Teacher Assistant: Behavioral – Carrie Weedon Early Education Center

Job Description

Job Ttitle: Teacher Assistant: Behavioral – Carrie Weedon Early Education Center

Company: Anne Arundel County Public Schools


Description: Title Code:Teacher Assistant: BehavioralJOB 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

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.

• N/A

Driving Requirements

• N/A

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

Vision
The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job.

• No special vision requirements

Work Environment
Location

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

Exposure

• Vibration:

Noise Level

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

Travel Requirements

• N/A

JOB INFORMATIONApproved Date: 7/1/2023
Established Date: 5/1/1978
Title Code: D33054
Title: TEACHER ASSISTANT: BEHAVIORAL
Reports to Generic: Principal
Reports to Specific: PRINCIPALORGANIZATIONDivision: Academics
Business Unit: Curriculum & Instruction (C&I)
Department: Special Education
Negotiated Agreement: Secretaries and Assistants Association of Anne Arundel County (SAAAAC)HR JOB INFORMATIONUnit: IV
Days Worked: 191
FLSA Exemption Status: Non-Exempt
Grade: SG05;SG06Click to view Terms of Employment, Benefits and Salary Scale. Scroll down to locate (Unit 4 – SAAAAC)
Essential Job:
Months Worked: 10
Hours Worked: 7
Job Family: Educational Support Services
Sub-Function: Classroom AssistantsJob Title : Teacher Assistant: Behavioral – Carrie Weedon Early Education CenterPrimary Location : Carrie Weedon Early Education CenterSalary Range : Please refer to the Unit IV salary scale online at www.aacps.orgShift Type : 1.00 FTE

Salary:

Location: Anne Arundel County, MD

Date: Wed, 13 Nov 2024 07:50:41 GMT


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