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Early childhood classrooms are typically led by a pair of teachers. 

To a child in their care, their roles may be indistinguishable. Both teachers play with them, read to them, sing to them and guide them throughout the day. 

But each pair consists of a lead teacher 鈥� the senior professional in the classroom 鈥� and an assistant teacher, who may serve in more of a supporting role but, in many programs, acts as a co-teacher. 

Assistant teachers, despite their status as the junior educator, are 鈥渁n integral part of the teaching team,鈥� said GG Weisenfeld, associate director of technical assistance at the National Institute for Early Education Research (NIEER). They are participating in children鈥檚 brain-building, actively contributing to their learning and development, she said. 

Yet in most early care and education settings, and in most states, the policies and pay for assistant teachers do not align with that reality. 

When it comes to teacher qualifications, NIEER recommends that, at minimum, assistant teachers hold a Child Development Association (CDA), a nationally recognized credential for entry-level early childhood educators, or have equivalent preparation from at least nine credits of coursework. This benchmark for teacher qualifications is accepted by other leading organizations in the field. 

Often the first credential in an early educator’s career, the CDA introduces teachers to foundational child development concepts, the conditions of a safe learning environment, how to establish healthy relationships with families and more. 

鈥淗aving that basis,鈥� Weisenfeld said, 鈥渁llows that person some comfort and knowledge to be able to鈥� serve confidently in an early learning setting.

But only one-third of state-funded preschool programs have policies in place that require these minimum qualifications for assistant teachers, NIEER found in a . 

Weisenfeld, who authored the report on assistant teachers, said the findings were 鈥渢roubling,鈥� noting that having low or no qualifications can justify low wages and trap teachers in a cycle where they can鈥檛 afford the education needed to advance in their careers. 

It鈥檚 critical to have skilled teachers working with young children, Weisenfeld added. 鈥淚f we want the child outcomes 鈥� they need to be qualified and then they need to be supported once in the classroom.鈥�

The report also found that only 30% of state-funded preschool programs met NIEER鈥檚 minimum standard for professional development of at least 15 hours of in-service training for assistant teachers. 

In a field where low wages and scant benefits affect early childhood educators in every role, assistant teachers fare worst of all, earning an average of $11.88 per hour as of 2022, according to . 

That financial reality makes it difficult for states to set higher standards for assistant teachers. Instead, it鈥檚 becoming increasingly common, Weisenfeld noted, for states to see that they aren鈥檛 filling open positions for early childhood educators and to respond by 鈥� allowing teenagers to fill teaching positions, instituting higher adult-to-child ratios and loosening training and licensing requirements.

鈥淐utting qualifications so you can justify inadequate salaries is not a good thing,鈥� Weisenfeld said. 

She added: 鈥淭o me, the strategy should be to help people raise their qualifications, help support people getting the qualifications, and ensure they are adequately compensated for their work.鈥�

It鈥檚 not the norm, but a few states are pursuing that strategy. New Mexico is one of them. 

Assistant teachers in New Mexico鈥檚 state-funded pre-K classrooms are required to have an associate degree in early childhood education (or be actively enrolled in a program to earn one). If they have an associate degree in another field, they must earn 12 college credits in early childhood education, said Elizabeth Groginsky, the secretary of New Mexico鈥檚 Early Childhood Care and Education Department. 

To work in one of the state-funded pre-K classrooms, assistant teachers must also complete 44 hours of mandatory foundational training and an additional 24 hours of training annually. 

Lead teachers in these classrooms, in contrast, must hold a bachelor鈥檚 degree in early childhood education and complete additional hours of professional development. They also earn more money, as is typical for more seniority across professions. 

鈥淭he important thing,鈥� Groginsky said, 鈥渋s they are both considered teachers and are both bringing a full set of knowledge and skills to advance the education of young children.鈥�

Across early care and education settings in New Mexico, assistant teachers must earn a minimum wage of $18 an hour (about $37,000 per year for a full-time teacher), the secretary shared. Assistant teachers in state-funded, community-based pre-K classrooms are also eligible for the , which ensures that teachers with an associate degree and up to three years of experience earn $45,000 and teachers with an associate degree and more than three years of experience earn $50,000.

鈥淭he idea is we鈥檙e moving up the compensation to reflect the level of education and the skills that both the lead teacher and the assistant teacher bring to the classroom,鈥� Groginsky said. 

Alabama is another state that meets NIEER鈥檚 benchmarks for assistant teacher qualifications and professional development and that Weisenfeld praised for its 鈥渂rilliant鈥� approach to building a pipeline of assistant teachers in high school.

Assistant teachers in Alabama鈥檚 First Class Pre-K Program are required to have a CDA credential or equivalent coursework in child development, and complete at least 20 hours of professional development each year. 

A number of K-12 schools in Alabama offer a pathway for high school students to pursue and complete their CDA, qualifying them for assistant teaching positions in the state鈥檚 preschool program upon graduation, said Milanda Dean, director of workforce development at the Alabama Department of Early Childhood Education. From there, teachers can participate in Alabama鈥檚 to earn their associate degree and even bachelor鈥檚 degree.

鈥淲e鈥檙e helping them earn their credentials,鈥� Dean said, 鈥渁nd growing our workforce.鈥�

Although the exact roles and responsibilities of assistant teachers do vary from program to program, it is important that these educators are recognized for the strengths and skills they bring to the classroom, said Ami Brooks, secretary of the Alabama Department of Early Childhood Education. Assistant teachers are not there just to wipe the tables, walk kids to the bathroom or put the cots out for naptime, she said. 

鈥淲e want to honor the early childhood development knowledge he or she is coming in with,鈥� said Brooks, 鈥渁nd use that to partner with the lead teacher so they can work together to help the children develop.鈥�

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