Teacher Assistant: Behavioral - Chesapeake Level V

Anne Arundel County Public Schools

Pasadena (MD)

On-site

USD 30,000 - 42,000

Full time

1 hour ago

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Job summary

Anne Arundel County Public Schools is seeking a Teacher Assistant: Behavioral to support students with disruptive or aggressive behavior through direct, non-violent crisis intervention and instructional plans. The role involves de-escalation, positive reinforcement, and helping students return to regular classrooms.

Responsibilities include small-group work, observation, logging progress, and reporting to Crisis Intervention Specialist.

Qualifications

High School Diploma or Equivalency Certificate; 48 college credit hours or paraprofessional assessment required for Title I.
Experience in human development, child psychology, counseling, special education, or related field preferred.
Ability to work with diverse populations and communicate effectively.
Willingness to learn instructional methods and maintain logs and records.

Responsibilities

Work with students individually or in small groups to implement instructional programs and activities.
Observe and report potential behavioral problems to the Crisis Intervention Specialist.
Use intervention techniques to help students remain in class and de-escalate disruptive behavior.
Document student progress and report data to supervisors.
Maintain log/records relating to students sent to/from out-of-regular-classroom areas.

Skills

Patience

Effective communication

Interpersonal skills

Classroom management

Teaching methods

Adaptability

Education

High School Diploma or Equivalency Certificate

48 college credit hours or paraprofessional assessment (ETS or NES)

Tools

Microsoft Office Suite

Video/Web Conferencing

Job description

Job Summary

Performs direct non-violent crisis intervention strategies and techniques for students exhibiting a variety of disruptive and/or aggressive behavior. The nature of work involves implementing both general and student-specific instructional plans and strategies; using behavioral intervention protocols and techniques to de-escalate, monitor, and control disruptive and/or aggressive behavior, and utilizing positive reinforcement to assist students in accomplishing goals and objectives. Work assignments are performed in the general classroom environment and also in out-of-general classroom areas with a view towards returning and keeping students in their regular school classroom.

Works directly with the students individually or in small groups to implement instructional programs, plans and activities.
Observes and listens for possible student behavioral problems developing in the immediate classroom environment or adjacent classrooms/areas. Assesses situations and reports information to the Crisis Intervention Specialist for assistance.
If a student is having difficulty in his/her regular classroom setting, uses intervention techniques to help student remain in his/her class.
Responds spontaneously to disruptive and/or aggressive student behavior by using behavioral intervention protocols and techniques to de-escalate, control, and/or monitor such student behavior.
Employs appropriate physical therapeutic techniques as necessary to control student behavior.
Monitors students’ behavior (positive and negative) to help keep them on task; and redirects the student to more appropriate behavior as needed.
Keeps log/records relating to students sent to and from out-of-regular-classroom areas.
Makes recommendations regarding the student’s ability to return to their regular school classroom after the student has been in an emotional crisis that required physical intervention.
After a student returns to his/her regular school classroom, checks on student and gives verbal praise/recognition for staying on task.
Documents student progress regarding goals and objectives. Reports data to Crisis Intervention Specialist and professional staff.
Performs other related duties as assigned within the same classification or lower.

Position Summary

Title Code

Teacher Assistant: Behavioral

Job Summary

Essential Duties/Responsibilities

Works directly with the students individually or in small groups to implement instructional programs, plans and activities.
Observes and listens for possible student behavioral problems developing in the immediate classroom environment or adjacent classrooms/areas. Assesses situations and reports information to the Crisis Intervention Specialist for assistance.
If a student is having difficulty in his/her regular classroom setting, uses intervention techniques to help student remain in his/her class.
Responds spontaneously to disruptive and/or aggressive student behavior by using behavioral intervention protocols and techniques to de-escalate, control, and/or monitor such student behavior.
Employs appropriate physical therapeutic techniques as necessary to control student behavior.
Monitors students’ behavior (positive and negative) to help keep them on task; and redirects the student to more appropriate behavior as needed.
Keeps log/records relating to students sent to and from out-of-regular-classroom areas.
Makes recommendations regarding the student’s ability to return to their regular school classroom after the student has been in an emotional crisis that required physical intervention.
After a student returns to his/her regular school classroom, checks on student and gives verbal praise/recognition for staying on task.
Documents student progress regarding goals and objectives. Reports data to Crisis Intervention Specialist and professional staff.
Performs other related duties as assigned within the same classification or lower.

Minimum Qualifications

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

High School Diploma or Equivalency Certificate
Other: To work in a Title I-funded school, 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES, required.

Experience

Training and/or experience in human development, child psychology, counseling, special education, physical education, or related field. preferred.

Knowledge, Skills, Abilities And Other Characteristics

Willingness to learn and implement instructional methods, strategies, and techniques to assist students.
Ability to exercise patience, courtesy, tact, and good judgement requiring both physical and mental capacities for dealing with difficult students.
Ability to establish effective and cooperative working relations with professional and support staff.
Ability to independently plan and follow assignments.
Ability to employ a variety of teaching styles to respond to the needs of diverse learners.
Demonstrated ability to effectively work and communicate with diverse populations.
Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or Power Point preferred).

Licenses and Certifications

Employee must retain active licenses, certifications, and enrollment as a condition of employment.

To work in a Title I-funded school, a passing score on a paraprofessional assessment, in lieu of 48 college credit hours, issued by ETS or NES required.

Driving Requirements

Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires

Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university.

Qualification Requirements For Title I Facilities Requires

New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade). However, placement in Grade XX (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non-Title I Teacher Assistant position.

Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires

Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university.
Consistent maintenance of an effective and orderly work environment.
Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance.

LEADERSHIP ROLE

PHYSICAL DEMANDS/WORKING CONDITIONS

The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Physical Demands