technology Ventures Program.
Educational Background
- B.S., Trinity College, 1997
- Ph.D., Duke University, 2004
Research Interests
- Engineering Education
- Computational Electrophysiology
- Engineering Design Methodology
- Entrepreneurship and Innovation
- Engineering and the Arts
Courses Taught
- BMEG 205: Bioinstrumentation
- BMEG 210: Fundamentals of Biomedical Engineering
- BMEG 220: Introduction to Engineering Computing
- BMEG 350: Fundamentals of Biomedical Signals and Systems
- BMEG 401 and 402: Biomedical Engineering Capstone I and II
- BMEG 408: Medical Device Assessment and Development
- BMEG 441: Neural Signals and Systems
- BMEG 461: Brain Mind and Culture
- BMEG 472: Complex Systems
- BMEG 472: Devices, Diseases and Patients
- ENGR 100: Exploring Engineering
- ENGR 290: Engineering in a Global and Societal Context (in Chile)
Select Professional Service
- Co-editor of the Biomedical Engineering Series, Morgan and Claypool Publishers
- Past Chair, Biomedical Engineering Division of ASEE
- NSF Engineering Pathways to Innovation Fellow
- Co-founder and Chair of ASEE Committee on Interdivisional Cooperation
- ASEE Strategic Doing Committee
- Co-founder and Inaugural Chair of the BMES Undergraduate Research Track
- BME-IDEA Organizer
- Board Member for Indo-US Collaboration for Engineering Education
Awards
- National Academy of Engineering Frontiers of Engineering Education Awardee
- ASEE Biomedical Engineering National Teaching Award
- ASEE Theo Pilkington Outstanding Educator Award
- CASE US Professor of the Year Nomination
- Bucknell Presidential Teaching Award
- IEEE Senior Member
- Phi Beta Kappa
Selected Publications
Textbooks
J. Tranquillo, Complex Systems: Making Sense of a Changing World, Springer Nature 2019.
J. Tranquillo, Biomedical Signals and Systems, Morgan and Claypool, Synthesis Lectures in Biomedical Engineering. 2014.
J. Tranquillo, Matlab for Engineering and the Life Sciences, Morgan and Claypool, Synthesis Lectures in Engineering. 2011.
J. Tranquillo, Quantitative Neurophysiology, Morgan and Claypool, Synthesis Lectures in Biomedical Engineering. 2009.
Journal Articles
J. Tranquillo, "Learning Environments and Evidence-Based Practices in Bioengineering and Biomedical Engineering", Biomedical Engineering Education. 2022.
J. Tranquillo, "The Product Archaeology Canvas", Journal of Engineering Entrepreneurship. 2016.
J. Tranquillo, "Intrinsic and Extrinsic Motivation in Professional Development and Continuing Education for the Health Professions", Surgical Neurology. 2015.
J. Tranquillo, "Coding to Think: Teaching Algorithmic Thinking from Idea to Code", Journal of Engineering Education Transformations 2015.
J. Tranquillo, D. Ebenstein, E. Kennedy, K. Bieryla, D. Cavanagh, "Product Archaeology: Unearthing Business Decisions", Journal of Engineering Entrepreneurship, 2015.
J. Tranquillo, N. Badie, C.S. Henriquez, N. Bursac, "Collision-based spiral acceleration in cardiac media: Roles of wavefront curvature and excitable gap", Biophysical J. 2010.
J. Tranquillo, M. Howes, "Intrinsic inhomogeneities and the coexistence of spirals with different periods of rotation", Physical Review E. 2008.
J. Tranquillo, A. Sunkara, "Can we trust the transgenic mouse? Insights from computer simulations", Lecture Notes in Computer Science Special Issue: Functional Imaging and Modeling of the Heart. 2007.
J. Tranquillo, J. Hlavacek, C.S. Henriquez", An integrative model of mouse cardiac electrophysiology from cell to torso", Europace. 2005.
J. Tranquillo, D. Burwell, C.S. Henriquez, "Analytical model of extracellular potentials in a tissue slab with a finite bath", IEEE Trans on BME. 2005.
J. Tranquillo, M.R. Franz, B.C. Knollmann, A. Henriquez, D.A. Taylor, C.S. Henriquez, "Genesis of the monophasic action potential: Role of the interstitial resistance and boundary gradients", Amer J of Physiol. 2004.
