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Learning Development Assistant Jobs in Alexandria, VA

Celebree School

Childcare Aide/Assistant Teacher

Laurel, MD · On-site

$14 - $17.75/hr

Join our team as a Childcare Aide / Assistant Teacher and become part of fulfilling Celebree ... learning, development opportunities, individual growth plans, and career pathways. Apply today, Let ...

Bright Beginnings Inc

TEMPORARY LEAD TEACHER

Washington, DC · On-site

$63K - $75K/yr

... family learning centers for families in Washington, DC. Using a two-generation approach, Bright ... Essential Duties: 1. Lead team meetings with child development assistant and parent aide to develop ...

Bright Beginnings Inc

LEAD TEACHER (TEMP)

Washington, DC · On-site

$63K - $75K/yr

... family learning centers for families in Washington, DC. Using a two-generation approach, Bright ... Essential Duties: 1. Lead team meetings with child development assistant and parent aide to develop ...

EducareDC

Assistant Teacher Infant-Toddler

Washington, DC · On-site

$43K - $54K/yr

ASSISTANT TEACHER INFANT-TODDLER FLSA Status: Full-Time, Non-Exempt Supervisor: Mentor Teacher ... learning experiences that promote all developmental domains (social, emotional, physical, and ...

EducareDC

Assistant Teacher - Preschool

Washington, DC · On-site

$43K - $54K/yr

Educare DC is part of the 25-school Educare Learning Network that serves as a platform for broader ... The Assistant Teacher supports the lead in ensuring that the education program is developmentally ...

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All JobsLearning Development JobsLearning Development Assistant JobsLearning Development Assistant Jobs in Alexandria, VA

Learning Development Assistant information

See Alexandria, VA salary details

$10

$23

$34

How much do learning development assistant jobs pay per hour?

As of Aug 8, 2026, the average hourly pay for learning development assistant in Alexandria, VA is $23.37, according to ZipRecruiter salary data. Most workers in this role earn between $18.80 and $25.72 per hour, depending on experience, location, and employer.

What are the key skills and qualifications needed to thrive as a learning development assistant, and why are they important?

To thrive as a Learning Development Assistant, you need strong organizational skills, attention to detail, and a background in education or human resources, often supported by a relevant degree or certification. Familiarity with Learning Management Systems (LMS), e-learning authoring tools, and basic data analysis software is typically required. Excellent communication, teamwork, and problem-solving abilities help you effectively support trainers and engage learners. These skills are essential for ensuring smooth training operations, successful learning outcomes, and efficient program administration.

How does a learning development assistant typically collaborate with trainers and subject matter experts to create effective training materials?

As a Learning Development Assistant, you will frequently work alongside trainers and subject matter experts (SMEs) to develop, review, and refine educational materials. This collaboration often involves gathering content from SMEs, assisting with formatting and editing, and providing feedback to ensure materials are clear and engaging for learners. Regular meetings and open communication are essential to align on learning objectives and address any content gaps. Your organizational and interpersonal skills will be key to coordinating tasks, managing revisions, and ensuring all resources meet quality standards before training sessions.

What is a learning development assistant?

Learning Development Assistants are professionals who support educators and students by facilitating learning activities, preparing educational materials, and assisting with classroom management. They often work alongside teachers to deliver lessons, provide one-on-one or small group support, and help adapt resources to meet diverse learning needs. Their role may also involve administrative tasks, monitoring student progress, and helping to create an inclusive learning environment. Learning Development Assistants play a key role in enhancing the educational experience for all students.

What is the difference between Learning Development Assistant vs Teaching Assistant?

AspectLearning Development AssistantTeaching Assistant
Required CredentialsRelevant certifications or training in learning development or education supportTypically a high school diploma or equivalent; some roles may require teaching assistant certification
Work EnvironmentEducational institutions, training centers, corporate learning departmentsClassrooms, schools, educational settings
Employer & Industry UsageUsed in schools, colleges, corporate training programsCommonly employed in primary and secondary schools
Search & Comparison IntentOften compared for roles supporting learning and development activitiesCompared when seeking classroom support roles

The Learning Development Assistant focuses on supporting the design and implementation of learning programs, often working behind the scenes to develop training materials. In contrast, the Teaching Assistant primarily assists teachers directly in classroom activities. While both roles support education, the Learning Development Assistant tends to work more on program development, whereas the Teaching Assistant is more classroom-focused.

