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Teaching Assistant Jobs in Rochester Hills, MI (NOW HIRING)

Oakland Schools

GSRP Associate Teacher

Waterford, MI

$16.48/hr

... Teaching experience with early childhood/preschool children, particularly with at-risk children ... - Assist the teacher with behavior and support the educational process in the classroom ...

Oakland Schools

GSRP Associate Teacher

Auburn Hills, MI · On-site

$16.48/hr

... Teaching experience with early childhood/preschool children, particularly with at-risk children ... - Assist the teacher with behavior and support the educational process in the classroom ...

Partner Solutions

GSRP Associate Teacher

Livonia, MI · On-site

Essential Duties: * Assist the Lead Teacher in planning and implementing daily lesson plans that align with the GSRP curriculum frameworks. * Facilitate small group and one-on-one instruction to ...

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See Rochester Hills, MI salary details

$8

$14

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How much do teaching assistant jobs pay per hour?

As of Aug 8, 2026, the average hourly pay for teaching assistant in Rochester Hills, MI is $14.41, according to ZipRecruiter salary data. Most workers in this role earn between $12.40 and $15.72 per hour, depending on experience, location, and employer.

What schooling do you need to be a teaching assistant?

To become a teaching assistant, a high school diploma or equivalent is typically required; some positions may prefer or require postsecondary education or relevant coursework. Additional skills such as communication, patience, and basic knowledge of classroom tools are also important. Requirements can vary by school or district.

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

To thrive as a Teaching Assistant, you need a solid understanding of educational principles, classroom management, and typically a relevant degree or certification such as a paraprofessional license. Familiarity with learning management systems (LMS), educational software, and basic office technology is often required. Strong communication, patience, and adaptability are essential soft skills for supporting diverse student needs and collaborating with teachers. These skills ensure effective learning support, positive classroom environments, and successful student outcomes.

What is a teaching assistant?

Teaching Assistants (TAs) are individuals who support teachers in the classroom, helping with instructional responsibilities, classroom management, and student engagement. Their duties may include assisting with lesson preparation, working with small groups of students, grading assignments, and providing additional support to students who need extra help. TAs play a crucial role in ensuring that lessons run smoothly and that students receive the attention they need to succeed. They are commonly found in schools, colleges, and universities, working under the supervision of a lead teacher or professor.

What does a teaching assistant do?

Teaching Assistants generally work with licensed teachers in school settings to help give students attention and instruction. Their responsibilities may include reinforcing lessons, reviewing materials with students, helping teachers keep records like calculating grades or taking attendance, helping prepare the lessons, and supervising students in and outside of the classroom. Some Teaching Assistants may also be responsible for helping students with special needs, as their presence may allow for additional attention. Teaching Assistants may also be there to help students use programs or software, partake in extracurricular or elective courses, or supervise them as they do their activities. A Teaching Assistant can also be a graduate student who aides their professor during class.

What is the difference between Teaching Assistant vs Teacher?

AspectTeaching AssistantTeacher
Required CredentialsHigh school diploma or equivalent; some roles may require a certificate or associate degreeBachelor's degree in education or related field; state certification/license often required
Work EnvironmentAssist in classrooms, support teachers, work with students under supervisionLead classrooms, develop lesson plans, assess student progress
Employer & Industry UsageSchools, educational programs, daycare centersPublic and private schools, educational institutions
Common Search & Comparison IntentUnderstanding support roles in educationUnderstanding teaching responsibilities and qualifications

In summary, Teaching Assistants support teachers by helping with classroom activities and student supervision, often requiring less formal education. Teachers have a broader role, including lesson planning and student assessment, typically needing a bachelor's degree and certification. Both roles are essential in educational settings but differ in responsibilities and qualifications.

What are some common challenges teaching assistants face when supporting diverse classrooms, and how can they effectively address them?

Teaching Assistants often work in classrooms with students of varying abilities, backgrounds, and learning styles, which can present challenges in providing individualized support. To address these, TAs can collaborate closely with lead teachers to understand each student's needs, use differentiated instruction techniques, and remain flexible in their approach. Building strong relationships with students and maintaining open communication with educators help TAs create an inclusive environment where all students can thrive.

What qualifications do you need as a teaching assistant?

A teaching assistant typically needs a high school diploma or equivalent, with some roles requiring postsecondary education or relevant coursework. Many positions also value strong communication skills, patience, and sometimes specific certifications such as first aid or specialized training depending on the environment.
More about Teaching Assistant jobs
What are the most commonly searched types of Teaching jobs in Rochester Hills, MI? The most popular types of Teaching jobs in Rochester Hills, MI are:
What are popular job titles related to Teaching Assistant jobs in Rochester Hills, MI? For Teaching Assistant jobs in Rochester Hills, MI, the most frequently searched job titles are:
What job categories do people searching Teaching Assistant jobs in Rochester Hills, MI look for? The top searched job categories for Teaching Assistant jobs in Rochester Hills, MI are:
What cities near Rochester Hills, MI are hiring for Teaching Assistant jobs? Cities near Rochester Hills, MI with the most Teaching Assistant job openings:
Teaching Assistant jobs near you
Infographic showing various Teaching Assistant job openings in Rochester Hills, MI as of August 2026, with employment types broken down into 78% Full Time, 20% Part Time, and 2% Contract. Highlights an 100% In-person job distribution, with an average salary of $29,981 per year, or $14.4 per hour.

