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Design Teaching Assistant Jobs in Connecticut (NOW HIRING)

Adelbrook Inc

Special Ed Teacher

Bloomfield, CT

$50K - $66K/yr

Design and deliver individualized, engaging IEP-driven instruction that supports each student ... Collaborate with teaching assistants, therapists, and families to create a unified support system ...

Adelbrook Inc

Special Ed Teacher

Manchester, CT

$51K - $67K/yr

Design and deliver individualized, engaging IEP-driven instruction that supports each student ... Collaborate with teaching assistants, therapists, and families to create a unified support system ...

Adelbrook Inc

Special Ed Teacher

Manchester, CT

$51K - $67K/yr

Design and deliver individualized, engaging IEP-driven instruction that supports each student ... Collaborate with teaching assistants, therapists, and families to create a unified support system ...

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All JobsDesign Teaching JobsDesign Teaching Assistant JobsDesign Teaching Assistant Jobs in Connecticut

Design Teaching Assistant information

What is a design teaching assistant?

Design Teaching Assistants are individuals who support instructors and students in design-related courses, often at colleges or universities. They help with tasks such as preparing materials, guiding students through projects, providing feedback, and sometimes leading discussions or tutorials. Their role is to enhance the learning experience by assisting both the primary instructor and students, ensuring that classes run smoothly and students receive the support they need to succeed in their design studies.

What are the common responsibilities of a design teaching assistant?

Design Teaching Assistants play a vital role in supporting both instructors and students throughout the semester. Their responsibilities often include assisting with classroom setup, providing guidance during studio sessions, offering feedback on student projects, and helping to facilitate critiques or group discussions. They also frequently coordinate with faculty to prepare materials, manage digital resources, and occasionally lead small workshops or tutorials. This collaborative environment is ideal for those who enjoy problem-solving, mentoring peers, and gaining hands-on teaching experience in a creative setting.

What are the key skills and qualifications needed to thrive as a design teaching assistant?

To thrive as a Design Teaching Assistant, you need a solid grasp of design principles, experience with design software (such as Adobe Creative Suite), and typically a relevant degree or coursework in design. Familiarity with digital collaboration tools, learning management systems, and basic classroom technology is often required. Strong communication, patience, and the ability to give constructive feedback help foster a supportive learning environment. These skills ensure effective assistance to instructors and students, enhancing the overall educational experience in design courses.

What is the difference between Design Teaching Assistant vs Design Instructor?

AspectDesign Teaching AssistantDesign Instructor
Required CredentialsTypically a relevant degree or ongoing education in designUsually a higher degree or extensive professional experience in design
Work EnvironmentAssists in classrooms, labs, or workshops within educational institutionsLeads classes, workshops, or seminars in design schools or colleges
Employer & Industry UsageUsed in academic settings to support teaching staffUsed to describe those who deliver formal design education
Common Search & Comparison IntentUnderstanding support roles in design educationSeeking professional teaching roles in design

The main difference between a Design Teaching Assistant and a Design Instructor lies in their responsibilities and experience level. Teaching Assistants support instructors and typically have less experience, focusing on assisting students and preparing materials. Instructors lead classes and have more advanced credentials and teaching responsibilities. Both roles are essential in design education but serve different functions within academic settings.

Where do design teaching assistants make the most money?

Design teaching assistants tend to earn higher salaries in regions with a strong design industry presence, such as major metropolitan areas or cities with prominent art and design schools. Salaries can also vary based on experience, education level, and the institution or organization they work for, with private institutions often offering higher pay than public ones.

What are popular job titles related to Design Teaching Assistant jobs in Connecticut?

For Design Teaching Assistant jobs in Connecticut, the most frequently searched job titles are:

What job categories do people searching Design Teaching Assistant jobs in Connecticut look for?

The top searched job categories for Design Teaching Assistant jobs in Connecticut are:

What cities in Connecticut are hiring for Design Teaching Assistant jobs?

Cities in Connecticut with the most Design Teaching Assistant job openings:

Design Teaching Assistant jobs near you
Infographic showing various Design Teaching Assistant job openings in Connecticut as of August 2026, with employment types broken down into 77% Full Time, and 23% Part Time. Highlights an 100% In-person job distribution.

