EC Teacher Assistant - Behavior Support - Interim @ Webb Street

Definition

The employee provides support to students who have health, behavioral, or instructional needs to meet Individual Education Plan (IEP) goals and have success in the general curriculum.

Common Competencies• Has regular attendance

• Is punctual

• Demonstrates a positive, can-do attitude

• Demonstrates a strong work ethic

• Able to follow school policies and procedures

• Has a positive rapport with students

• Has positive rapport with employees

• Exhibits excellent computer skills

• Excellent record-keeping abilities

• Has strong oral and written communication skills with all audiences

• Impeccable ethical behaviors

• Provides appropriate behavior management techniques

• Maintains confidentiality

• Serves as a positive role model for students and colleagues

• Positively supports the school and its programs

• Uses time wisely

• Willingly participates in professional learning related to the whole school and assigned duties, as offered in alignment with Teacher Assistant Calendar

• Seeks duties beyond the regular assignment

• Accepts and acknowledges diversity

• Clearly understands and implements role differences between the teacher and teacher assistant

• Understands the growth and development of the school’s students

• Provides a positive atmosphere

• Successfully operates office equipment

• Completes tasks on a timely basis

• Eagerly accepts other duties as assigned

**Job Specific

Depending on how the Principal advertises the vacancy, the Exceptional Children Teacher Assistant position may require duties below in more than one area. Each area is an essential function.

Behavior Support

This employee will participate in staff development and training to gain knowledge of procedures specific to students with behavioral challenges including Non-Violent Crisis Intervention. The employee in this position will prepare a variety of materials and operate the office equipment necessary to prepare these materials. They will participate in the regularly scheduled Behavior Support Team meetings.

In addition to the Common Competencies and Physical Requirements, the employee in this role:• Provides support to the teacher of students who have behavioral needs and require intensive intervention in order to meet IEP (Individualized Education Program) goals and have success in the general curriculum.

• Demonstrates knowledge of the stages of child development.

• Communicates effectively to develop positive relationships with school personnel and students.

• Assists teachers of exceptional children in the classroom and non-classroom settings to develop behavior management strategies and behavior intervention plans.

• May be required to participate in bus driver training and become a licensed Bus Driver. However, depending on the needs of the individually assigned students, may or may not be required to drive a bus.

• Performs specific student behavior-related duties to include, but not limited to, assistance in the bathroom, cafeteria, and classroom based on specific student needs.

• Works individually on any task assigned.

• Is an active participant in the teaching process.

• Model for teachers how to modify instruction/tasks when appropriate.

• Model for teachers how to implement strategies for positive behavior support to students with significant behavioral challenges.

• Provides data collection on the fidelity of implementation of the behavior intervention plan and the student response to the plan.

• Reports collected data to appropriate individuals including administrators, teachers, parents, and other related service providers to ensure appropriate interventions are monitored and maintained.

• Other duties as assigned.

Client SpecificIn addition to the Common Competencies and Physical Requirements, the employee in this role:• Must be able to care for child(ren) with disabilities involving lifting and supporting the student; attending to physical, personal, and medical needs.

• Will assist in moving students around the campus.

• Will have the ability to perform student-specific health-related duties such as assisting students in the classroom, bathroom, and lunchroom on an as-needed basis.

• Will meet the student when he/she arrives in the morning and remain with the student until the student’s school day ends on an as-needed basis.

• Will ride the bus with the student as needed.

• Will accompany and monitor students on field trips.

• Will have knowledge of the developmental stages of child development.

• Will monitor the behavior and work habits of the student and will keep consistent data.

• Will have the ability to communicate and work with the assigned student.

• Will have the ability to work in the classroom(s) of their assigned student or other disabled students.

• Other duties as assigned

Pre-Kindergarten ClassesIn addition to the Common Competencies and Physical Requirements, the employee in this role:• Assists teacher with setting up the room for morning activities; greets students; assists students with the placement of belongings; may supervise morning free time.

• Supplements the activities of the lead teacher; assists students with activities initiated by the teacher; reinforces learning in small groups; provides one on one individual assistance; supervises centers; participates in activities for children with special needs; assists students with independent projects; listens to students; reads stories.

• Constantly monitors the behavior of students and employs strategies as necessary to protect students from injury; rewards good behavior; responds to inappropriate behavior as instructed by the teacher; supervises free time and situations where the classroom teacher is out of the room.

• Prepares daily snacks; accompanies students at recess.

• May work with special programs in the school, accompany classes on field trips, assist with physical education class, assist with the instruction of emergency procedures, perform lunch, bus, hall duty, etc.

• Gives approved medications; assists sick or hurt children; contacts parents, if necessary.

• Prepares letters for parents, informing them of classroom activities as directed by supervising teacher or assigned supervisor.

• Accompanies students to and from the bus; guides students to their classrooms.

• Accompanies students to mainstreamed classrooms and assists as necessary.

• Assists students with toileting including diapering, if necessary.

• Maintains student confidentiality.

• Must meet Pre-K Teacher Assistant qualifications as defined by the NC Pre-K Program Requirements,

State of North Carolina.

