Teacher Assistant: Behavioral - Chesapeake Level V

About the Role

Performs direct non-violent crisis intervention strategies and techniques for students exhibiting disruptive and/or aggressive behavior. Implements both general and student-specific instructional plans and strategies, using behavioral intervention protocols to de-escalate, monitor, and control behavior. Utilizes positive reinforcement to assist students in accomplishing goals and objectives. Work is performed in the general classroom environment and out-of-classroom areas with the goal of returning students to their regular school classroom.

Responsibilities

• Works directly with students individually or in small groups to implement instructional programs, plans, and activities.
• Observes and listens for potential student behavioral problems in the classroom or adjacent areas; assesses situations and reports to the Crisis Intervention Specialist.
• Uses intervention techniques to help students remain in their regular classroom if they are having difficulty.
• Responds to disruptive and/or aggressive student behavior using behavioral intervention protocols and techniques to de-escalate, control, or monitor behavior.
• Employs appropriate physical therapeutic techniques as necessary to control student behavior.
• Monitors students’ behavior (positive and negative) to keep them on task; redirects students to more appropriate behavior as needed.
• Keeps logs/records of students sent to and from out-of-regular-classroom areas.
• Makes recommendations regarding a student’s ability to return to their regular classroom after an emotional crisis requiring physical intervention.
• Checks on students after they return to their regular classroom and provides verbal praise/recognition for staying on task.
• Documents student progress regarding goals and objectives; reports data to the Crisis Intervention Specialist and professional staff.
• Performs other related duties as assigned within the same classification or lower.

Requirements

• High School Diploma or Equivalency Certificate.
• For Title I-funded schools: 48 college credit hours or a passing score on a paraprofessional assessment issued by ETS or NES.
• Training and/or experience in human development, child psychology, counseling, special education, physical education, or related field (preferred).
• Active paraprofessional assessment score (ETS or NES) if using this in lieu of 48 college credit hours for Title I schools.

Skills & Abilities

• Willingness to learn and implement instructional methods, strategies, and techniques to assist students.
• Ability to exercise patience, courtesy, tact, and good judgment when 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.
• Proficiency with business technology applications (e.g., video/web conferencing, Microsoft Office Suite—Word, Excel, Outlook, and/or PowerPoint).

Physical Demands & Working Conditions

• 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/Hearing: between 1/3 and 2/3 of the time
• Lifting/Carrying: up to 10 pounds, under 1/3 of the time
• 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).

Pay & Schedule

This position follows a 10-month work schedule (191 days worked). Hours worked: 7 hours per day. FLSA Exemption Status: Non-Exempt. Grade: SG05 or SG06 (Unit 4 - SAAAAC).

Refer to the Terms of Employment, Benefits and Salary Scale for Unit 4 - SAAAAC for additional details.