Assistant Teacher/ Behavioral Specialist

Ocean State Academy Schools; North Providence (RI); On-site; USD 32,000 - 52,000; Full time

Job summary

Ocean State Academy Schools is seeking an Assistant Teacher/ Behavioral Specialist for our Learning Center in North Providence, Rhode Island. This full-time role involves working with students across our diverse programs, implementing IEP supports, and collaborating with teachers to foster positive student outcomes.

The position emphasizes safety, consistent supervision, and proactive engagement throughout the school day, including instructional time and breaks.

Responsibilities

• Assist assigned student(s) with instruction and IEP accommodations.
• Maintain safety and supervision of students during all activities.
• Record data on student progress and communicate with teachers.

Job description

Ocean State Academy Schools Ocean State Academy Learning Center - North Providence, Rhode Island Open in Google Maps

Assistant Teacher/ Behavioral Specialist

Ocean State Academy Schools Ocean State Academy Learning Center - North Providence, Rhode Island Open in Google Maps

Job Details

Job ID: 5976403

Application Deadline: Posted until filled

Posted: Oct 29, 2026 12:00 AM (UTC)

Starting Date: Immediately

Job Description

The Ocean State Academy Learning Center is a fast-growing non-public special education school dedicated to meeting the needs of a diverse student body from communities throughout Rhode Island, MA, and CT. We are hiring Teacher Assistants to join our team. As an energetic and growing school, we are eager to add enthusiastic people committed to making a positive impact on youth and our local community to grow with us.

General Responsibilities

• Every TA is assigned to a student(s) for 3 shifts per day (or variation) on a rotating schedule.
• Ensuring student safety and well-being is the primary responsibility of all TAs.
• Assigned students need to be in view at all times; never leave students unattended for any length of time.
• Maintain open communication around the building by carrying a walkie and requesting assistance when needed.
• Responding to available calls, assistance calls, and all-calls.
• Staff responding to a call should never leave a 1:1 unsupervised.
• TAs must communicate with the teacher prior to leaving the classroom.
• Every staff member must actively assist students in reaching their individual goals while carrying out all IEP supports and accommodations.
• TAs are expected to maintain active engagement with students across the entire school day, during both instructional time and leisure breaks. Learn & play all day!

Professionalism Standards

• Arrive to work on-time and report straight to the classroom.
• Comply with the dress code policy.
• Personal phone usage while working with students in the classroom or on school grounds is prohibited.
• Show courtesy and respect toward all colleagues and students.
• Maintain a student-centered approach at all times.
• Positively contribute to the continuous improvement of the school community.

Teaching Support

• Throughout each shift, TAs support their assigned student(s) by delivering instruction in academic and functional skills areas across multiple formats.
• Direct Instruction: Positioned beside or right in front of the student(s), the TA leads the activity by providing clear directions, presenting content, modeling expectations, and offering guidance and prompting throughout the lesson (e.g., discrete trial teaching).
• Instructional Support: During teacher-led group instruction, the TA is positioned beside or behind the student. While the teacher directly delivers instruction to the class, the TA assists and prompts the student to help them follow the teacher's directions (ie. morning meeting).
• TAs are expected to implement student’s academic lesson plans and record data.

Behavior Support

• TAs are required to read and implement each student’s individualized Behavior Support Plan.
• Proactive Strategies: Methods that change the environment and set expectations before challenging behaviors occur.
• Responsive Strategies: Purposeful actions taken after challenging behaviors to minimize reinforcement and maintain safety.
• When managing a student's behavior, the assigned TA is expected to take the primary lead.
• TAs must record behavioral data for their assigned student(s) on each shift.
• TAs must assist with approved physical crisis intervention procedures and ensure Physical Intervention Incident Reports are completed within 24 hours.
• TAs should see BCBAs/Behavior Specialists with any questions about behavior management.

The Classroom Team

• Prioritize clear and open communication!
• Address any conflicts promptly by speaking directly with the individuals involved. Do not speak to uninvolved parties.
• Postpone conflict resolution discussions until after student dismissal, ensuring issues are never addressed in front of students.
• If issues can not be resolved within the team, email [e-mail] to request time to speak with Admin.
• TAs must report to their classrooms upon arrival at 7:30am and return to their classroom immediately after student dismissal.
• Classroom teachers will assign rotating organization & prep jobs to be done during this time.
• Examples: Making materials, data entry, prepping student work for the next day, cleaning & organizing the classroom, etc.
• Everyone needs to share all student-related classroom duties equally.
• Examples: Toileting, getting meals from kitchen, dismissal/arrival, answering assistance calls, etc.
• All staff are expected to do their part to maintain the appearance of their classroom & the building as a whole. Pick up after yourself and the students in your care & leave areas better than when you found them.

TA Position Support & Training

• Initial Orientation: Policies & Procedures, General Behavior Strategies & Applied Behavior Analysis, Related Services Overview, I.T., Crisis Prevention/Least Restrictive Intervention (SafetyCare)
• On-going Training & Support: Classroom teachers are the first point of contact for all ongoing training on classroom structure, routines & academics.
• BCBAs are responsible for all ongoing training of behavioral interventions & support plans.
• Quarterly Evaluations: Evaluations serve as collaborative dialogues with their respective classroom teachers focused on highlighting core strengths, targeting opportunities for growth & development, and establishing the specific guidance and tools required for success.
• Professional Development & Training Days (2x per month): Purple Days on calendar - Team Meetings; Blue Days on calendar - Professional Development

Position Type

Full-time

Job Categories

• Special Education > Autism
• Special Education > Emotionally Disabled
• Special Education > Mild/Moderate Disabilities

Job Requirements

• Must pass BCI and all required new hire paperwork.
• Must enjoy working with a team in a collaborative environment.
• Must be punctual and prioritize this job as a full-time job.
• This is a 12-month position. No part-time or 10-month positions available.
• Citizenship, residency or work visa required

Contact Information

• Emily Garcia
• 1135 Mineral Spring
• North Providence, Rhode Island 02904
• Phone: [phone]
• Fax: [phone]
• Email: [e-mail]