ZipRecruiter

Log In

1

Learning Assistant Jobs in Aurora, IL (NOW HIRING)

The Learning Experience

Assistant Director Childcare

IL · On-site

$22 - $24/hr

Assistant Preschool Center Director Join the fastest-growing Academy of Early Education in the ... At The Learning Experience, we are dedicated to providing a platform for showcasing talents ...

McMaster-Carr

Senior Software Engineer

Chicago, IL · On-site

$235K - $310K/yr

Build and scale our domain-expert AI assistant that turns McMaster's product data and customer history into a continuously learning assistant-interpreting intent, narrowing options, explaining ...

Huntington Learning Center

Assistant Director

Geneva, IL · On-site

$38K - $45K/yr

Huntington Learning Center, founded in 1977, is the nation's oldest provider of supplemental ... We have an opening for a full-time Assistant Director. In this key position, you will build and ...

Crowe LLP

Machine Learning Engineer

Chicago, IL · On-site

$62K - $100K/yr

Write high-quality, production-ready code and assist in code reviews to maintain standards of excellence. * Develop and implement comprehensive testing protocols, including smoke tests and unit tests ...

Crowe LLP

Machine Learning Engineer

Oakbrook Terrace, IL · On-site

$62K - $100K/yr

Write high-quality, production-ready code and assist in code reviews to maintain standards of excellence. * Develop and implement comprehensive testing protocols, including smoke tests and unit tests ...

Crowe LLP

Machine Learning Engineer

Chicago, IL · On-site

$62K - $100K/yr

Write high-quality, production-ready code and assist in code reviews to maintain standards of excellence. * Develop and implement comprehensive testing protocols, including smoke tests and unit tests ...

previous page

Showing results 41-60

All JobsLearning JobsLearning Assistant JobsLearning Assistant Jobs in Aurora, IL

Learning Assistant information

See Aurora, IL salary details

$5

$13

$23

How much do learning assistant jobs pay per hour?

As of Aug 20, 2026, the average hourly pay for learning assistant in Aurora, IL is $13.28, according to ZipRecruiter salary data. Most workers in this role earn between $10.78 and $14.29 per hour, depending on experience, location, and employer.

What is a learning assistant?

Learning Assistants are individuals who support students and instructors in educational settings, often in classrooms or labs. They help facilitate group activities, answer student questions, and provide additional guidance to enhance learning. Learning Assistants are typically undergraduate students trained to use active learning techniques to improve student engagement and understanding. Their role is to create a positive and supportive learning environment, working alongside faculty to help students succeed.

What skills and qualifications are needed to thrive as a learning assistant?

To thrive as a Learning Assistant, you generally need a solid understanding of educational principles, subject matter expertise, and at least a high school diploma or equivalent, with some positions requiring postsecondary education. Familiarity with classroom technology, learning management systems (LMS), and digital collaboration tools is often important. Exceptional communication, patience, and the ability to motivate and support students are critical soft skills. These competencies ensure effective support of teachers and students, fostering an inclusive and productive learning environment.

How do learning assistants typically collaborate with teachers and students in the classroom?

Learning Assistants work closely with teachers to support lesson delivery, often helping to facilitate group activities, provide one-on-one assistance to students, and manage classroom dynamics. They play a key role in reinforcing concepts presented by the teacher, answering student questions, and identifying individuals who may need additional help. Collaboration also involves regular communication with the teaching staff to discuss student progress and adjust instructional strategies as needed. This teamwork ensures a supportive and effective learning environment for all students.

What is the difference between Learning Assistant vs Teaching Assistant?

AspectLearning AssistantTeaching Assistant
Required CredentialsOften undergraduate or graduate students, sometimes with specific trainingVaries; may include certifications or student status
Work EnvironmentAcademic settings, supporting active learning in classroomsClassrooms, labs, or online, assisting teachers or professors
Employer & IndustryEducational institutions, primarily colleges and universitiesSchools, colleges, universities, and training programs
Common Search & ComparisonLearning Assistant vs Teaching Assistant

Learning Assistants typically support active learning in higher education settings, often as students themselves, focusing on peer support and engagement. Teaching Assistants may have more formal instructional duties, including grading and classroom management. While both roles assist in educational environments, Learning Assistants emphasize peer-led support, whereas Teaching Assistants often work directly under faculty supervision to facilitate instruction.