What are the most commonly searched types of Learning Development jobs in Alexandria, VA? The most popular types of Learning Development jobs in Alexandria, VA are:
What are popular job titles related to Learning Development Assistant jobs in Alexandria, VA? For Learning Development Assistant jobs in Alexandria, VA, the most frequently searched job titles are:
What job categories do people searching Learning Development Assistant jobs in Alexandria, VA look for? The top searched job categories for Learning Development Assistant jobs in Alexandria, VA are:
What cities near Alexandria, VA are hiring for Learning Development Assistant jobs? Cities near Alexandria, VA with the most Learning Development Assistant job openings:
Learning Development Assistant jobs near you
Infographic showing various Learning Development Assistant job openings in Alexandria, VA as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 18% Part Time, and 3% Contract. Highlights an 92% Physical, 2% Hybrid, and 6% Remote job distribution, with an average salary of $48,602 per year, or $23.4 per hour.

Assistant Professor (Full-Time), Counselor Education, GuidedPath

Strategic Education, Inc.

Herndon, VA • On-site, Remote

Full-time

This job post has expired 1 day ago. Applications are no longer accepted.

Strategic Education rating

8.8

Company rating: 8.8 out of 10

Based on 11 frontline employees who took The Breakroom Quiz

9th of 221 rated education and training

Job description

Assistant Professors are full-time employed faculty who provide a variety of educational services to degree, certificate, and non-degree learners. Assistant Professors are responsible for meeting the expectations and requirements of Capella University while establishing and maintaining effective relationships with learners, colleagues, staff, and administration. Assistant Professors are able to perform well in all key accountabilities of the role, are nimble and flexible and expected to be able and willing to take on essential roles and other duties as needed, within the department, school or university. Assistant Professors ensure that learners receive quality educational experiences consistent with stated course outcomes as well as HLC and any program accreditation standards. They provide high-quality, impactful, and inclusive experiences that deliver exceptional learning outcomes. Capella values the scholarly-practitioner model and expects Assistant Professors to continue learning and development through participation in scholarly activities or professional practice in the discipline. Among the responsibilities that Assistant Professors are expected to perform include: teaching (online), mentor and committee work (graduate level only), and contributing to curriculum development. Assistant Professors also participate in school governance through faculty committees and may participate in a variety of other activities based upon the university's needs and the faculty member's unique skill set.
Essential Duties & Responsibilities:
  • Teaching and Instruction - Assistant Professors are highly engaged instructors in the courses and residencies they teach. They are sought out by learners and consistently exceed set expectations for faculty who teach courses at Capella. Assistant Professors use course data to constantly improve their individual teaching performance and contribute regularly to the improvement and refinement of the courses they teach. Regularly reviews course feedback and implements change to continually strengthen performance and enhance learner experience.
  • Doctoral Mentoring - Assistant Professors are highly knowledgeable about established dissertation and doctoral capstone processes and resources. They interact effectively with learners, develop strong relationships and offer guidance. They have demonstrated success in chairing and serving on doctoral committees. Assistant Professors facilitate highly interactive dissertation and capstone course-rooms and their learners are supported to timely completion of the dissertation or capstone product.
  • Curriculum and Course Development - Assistant Professors are knowledgeable in the Capella course development process and have demonstrated the ability to work successfully with cross functional partners across Capella to plan and deliver high quality course and curriculum in the area of their expertise. Participates in the design development and continuous improvement of courses and course materials including course plans, objectives, and outcomes, teaching aids, competency-based assessments, and authentic assessment tools. Ensures sensitivity diversity and inclusiveness in curriculum design, course content, and study materials as needed.
  • School and University Governance - Assistant Professors regularly demonstrate leadership roles in school and university governance. They willingly assume school and university committee roles as active participants and are effective in driving the positive impact of these governance structures. They are the role models and leaders among faculty and serve as peer mentors.
  • Professional Service and Practice - Assistant Professors are active in contributing their professional knowledge and skills to the needs of their local communities and within their professional network affiliations. They carry the "Capella Brand" and mission to their local regions and communities. Research and Scholarship - Assistant Professors stay current in their scholarly field(s) and demonstrate expertise through writing, speaking and conference attendance.
  • Leadership through Team Engagement - Assistant Professors are expected to take on essential roles and other duties as needed, within the department, school or university. Bringing their unique skills and perspectives, Assistant Professors regularly contribute to departmental leadership whether it be through specific roles, active contribution of innovative ideas, or taking on challenging tasks. All full-time faculty are depended on, and relied upon, for immediate and unplanned needs and must be nimble and adjust to changes as they occur. These roles may include specialized assignments such as faculty and cross functional staff meetings, commencement, residencies, Capella-sponsored faculty development, problem resolution, faculty orientation/mentoring, webinar facilitation, course revisions, etc.
  • Additionally, some Assistant Professors may have certain "areas of emphasis" where a greater degree of leadership is expected and include such as specialized responsibilities or coordinating functions in support of the school's educational goals such as Learner Management, Research and Advising, Program Development and Advising, Field Education, Accreditation or support of B2B partnership efforts. Responsibility areas and specific assignments are based on the needs of the school and capabilities of the faculty member. Faculty assignments and areas of emphasis may vary significantly from school to school; however, the position is structured to ensure the faculty member is able to contribute optimally to essential teaching and related support services to learners.