Preschool Teaching Assistant, School for Young Children

West Hartford, CT • On-site

University of Saint Joseph
Colleges, Universities, and Professional Schools • 201 - 500 employees
Learn more about University of Saint Josephexternal

$15K/yr

Full-time

Medical, Dental, Vision, Retirement, PTO

This job post has expired today. Applications are no longer accepted.

Job description

This role assists the teacher in the classroom with all the aspects of the routines.

  • Collaborates with the teacher to design and implement a developmentally appropriate curriculum as guided by SYC’s curriculum document, the CT ELDS, and NAEYC’s accreditation standards. This includes helping to set up the classroom and maintaining necessary educational materials to attract and keep children’s interests.
  • Supports the teacher in modifying curriculum and lesson plans as needed to support the learning environment and to guide short & long term learning goals for children.
  • Shares assessment observations and CT DOTS documentation with the teacher. Assists in gathering assessment documentation such as narratives, work samples, and photos. Supports the teacher during the family-teacher conferences.
  • Supports SYC in maintaining NAEYC accreditation status by participating in various activities during re-accreditation cycles. Throughout each year, supports the teacher in maintaining the classroom portfolio. The portfolio is reviewed at least once per month to assess sections in need of updating.
  • Welcomes families into the program on a daily basis. Supports the teacher in communicating with families about children’s activities and progress. Supports a welcoming environment for families by attending school family events such as picnics and fundraiser.
  • Supports college student’s professional development through modeling and supportive interactions.
  • Acts as a teacher in the teacher’s absence.
  • Continues to grow professionally by attending staff meetings, workshops, courses, and other sources of professional development (reading, networking etc.)
  • Follows school policies and procedures as outlined in the USJ and SYC handbooks. Submits paperwork on time such as time sheets, surveys and other documents as needed. Monitors all school communications through the USJ email account and alert systems.
  • Customer Satisfaction: Handles customer needs quickly, efficiently, enthusiastically, and courteously.
  • Understands the basis of the institution is customer service.
Education & Experience
  • Associate Degree
  • 2-3 years working in an early childhood education program or related field is preferred or a combination of education, training and experience which would lead to the competencies required for successful performance of the position’s essential duties
  • Experience in a model laboratory school preferred

Other Qualifications

  • Demonstrated ability to work in an active school environment
  • Demonstrated ability to work collaboratively with fellow teachers
  • Positive organizational, interpersonal, and customer service skills
  • Ability to work in a fast paced, customer service environment with patience, flexibility and attention to detail
  • Demonstrated computer literacy skills
  • Demonstrated ability to recognize and appropriately handle matters of a confidential nature
  • Professional, courteous demeanor and appearance; ability to work professionally with students, faculty, staff and administration and represent the College professionally to the public
  • Physical ability to perform essential functions of the position, as noted below, with or without reasonable accommodation.

Additionally, employees of the School for Young Children enjoy a combination of University benefits including;

  • Access to the 403(b) program: Hourly employees who contribute 2% receive the University 5% match!
  • Tuition Waiver Benefits including spouse & dependent waivers:
  • The employee waiver covers a maximum of 6 credits per semester at USJ and translates to approximately $15,000 per year!
  • The dependent waiver covers 100% undergraduate or graduate tuition for dependent children after 3 years of service
  • Medical/Dental/Vision insurance
  • Paid time off (sick and personal) & 13 paid holidays
  • Two paid breaks (one week in December and one week in April)
  • Enjoy the month of August off to relax, travel, or spend time with friends & family
  • 8 weeks of parental leave (both maternal and paternal)

*applicable waiting periods and restrictions may apply; a full list of benefits can be found on our employment page

Physical Requirements

The physical requirements and description of the work environment are representative of what an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical ActivityApproximate Percentage of Time Spent in this Activity

(Minimal, Some, Substantial)

  1. Bending

Substantial

  1. Climbing (e.g. stairs)

Some

  1. Keyboarding

Some

  1. Kneeling

Substantial

  1. Lifting (indicate maximum weight)

Some

  1. Reaching

Some

  1. Sitting

Some

  1. Standing

Substantial

  1. Using Telephone

Some

  1. Walking

Some

  1. Other (please explain):

________________________________

Work Environment (a brief description) Needs to be active enough to supervise children ages 3-4 years old in an active preschool environment both indoors and outdoors. Intervention maneuvers are necessary to facilitate social conflicts, facilitating play on the floor, supporting children in the bathroom, etc.