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Coding Bootcamp Teaching Assistant Jobs in Riverside, CA

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Coding Bootcamp Teaching Assistant information

What are the key skills and qualifications needed to thrive as a Coding Bootcamp Teaching Assistant, and why are they important?

To thrive as a Coding Bootcamp Teaching Assistant, you need a solid understanding of programming fundamentals, experience with web development languages (such as HTML, CSS, JavaScript), and often a relevant degree or bootcamp certification. Familiarity with code collaboration tools (like Git/GitHub), learning management systems, and common development environments is typically expected. Strong communication, patience, and the ability to break down complex concepts are crucial soft skills in this role. These competencies enable effective student support, foster an engaging learning environment, and contribute to successful bootcamp outcomes.

What does a Coding Bootcamp Teaching Assistant do?

A Coding Bootcamp Teaching Assistant supports instructors and students in a coding bootcamp by helping explain concepts, answering questions, and offering guidance on assignments and projects. They often assist in classroom management, provide feedback on student work, and may lead smaller breakout sessions or labs. Their goal is to ensure students understand the material and are able to apply what they've learned to real-world coding problems. Teaching Assistants play a vital role in creating a positive and effective learning environment.

What are the main challenges coding bootcamp teaching assistants face, and how can they effectively support diverse learners?

Coding bootcamp teaching assistants often encounter the challenge of supporting students with a wide range of programming experience and learning styles. To be effective, TAs need to adapt their communication, offer individualized guidance, and foster an inclusive environment where all students feel comfortable asking questions. Collaboration with lead instructors and proactive engagement during labs or office hours are key strategies to ensure every student receives the support needed to succeed.

What is the difference between Coding Bootcamp Teaching Assistant vs Coding Bootcamp Instructor?

AspectCoding Bootcamp Teaching AssistantCoding Bootcamp Instructor
Required CredentialsBasic coding knowledge, often some experience or certificationAdvanced coding skills, teaching experience, often certifications or degrees
Work EnvironmentSupportive role within bootcamp, assisting students and instructorsLead role, delivering lectures, designing curriculum, and assessing students
Employer & Industry UsageCommon in coding bootcamps, tech training programsPrimary role in bootcamps, coding schools, and training programs

The main difference between a Coding Bootcamp Teaching Assistant and a Coding Bootcamp Instructor lies in their responsibilities and experience level. Teaching Assistants support students and instructors, often with less experience, while Instructors lead classes and develop curriculum. Both roles are essential in coding bootcamps, but Instructors typically require more advanced skills and credentials.

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What cities near Riverside, CA are hiring for Coding Bootcamp Teaching Assistant jobs? Cities near Riverside, CA with the most Coding Bootcamp Teaching Assistant job openings:
Coding Bootcamp Teaching Assistant jobs near you

Classroom Assistant

Family Services Association

Riverside, CA • On-site

Full-time

Posted 19 days ago

Job description


Classroom Assistant

Summary:

The Classroom Assistant provides care and supervision for all the children in care, with the guidance of the Associate/Lead Teachers. Following Title 22 and Title 5 regulations, the Classroom Assistant helps to ensure the health and safety of all children.

Responsibilities include:

Role and Responsibilities

  • Provides visual supervision at all times, indoors and outdoors
  • Participates in high quality transitions for children and families, making sure arrival and departure times are well organized. All children and families are greeted warmly, hands are washed upon arrival, health checks are conducted and recorded, all children are supervised at all times, and children are actively engaged during the transition time. For Infants and Toddlers – Diaper check, begin the daily report, log in bottles and supplies as applicable
  • Engages in DAP interactions throughout the day and all activities, facilitating and scaffolding the development of social skills through quality interactions
  • Implements curriculum activities as assigned
  • Completes 1 to 3 DRDP assessment(s) assigned by and under the supervision of the Associate or lead Teacher once a minimum of 12 semester units is obtained
  • Participates in meal/snack processes, including family style serving, bottle or infant food feeding as applicable
  • Participates in the nap / rest period. For staff working in an infant licensed classroom – Safe sleep training and procedures apply
  • Documents observations with notes, pictures, or video clips, and collect work samples under the guidance of the lead and/or supervising teacher, inputting information into the Learning Genie system as assigned
  • Participates in classroom record keeping, including injury or health reports as assigned, under the guidance of a supervising staff member
  • Monitors and participates in toileting/diapering and other health routines (Diapering, toilet training, mucus management, helping children complete appropriate handwashing as needed). This includes toilet training of any child, regardless of age
  • Provides staff breaks and takes children to the restroom Applies to those with 6 or more semester units
  • Participates in classroom planning, including the creation of some activities for the learning plan under the guidance of the lead teacher Applies to those with 6 or more semester units
  • Participates in and ensures a safe environment for the children that is free of hazards
  • Assists in the opening and/or closing routines when assigned, including preparation for the current day or next day’s program activities
  • Maintain confidentiality of family and children’s information with staff and the community
  • Timely and regular attendance
  • Attend trainings and staff meetings as assigned (some after hours and/or with overtime)
  • Reports any concerns to an appropriate supervisor
  • Completion of a professional development plan in accordance with CDE or CDSS, and NAEYC standards
  • Adhere to and maintain the NAEYC Code of Ethical Conduct and FSA’s Code of Conduct
  • Other duties as assigned and necessary
Qualifications and Education Requirements:
  1. Minimum of 6 semester units of core early childhood education college courses For Infants and Toddlers, at least one course in the care or development of infants and toddlers is preferred
  2. Continual enrollment in a minimum of one course per semester until the 12-core early childhood education units are obtained is preferred. Application for an Associate Teacher permit is preferred once qualified and will then qualify the employee for a pay rate increase
  3. Completed DRDP training (online training during orientation)
  4. Completed CLASS training (online training during orientation, and identified training within 6 months of hire)
  5. Some experience preferred, especially in center-based care. For infants and Toddlers, experience with the age group is preferred.
  6. Must be able to bend and be eye-level with children, sit on low chairs and/or the floor, and lift up-to approximately 40 pounds when needed
  7. Maintain a clear and active status with Community Care Licensing for the duration of employment with FSA
  8. Ability to work with disabled or challenging children and diverse populations
  9. Must be willing to work flexible hours to meet the needs of the program
  10. Pass a health screening test, immunized against: Influenza annually (ability to decline with a signature), Pertussis and Measles, TB test, and Drug screening Clearance
  11. Maintain Pediatric first aid & CPR (to be obtained within 3 months of hire), mandated reporter training, pest management training, safe sleep training (for infant educators), and other training and certifications as assigned
  12. Participate in activities that furthers own professional growth and development, averaging a minimum of 21 hours per year to maintain permit and keeping skills current. College coursework is one way to meet this requirement
  13. Assist at FSA Child Development locations other than the primarily assigned location when needed and as assigned
Preferred Skills
  • Establish positive relationships with young children and positive relationships with children’s families
  • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
  • Communicate and collaborate in partnership with families in a culturally appropriate and responsive manner to support young children’s development and learning
  • Demonstrate the ability to promote children’s positive social behavior and self-regulation
  • Integrate movement and kinesthetic experiences within the curriculum to help young children’s development and learning
  • Understand and demonstrate how to interact with children in ways that support their content learning and developing skills
  • Demonstrate their commitment to their own learning by taking advantage of available learning opportunities
  • Recognize their own values and implicit and explicit biases, the ways in which these values and implicit and explicit biases may positively and negatively affect teaching and learning, and work to mitigate any negative impact on the teaching and learning of children, and exhibit positive dispositions of caring, support, acceptance, and fairness toward all children and families, as well as toward their colleagues
  • Provide a supportive learning environment for children’s first-and dual-language acquisition, development, and learning
  • Promote children’s social-emotional growth, development, and individual responsibility using positive interventions and supports to foster a caring community where each child is treated fairly and respectfully by adults and peers
Additional Notes:

FSA is committed to creating a diverse environment and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.