Job Skills:
Teaching and Assessment and/or Doctoral Mentoring:
Refers to the ability to enable learner academic progression, provide guidance, and enhance learner experience.
  • Understand and apply Capella's competency-based education model that aligns program outcomes, competencies, assessments, and reports with external standards and Capella educational philosophy to improve learning.
  • Convey and share content knowledge and relevant professional experience in the discipline.
  • Facilitate learner acquisition of course and/or research competencies aligned with their program.
  • Consider learner differences and appreciate the diversity of experience and interpretation among learners.
  • Effectively assess and document learner knowledge, skills, and dispositions through formative and summative feedback. Monitor learner progress and achievement, and refers learners to additional resources as needed.
  • Display cultural awareness and sensitivity to learner differences and seek information about strengths, needs, and interests of the learner to provide personalized support.
  • Engage learners in effective, timely, and relevant interactions and nurtures a learning community that cultivates a spirit of trust, interaction, and learning.
  • Effectively manage key online course and/or advanced doctoral processes and tools.
  • Provide a timely, visible, consistent, and responsive presence in the courseroom and/or mentoring process, and communicate appropriately and respectfully.
  • Encourage learner engagement consistent with the learner code of conduct and support the free exchange of ideas.

Research and Scholarship:
These activities advance teaching and mentoring as well as professional development. Activity varies by person and field. Meeting research and scholarship requirements as defined by external accreditors, where appropriate. Schools may identify focus areas of research, specific conferences, or professional journals.
  • Scholarship for applying innovative teaching methods, especially those that can be empirically validated as having a positive impact on learner success (e.g., course success, continuation, graduation).
  • Submit proposals and/or present at workshops or conferences (internally and externally).
  • Showcase original/innovative work/exhibition.
  • Maintain an active research agenda.
  • Attend professional development events, attain continuing education credits, and pursue additional credentials.
  • Present research (whether applied or teaching-focused).
  • Submit paper and/or publish at industry-recognized channels.