• Other duties as assigned.

Visually Impaired ClassesIn addition to the Common Competencies and Physical Requirements, the employee in this role:

• Accompanies one or more blind students throughout the school day, providing necessary assistance and ensuring safety.

• Obtains Braille books and materials for students, and ensures that they have the materials needed for each class.

• Reads information on the board to students; describes activities going on in the classroom or at assemblies.

VI Teacher Assistant Duties

• Work with students with visual impairments to review skills introduced by the teacher for the visually

impaired.

• Work with small groups of students with visual impairments to assist with introducing new lessons and/or

reinforcing skills.

• Be willing to travel between schools to work with students or deliver materials.

• Assist in preparing materials that are specific to students who are blind or visually impaired.

• Assist the teachers for the visually impaired in conducting functional vision assessments and learning

media assessments.

Job Coach• Under close supervision assist in the acquisition of job skills and job development, as well as monitor the on-the-job performance of students with disabilities. Assist the classroom teacher in planning, organizing, and implementing the instructional program. Provide support for clerical, technical, and general classroom functions. Report to the classroom teacher, building principal, Transition Facilitator, and EC Program Administrator.

• Work to resolve obstacles to student work performance, e.g., social interaction conflicts, transportation issues, and changes in job expectations.

• Participate in Transition Team Meetings for the purpose of providing information on student progress toward IEP transition goals.

• Conduct data collection (evaluations, hours, etc.) as the student develops job skills, moves to indirect monitoring while role-modeling employee behaviors.

• Work to resolve obstacles to student work performance, e.g., social interaction conflicts, transportation issues, and changes in job expectations.

• Transport students during regular school hours, as required, via the school system transportation program.

(Sub) Bus Driver

In addition to the Common Competencies and Physical Requirements, the employee in this role:

• Adheres to all components of the Bus Driver Agreement

• Follows all parts of the Bus Driver Handbook

• Eagerly accepts special driving assignments

• Completes all bus reports accurately as assigned

Duties and Responsibilities• Performs specific student duties related to health, behavior, and instruction, including but not limited to: assistance in the bathroom, cafeteria, and classroom.

• Works with individuals or groups on any task assigned.

• Actively participates in the teaching process, and modifies instruction/tasks when appropriate.

• Prepares a variety of classroom materials, and operates the machines necessary for material preparation.

• Reports collected data to appropriate individuals, including administrators, teachers, parents, and other related service providers.

• Ensures appropriate interventions are monitored and maintained.

• Participates in staff development and training to gain knowledge of health, behavioral, or instructional procedures specific to the assigned students.

• Accompanies assigned students on all field trips.

• Monitors assigned students during extracurricular events as assigned.

• Accompanies assigned students on the bus as needed.

• Participates in school functions.

• Other duties as assigned.

Knowledge, Skills, and Abilities• Demonstrates knowledge of the stages of child development; communicates effectively; and develops positive relationships with assigned students.

• Demonstrates an ability to organize assignments, and materials, and assist the professional(s) in the classroom as required.

• Demonstrates ability to use sound judgment and confidentiality in approaching and working with sensitive and challenging students and situations, and the resulting information.

• General knowledge of activities performed by the lead teacher.

• General knowledge of daily routines of the classroom.

• General knowledge of student handbook rules.

• General knowledge of procedures to follow in the event of an emergency.

• General knowledge of methods of adapting instruction, equipment, and tools for children with special needs.

• General knowledge of the principles of organization and administration.

• Some knowledge of the curriculum for the grade.

• Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity.

• Ability to motivate students.

• Ability to maintain a clean and orderly environment.

• Ability to perform general clerical duties.

• Ability to maintain order and discipline in a classroom.

• Ability to operate common office machines.

• Ability to maintain basic files and records.

• Ability to understand and follow oral and written instructions.

• Ability to establish and maintain effective working relationships as necessitated by work assignments.

Physical Requirements• Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, and equipment for children with special needs, etc.

• Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull, or otherwise move objects.

• Due to the amount of time spent standing and/or walking, physical requirements are consistent with those for Medium/Heavy Work. Must be able to exert up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or a negligible amount of force to constantly move objects up to 10 pounds.

• Must have the auditory, visual, and physical skills necessary to manage students and the classroom in a manner that assures reasonable safety to students under supervision.

Education and Experience for all Duties under Exceptional Children Teacher Assistant• High School diploma.

• Minimum of 48 semester hours (earned at a Regionally Accredited College/University) or an Associate’s degree; meets highly qualified (HQ) designation under federal No Child Left Behind (NCLB).

• Willingness to obtain the CDL, if advertised as part of the duties.

This Position Reports to: School Principal

Salary: Grade 54

Classification: Non-exempt

Disclaimer

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees for this job.

If offered a position, prospective employee must pass a required health exam, criminal records check, and drug test. As a safety sensitive position, the employee will be subject to random drug testing.

If your position requires you to work with preschool children, you must meet a federally mandated childcare background check and fingerprints that are in addition to and separate from the background check and fingerprints you completed as a new hire for GCS.

05/2025 CMills added VI TA duties