How much do learning assistants get paid?

Learning assistants typically earn between $10 and $20 per hour, depending on the institution, location, and experience. Some roles may also include stipends or academic credit, and the position often requires strong communication and organizational skills.

What are the most commonly searched types of Learning jobs in Aurora, IL?

The most popular types of Learning jobs in Aurora, IL are:

What cities near Aurora, IL are hiring for Learning Assistant jobs?

Cities near Aurora, IL with the most Learning Assistant job openings:

Learning Assistant jobs near you
Infographic showing various Learning Assistant job openings in Aurora, IL as of August 2026, with employment types broken down into 1% As Needed, 74% Full Time, 22% Part Time, 1% Temporary, and 2% Contract. Highlights an 89% Physical, 2% Hybrid, and 9% Remote job distribution, with an average salary of $27,615 per year, or $13.3 per hour.

Adjunct Faculty - University Supervisor for Teacher Preparation Programs (Student Teaching & Field E

DePaul University

Chicago, IL • On-site

Full-time

Re-posted 14 days ago

DePaul University rating

7.2

Company rating: 7.2 out of 10

Based on 29 frontline employees who took The Breakroom Quiz

385th of 620 rated colleges and universities

Job description

Description
Position Summary
University Supervisors for teacher preparation programs serve as representatives of DePaul University's College of Education and play a critical role in supporting the professional growth and development of teacher candidates during their clinical placements for student teaching & field experiences. The supervisor provides ongoing observation, coaching, feedback, and evaluation aligned with professional educator standards, dispositions, and program expectations.
Observations are in-person experiences and supervisors are required to be in-person, in schools with their students for observation and feedback. The College of Education does not offer virtual supervision opportunities. Student check-in meetings and feedback sessions are welcomed to be in-person or virtual via Zoom. Supervisors must be willing and able to supervise in-person and travel to sites/schools in order to be considered.
The supervisor's primary responsibility is to help teacher candidates develop into effective, reflective, and professional educators through meaningful feedback, constructive support, and regular observation of and communication with the teacher candidate, the cooperating teacher, and university personnel.
The College of Education is currently seeking University Supervisors for student teaching & field experience clinical placements in the following teacher preparation content areas:
  • Special Education & Diverse Learning (PreK-22)
  • Early Childhood Education (Infant/Toddler, Preschool, PreK, K-2)
  • Elementary Education (1-6)
  • Middle Grades Education (6-8)
  • Secondary Education - English (9-12)
  • Secondary Education - History / Social Science (9-12)
  • Secondary Education - Math (9-12)
  • Secondary Education - Sciences (9-12)
  • Physical Education (PreK-12)
  • Visual Art Education (PreK-12)
  • World Languages Education (K-12)

Essential Responsibilities
Observation and Supervision
  • For Student Teaching supervision: Conduct a minimum of four (4) formal observations of each assigned student teacher during the student teaching placement. Additional course requirements may be required.
  • For Field Experiences supervision: Conduct a minimum of two (2) formal observations of each assigned teacher candidate during the field experience clinical placement. Additional course requirements may be required.
  • Observe classroom / learning environment instruction and professional responsibilities using university-approved observation and evaluation tools.
  • Monitor teacher candidate progress toward meeting professional educator standards and program expectations.

Conferencing
  • Conduct a post-observation conference following each formal observation.
  • Engage teacher candidates in reflective discussions regarding instructional planning, classroom management, assessment, and student learning.
  • Assist teacher candidates in identifying strategies for addressing challenges and strengthening professional skills.

Feedback and Coaching
  • Provide timely, detailed, and written feedback following each observation.
  • Identify and communicate both strengths and areas for growth.
  • Offer specific, actionable recommendations designed to improve instructional effectiveness and professional practice.
  • Support teacher candidates in setting goals and implementing strategies for continuous improvement.
  • Encourage reflective practice and professional decision-making.

Communication and Collaboration
  • Establish and maintain professional communication with the Office of Field Experience & Student Teaching in the College of Education, cooperating teachers, school personnel, and university representatives.
  • Serve as a liaison between the teacher candidate, the school site, and the Office of Field Experience & Student Teaching in the College of Education

Candidate Support and Intervention
  • Provide ongoing encouragement, mentoring, and professional support throughout the clinical placement experience.
  • Offer concrete and specific suggestions to help candidates improve their teaching practice and successfully meet disposition, professional, and program expectations.
  • Monitor candidate performance and professional conduct throughout the clinical placement experience
  • Immediately communicate any concerns regarding candidate performance, professionalism, attendance, disposition, or progress to appropriate DePaul faculty and the Office of Field Experience & Student Teaching
  • Collaborate with university personnel to develop and implement support plans when concerns arise.