Professional Service and Practice:
Includes external-facing activities related to learners, institution, profession, and/or community. Activities increase the service of the institution and strengthen its external reputation. Meeting professional service and practice requirements as defined by external accreditors, where appropriate. In most situations, the acitivities are with reduced-fee/pro bono/honorarium.
  • To learners: Career and well-being advising, leading student organizations, guidance on learning and projects outside of courseroom, learner-facing webinars.
  • To institution: Providing support for institutional activities with external audience (e.g., presentations for employer partners, job fairs, representing the institution at conferences).
  • To profession: Leadership in organizations or professional associations, advocacy for the advancement of the profession and communities served, organize professional conferences.
  • To community: Sharing knowledge with the public, volunteer for community-based events with their expertise (e.g., volunteering at clinics for underprivileged communities).

Governance and Leadership:
Include internal-facing activities to increase the effectiveness of the institution, the school, and faculty practice.
  • Active participation in appropriate program, department, school, or university committees, providing expertise and perspectives to advance university and school's strategic direction.
  • Active participation in faculty staff meetings, Capella-sponsored faculty development, and other faculty-focused events (e.g. CU Faculty Virtual Conference), including sharing best practices, providing personal expertise via different communication channels, promoting better community support among peers, etc.
  • Serve as SMEs in course and program development; support for accreditation efforts; and serve in pilot groups for innovation projects at program, school, or university levels.
  • Identify and orchestrate the proactive management of curriculum content quality and currency. Demonstrate expertise in evaluating and coordinating the ongoing assessment of content to ensure its relevance, accuracy, and up-to-date nature.
  • Take on additional, challenging projects to serve the needs of the school or university in support of learner success.
  • Provide mentorship, feedback, and guidance to other faculty members when appropriate.

Performance Criteria:
  • Satisfactory performance of teaching and/or mentoring activities based on the university faculty expectations is required and will be reviewed as part of the annual plan of work and review process.

Work Experience:
  • Three or more years teaching in an online setting.
  • Experience teaching in higher education.
  • Experience mentoring doctoral students.
  • Experience writing curriculum.
  • Membership/affiliation in an educational leadership organization on a national, regional, and/or local level.
  • Demonstrated commitment to service and practice in the field of educational leadership.
  • Experience with leadership through team engagement.
  • Evidence of supporting learner success and a commitment to quality teaching outcomes.
  • Ability to contribute through teaching and/or service to the diversity, cultural sensitivity, and excellence of the academic community.
  • Experience presenting at professional conferences on a national and/or local level
  • Experience with scholarly writing and use of APA 6th edition.

Education:
All degrees must be conferred and from a regionally accredited institution. Copies of required certificates and licenses and unofficial transcripts for all graduate degrees with the institution and conferred degree and date must be attached.
  • An earned doctoral degree in Counselor Education and Supervision, preferably from a CACREP-accredited program; or, employment as a full-time faculty member in a counselor education program for a minimum of one full academic year prior to July 1, 2013.
  • Knowledge of key concepts in counseling and counselor education, including but not limited to professional identity development, ethical practice, social and cultural diversity, human growth and development, career development, theories of counseling and clinical skill development, group counseling and group work, assessment in counseling, and research and program evaluation.
  • Strong identification with the counseling profession with an interest in teaching a range of counseling courses, to include clinical courses.
  • Must be available for travel involved with teaching master's residencies, commencement, or other activities several times per year for up to a week at a time.

Core faculty in the counselor education programs are required to adhere to the Council for Accreditation of Counseling and Related Educational Programs' (CACREP) Standard I.X:
Core counselor education program faculty identify with the counseling profession through (1) sustained membership in professional counseling associations; (2) through the maintenance of certifications and/or licenses related to their counseling specialty area(s); and, (3) by showing evidence of sustained (a) professional development and renewal activities related to counseling, (b) professional service and advocacy in counseling, and (c) research and scholarly activity in counseling commensurate with their faculty role.
Certificates, licenses and registrations:
  • Current active license/certification in mental health counseling is required. Clinical supervisor credential preferred.
  • Candidates who are dually licensed as both a mental health counselor and school counselor are desired. Registered Play Therapist-Supervisor desired.

Other:
  • Must be able to travel occasionally should a business need arise. For most roles travel would not be common. Travel may involve plane, car or metro. In accordance with ADA policies, reasonable accommodations regarding travel limitations can be provided. Travel will be mor

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