Teacher Assistant - Registered Behavior Technician (RBT)

TITLE: Teacher Assistant- Registered Behavior Technician (RBT) QUALIFICATIONS: 1. Have a high school diploma 2. Completion of a Teacher Assistant Pre-Employment Training Program approved by the RI Department of Education (RIDE). Three (3) exceptions to this particular qualification: a. Those hired before January 1, 1999 b. Those with certification as a TA in another state, c. Those with an associate degree or bachelor's degree AND who have completed coursework or other training consistent with the teacher assistant program standards 3. Meet one (1) of the following requirements: a. Successfully pass the ParaPro Assessment. OR b. Complete at least 2 years of study at an institution of higher education OR c. Obtain an associates or higher degree. 4. Completion of Registered Behavior Technician (RBT) training course within one year of employment. 5. Completion of Crisis Prevention Institute (CPI) certification. REPORTS TO: Building Administrator/Director of Pupil Personnel JOB GOAL: To provide instructional, behavioral and other direct support and services to students under the supervision and direction of certified staff. PERFORMANCE RESPONSIBILITIES OF TEACHER ASSISTANT - RBT: 1. Communicates high and clear expectations for students. 2. Fosters independence and grit in all learners. 3. Implements behavior intervention strategies and program changes as directed by the Case Manager, Behavior Analyst and/or as decided upon by the team. 4. Collects behavior and skill acquisition data. 5. Maintains CPI certification. 6. Completes Medicaid logs as directed for individual students. 7. Recognizes the stages of an escalating crisis and is able to confidently engage in evidence-based techniques to appropriately facilitate de-escalation using least to most restrictive. which may include hands on or physical restraint. 8. Establishes a supportive relationship with students with disabilities while fostering student independence. 9. Collaborates with general education teachers, special education teachers and related service providers to address strengths and needs of students with disabilities. 10. Participates in professional learning activities. 11. Exhibits attributes of reliable attendance, promptness, dependability, and professional ethics; Uses effective communication skills with students and colleagues, (spoken, written and non-verbal); Completes all requested forms, and data collections in an accurate and timely manner; Perform the functions of the position in accordance with the: RI Teacher Assistant Standards; RI Professional Code of Conduct; and all laws, regulations, school district policies, directives, the mission of the district, school-based plans, and administrative priorities / requests. 12. Performs other duties as may be assigned and/or necessary to perform the functions of the position. WORKING CONDITIONS AND PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions. The employee is regularly required to operate a keyboard, to view a computer screen, and to sit or stand for extended periods of time. Required vision abilities include close vision and the ability to adjust focus. The employee is frequently required to bend, stoop, kneel, reach with hands and arms, grasp and manipulate large and small items. The employee is also required to move from location to location, lift items weighing up to 30 pounds, and engage in hands on physical restraints following CPI. Communication requirements include the ability to hear and respond to voice and other sounds in small and large settings with background noise and to present information orally and in writing. WORK ENVIRONMENT: The work environment characteristics described here are representative of those 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. TERMS OF EMPLOYMENT: Length of the contract to be determined by the Superintendent. EVALUATION: Performance will be evaluated in accordance with the provisions of the contract. To support Barrington's commitment to diversity and to foster inclusion, respect, and equity in education, the successful candidate will be selected from a diverse pool of candidates. Preference will be given to candidates who articulate their commitment to valuing inclusivity, diversity, and belonging. “The Barrington Public Schools does not discriminate on the basis of race, color, creed, national or ethnic origin, gender, religion, disability, age, sexual orientation, gender identity or expression, citizenship, or status as a disabled veteran, or past or present honorable military service with respect to access to, the provision of, or employment in its educational services, programs and activities, including admissions, athletics and other district programs.”