Documentation
  • Complete all required observation reports, evaluations, and university documentation in a timely manner.
  • Maintain accurate records of observations, conferences, teacher candidate progress, and communications.
  • Submit required reports, evaluations, and grading according to established university deadlines.

Professional Expectations
University Supervisors for teacher preparation programs are expected to:
  • Demonstrate professionalism, reliability, and confidentiality.
  • Represent DePaul University and the College of Education positively within partner schools, partner sites, and districts.
  • Maintain fairness in evaluating candidates.
  • Provide feedback that is evidence-based, growth-oriented, and aligned with professional educator standards.
  • Foster a supportive environment that promotes teacher candidate learning, confidence, and success.

Preferred Characteristics
Successful supervisors should demonstrate:
  • Strong mentoring and coaching skills.
  • Knowledge of adult learning principles.
  • Excellent interpersonal and relationship-building abilities.
  • Commitment to reflective practice and continuous improvement.
  • Ability to balance support and accountability while guiding teacher candidates toward professional competence.

Goal of the Position
The ultimate goal of the University Supervisor for teacher preparation programs is to help teacher candidates successfully transition from preservice teachers to competent, reflective, and effective professional educators who are prepared to positively impact student learning.
Qualifications
Applicants must meet all of the following requirements:
  • Minimum of Master's degree in Education, or Master's degree in a related field of the content area
  • Valid or former teaching license in the relevant content area in which they will supervise teacher candidates
    • Additional endorsements are preferred but not required
  • Minimum of three to five (3 to 5) years of successful K-12 classroom teaching experience in the content area in which they will supervise teacher candidates
    • for Early Childhood applicants: teaching experience with infants/toddlers OR preschoolers OR primary grade children (K-3)
    • for Visual Art applicants: applicable experience in community/nonprofit settings or arts education settings
  • Demonstrated knowledge of disciplinary content, curricular and lesson plan development, current instructional practices, assessment strategies, classroom management techniques, and professional teaching standards
  • Strong written and oral communication skills
  • Ability to provide constructive feedback and coaching to adult learners
  • Commitment to supporting the growth and success of teacher candidates
  • Experience in mentorship or coaching of new & emerging educators
  • Competency and comfort with current technology and online systems of communication & digital course management; including but not limited to email (Microsoft Outlook), virtual video conferencing (Zoom), learning management systems (D2L), university grading systems (Campus Connect), and word processing solutions (Google Suite, Miscrosoft Office, PDF documents)

Application Instructions
Please submit a cover letter and a CV/resume which includes applicable licensure and classroom teaching experience (or applicable content area experience). In your cover letter, please touch on your alignment with DePaul University's Vincentian values and mission.
Considerations:
Exceptions to standard rates may apply to courses with unique credit hours, supervision, labs, clinical/practicum courses, coaching, administrative tasks, and courses that are either over-enroled or under-enrolled.
General Compensation/Benefits Statement:
DePaul University has provided a compensation range that represents its good faith estimate of what the University may pay for the position at the time of posting. The salary offered to the selected candidate will be determined based on factors such as (but not limited to) the qualifications, education, experience, and training of the selected candidate, the scope and responsibilities of the position, departmental budget availability, internal salary equity considerations, and available market information.
DePaul University offers a variety of benefit options for qualified part-time employees. Further information regarding benefits can be found here: https://offices.depaul.edu/human-resources/benefits/part-time/Pages/default.aspx
About DePaul University's Academic Calendar:
Except for the College of Law, DePaul University operates on a quarter system. Classes in Autumn, Winter, and Spring quarters are 11 weeks in length (including finals week) and Summer courses, in two sessions, are typically 5 weeks in length. The College of Law operates on the semester system. Classes in the Fall and Spring semesters are 16 weeks in length (including finals week) and it offers a Summer Session of 7 weeks (including final exams).

What DePaul University employees say

Pay

Benefits

Hours and flexibility

Workplace

Get the full story on Breakroom

Apply