Teacher Assistant: Behavioral - Rolling Knolls Elementary

Rolling Knolls Elementary; Annapolis (MD); On-site; USD 28,000 - 36,000; Full time

Job summary

Rolling Knolls Elementary in Annapolis, MD seeks a Teacher Assistant: Behavioral to support students with disruptive or aggressive behavior. The role involves implementing instructional plans, de-escalation techniques, and positive reinforcement within general and non-general classroom settings.

The position requires strong patience, crisis intervention skills, and collaboration with teachers and staff to help students return to routine classrooms.

Qualifications

• High School Diploma or Equivalency Certificate.
• 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.

Responsibilities

• Works directly with students individually or in small groups to implement instructional programs and activities.
• Observes and reports potential behavioral issues to Crisis Intervention Specialist.
• Uses intervention techniques to help students remain in class and de-escalate disruptive behavior.
• Documents student progress and reports data to staff.

Skills

Patience

Crisis intervention

Relationship building

Classroom support

Communication

Education

High School Diploma

Paraprofessional assessment (ETS/NES)

Tools

MS Office

Video Conferencing

Job description

Teacher Assistant: Behavioral - Rolling Knolls Elementary

Anne Arundel County Public Schools Rolling Knolls Elementary - Annapolis, Maryland Open in Google Maps

This job is also posted in Anne Arundel County Public Schools

Job Details

Job ID: 5890339

Application Deadline: Aug 25, 2026 11:59 PM (Eastern Standard Time)

Re-Posted: Aug 23, 2026 4:00 AM (UTC)

Starting Date: To Be Determined

Job Description

Title Code:

Teacher Assistant: Behavioral

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.

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

• N/A

CAREER LADDER 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

• N/A

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

• Standing: under 1/3 of the time
• Walking: under 1/3 of the time
• Sitting: between 1/3 and 2/3 of the time
• Keyboarding: between 1/3 and 2/3 of the time
• Talking: between 1/3 and 2/3 of the time
• Hearing: between 1/3 and 2/3 of the time
• As required by the duties and responsibilities of the position.

Vision

• No special vision requirements

Work Environment

• Office, school or similar indoor environment: over 2/3 of the time

Noise Level

• Moderate: between 1/3 and 2/3 of the time

Weight & Force

• Up to 10 pounds: under 1/3 of the time

Travel Requirements

• N/A

Approved Date: 4/1/2026 Established Date: 5/1/1978 Title Code: D33054 Title: TEACHER ASSISTANT: BEHAVIORAL Alternate Title: Teacher Assistant: Behavioral Reports to Generic: Principal Reports to Specific:

ORGANIZATION

Division: Academics Business Unit: Curriculum, Instruction & Assessment Department: Negotiated Agreement: Secretaries and Assistants Association of Anne Arundel County (SAAAAC)

HR JOB INFORMATION

Unit: IV Days Worked: 191 FLSA Exemption Status: Non-Exempt Grade: SG05;SG06

Essential Job: Months Worked: 10 Hours Worked: 7 Job Family: Educational Support Services Sub-Function: Classroom Assistants Position Type: 1.00 FTE

Job Categories: Instructional Support > Paraprofessional / IA

Equal Opportunity Employer

Anne Arundel County Public Schools prohibits discrimination in matters affecting employment or in providing access to programs on the basis of actual or perceived race, color, religion, national origin, sex, age, marital status, sexual orientation, genetic information, gender identity, or disability.For more information, contact:Anne Arundel County Public SchoolsDivision of Human Resources, 2644 Riva Road, Annapolis, MD 21401.410-222-5061 TDD 410-222-5000 or Email Recruitment

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Human Resources
• 2644 Riva Road
• Annapolis, Maryland 21401
• Phone: [phone]
• Fax: [phone]
• Email: [e-mail]