TEACHER ASSISTANT – STUDENT BEHAVIOR SUPPORT

GENERAL STATEMENT OF POSITION:

Under general supervision, provides direct behavioral assistance and support to students who are exhibiting behaviors that do not allow for a successful learning environment for them or their peers. The employee may perform a wide range of tasks to support the efforts of the supervising teacher or administrator, meet the needs of all students, and ensure the provision of quality instruction for all students. The employee may provide individual assistance with academics and behavioral problems, and may lead small group activities as directed. The employee documents incidents and strategies implemented in the classroom. Models and implements teaching of replacement behaviors to achieve intervention and stabilization for students with severe behavioral needs. The employee may assist with general housekeeping and clerical duties. This position reports to a school administrator and/or supervising teacher.

SPECIFIC DUTIES AND RESPONSIBILITIES/ESSENTIAL JOB FUNCTIONS

• Assists supervising teachers with executing instruction and evaluating its effectiveness.
• Constantly monitors the safety and well-being of students; monitors student attitudes and encourages self-esteem; assists students with becoming increasingly independent; supervises students in mainstream settings throughout the course of the school day.
• Monitors student behavior and helps maintain discipline in the classroom; records time out and in-class suspension; assists with crisis prevention; assists with verbal and/or physical de-escalation techniques with students as needed.
• Assists classroom teacher with implementing behavior management strategies as specified by the Behavior Intervention Plan and goals identified to enable the student to return to home school; focuses on teaching replacement behaviors (social skills, character education, anger management, etc.) so that the student can transition to home school with new skills for success.
• Assists students with learning; reinforces and clarifies instructions; may conduct short sessions on improving study skills; creates and modifies materials to match student abilities; modifies tests for students; provides individual assistance as needed.
• Collects and maintains daily/weekly documentation concerning the progress of students to compile objective data to demonstrate progress toward goals and to identify skills acquired to support individual students’ successful return to the home school.
• Performs general housekeeping duties necessary to maintain an orderly classroom; performs repair and maintenance tasks related to school equipment.
• Performs various clerical duties as needed; develops and files incident reports; grades student papers and scores tests; checks daily attendance; makes copies; develops classroom display and instructional materials; maintains and operates audiovisual equipment; orders supplies; maintains class files, etc.
• Maintains student confidentiality.
• Participates in staff development workshops as directed.
• Accompanies students to and from the bus; escorts students to their classrooms.
• Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

High School diploma and a minimum of 48 hours of college-level coursework. Demonstrated experience, commitment, and competence with behaviorally and emotionally disabled children preferred.

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements:

• Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects. Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.
• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people, or things.
• Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from superiors.
• Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.
• Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, and to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.
• Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/foot coordination.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.
• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving the nature of sounds by ear).
• Must be able to communicate via telephone.

KNOWLEDGE, SKILLS, AND ABILITIES

• General knowledge of activities performed by the lead teacher.
• General knowledge of the daily routines of the classroom.
• General knowledge of student handbook rules.
• General knowledge of procedures to follow in the event of an emergency.
• General knowledge of methods of adapting instruction, equipment, and tools for children with special needs.
• General knowledge of the principles of organization and administration.
• Some knowledge of the curriculum for the grade.
• Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.
• Ability to motivate students.
• Ability to maintain a clean and orderly environment.
• Ability to perform general clerical duties.
• Ability to maintain order and discipline in a classroom.
• Ability to operate common office machines.
• Ability to maintain basic files and records.
• Ability to understand and follow oral and written instructions.
• Ability to establish and maintain effective working relationships as necessitated by work assignments.