Early Head Start Teacher - CDA

Elite School Staffing

Southfield, MI • On-site

$30K - $45K/yr

Full-time

Re-posted 7 days ago

Job description

Early Head Start Teacher CDA | Teaching Assistant
About the Opportunity:
Immediate Opening! Salary is negotiable and based on Experience!
Elite School Staffing is an affirmative action and equal opportunity, employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, disability, age, sexual orientation, gender identity, national origin, veteran status, or genetic information. 
Elite School Staffing is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, its services, programs, and activities.
Position Title – Early Head Start Teacher CDA
 
SUMMARY:
The EHS  Assistant Teacher provides a safe, nurturing learning environment for children and their parents. They plan for, assess, and meet children's general and individual needs. The teacher plans specific activities reinforcing the program philosophy, promoting developmentally appropriate activities, and ensuring children are ready for school. The EHS Teacher also works with a co-teacher and volunteers in the classroom to build a team approach to educating children. At all times, the EHS Teacher provides active supervision for all children.

REPORTING RELATIONSHIP:
The Early Head Teacher reports to the designated Manager and/or Early
Head Start/Head Start/GSRP Director.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
(Works w/Lead Teacher in)
  • Maintain a safe, healthy classroom environment appropriate for infants/toddlers, and ensure the cleanliness of the facilities.
  • Respond swiftly and appropriately (both mentally and physically) to an emergency or crisis situation.
  • Implement active supervision health and safety practices that ensure children are kept safe at all times, as determined by program policy.
  • Work in collaboration with families to develop individual goals for all children.
  • Gear the program to the needs of individual children with concern for their developmental level, interests, special needs, special talents, and individual style and pace of learning.
  • Provide for the physical needs of infants/toddlers, including diapering and feeding.
  • Supervise, guide, and facilitate learning for infants and toddlers.
  • Ensure that all Early Head Start component areas are included in the planning of daily lessons and classroom/outdoor environment: physical, cognitive, social/emotional development; health; safety; nutrition, and culture.
  • Treat children and families with dignity and respect.
  • Encourage and support family involvement in all aspects of the Early Head Start program.
  • Help children develop social awareness appropriate for their age and developmental level.
  • Follow a consistent schedule that meets the individual needs, including small and large group experiences, choice time, music and movement, small and large motor activities, skill development, meals, and effective transitions between activities.
  • Complete the daily sanitation log and classroom health and safety checklist.
  • Conduct two parent conferences and two home visits to share information with families in all areas of their child’s development.
  • Ensure that all developmental screenings are completed within 45 days of enrollment.
  • Use appropriate observation, ongoing assessment, and tracking to ensure positive child outcomes.
  • Maintain ongoing anecdotal notes to monitor children’s individual development.
  • Input COR notes into the database system within the timeline set by the program.
  • Maintain adequate safeguards for the privacy and confidentiality of information.
  • Complete required documentation of relevant activities and submit records and reports in a timely and accurate manner.
  • Stay abreast of current issues and trends by participating in grantee-sponsored training, center pre-service and in-service training, and other continuing education, career, and professional development opportunities; read and review regulations and other resources.
  • Must be willing to “fill in” where needed.
  • Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES: None

REQUIRED EDUCATION and/or EXPERIENCE:
  • Associates or higher in early childhood education or child development preferred.
  • A minimum Child Development Associate (CDA) credential or comparable credential, and trained or have equivalent coursework in early childhood development with a focus on infant and toddler development.  (or commitment to obtain a CDA credential within one year of hire).
  • One year of experience working with infants and toddlers is preferred.
  • Able to Assist and supervise infants/toddlers and ensure a safe learning environment, including the ability to monitor and respond at all times in the classroom and outdoor play areas. This includes the physical ability to move quickly, keep in visual contact, and assess situations with good judgment.
  • Knowledge of Birth-to-Three Early Childhood Education and Development.
  • Strong working knowledge of Head Start Program Performance Standards and Michigan Childcare Licensing Regulations.
  • Effective in an environment of cultural diversity; comfortable in a collaborative, team-based work setting.

LANGUAGE SKILLS:
  • Ability to read, analyze, and interpret program policies and procedures.
  • Ability to write per-program policies and procedures.
  • Ability to interpret various instructions furnished in written, oral, diagram, or schedule form.

WORKING AND ENVIRONMENTAL CONDITIONS:
Possible exposure to blood and bodily fluids or tissues; Possible exposure to communicable diseases; Job may require lifting to 45 pounds, sitting, standing, walking, squatting, kneeling, climbing, and bending for periods of time.

OTHER SKILLS and ABILITIES:
  • Ability to apply knowledge of current research and theory in a specific field.
  • Ability to establish and maintain effective working relationships with students, staff, and the community.
  • Ability to communicate clearly and concisely in oral and written form.
  • Ability to perform duties with awareness of all district requirements and Board of Education policies.
  • Knowledge, skill, and ability in the use of MS Office Suite and e-mail.