Teacher Assistant

Key Responsibilities Support the classroom teacher with educational activities for students in the assigned classroom, providing general and instructional support in alignment with MSA’s mission. Maintain awareness of and follow all applicable health and safety policies and procedures within the assigned classroom. Assist students in achieving their greatest level of independent functioning by following individualized plans and schedules, implementing positive behavior interventions, and supporting personal care and activities of daily living (ADLs) such as toileting and diapering, while accurately documenting data. Observe student behavior, prompt students, and follow individualized plans to help students meet intervention and behavioral goals. Facilitate small academic groups in the classroom based on the teacher’s instruction, student needs, and academic goals, and provide one‑on‑one support as requested. Provide support during special classes and activities (e.g., gym, art, music) and assist teachers or aides during these activities. Obtain and prepare equipment, materials, and other resources for instructional activities; make copies, collect, file, and distribute items or documents. Collect information on student progress, concerns, and issues, document it, or escalated to the teacher or supervisor as appropriate. Maintain an awareness of feeding protocols for students in the assigned classroom and ensure all preparation and protocols are followed during meal times. Ensure the health and safety of students and others by providing emotional support counseling, using approved agency intervention techniques, and responding to challenging behaviors such as self‑injurious behavior, injurious behaviors toward others, or elopement risks. Assist with the cleanliness of the assigned classroom, including regular cleaning of kitchen, pantries, and classrooms, and ensure that teachers and aides keep students’ desks clean. Help coordinate schedules and activities for classroom students, facilitating communication between the classroom teacher and therapists. Ensure the health and safety of students receiving supports in the community by keeping the group together, helping students negotiate physical obstacles, and implementing behavioral supports. Participate in recurring classroom and school‑wide meetings, including specialized or student‑specific needs, support and training sessions, and other interdepartmental meetings, as requested. Assist in the evacuation of the facility in the event of an emergency (fire, flood, etc.) consistent with agency, state, and local procedures. Comply with all federal, state, and local regulatory requirements, including HIPAA and confidentiality protections. When required, provide coverage and perform all duties of a 1:1 Teacher Assistant to support students. May perform teaching duties, providing instruction based on the curriculum and lesson plans in the absence of the teacher. Perform all other duties as assigned, and assist experienced TAs in assignments within the Behavior and/or Transition departments as appropriate. Collaborate with education, related services, and classroom support staff across MSA to provide information and training related to individual students’ plans, goals, and data collection. Observe or support students in various settings, including traveling to and on‑site at internship and employment sites across NewYorkCity. Support leadership and students in identifying goals and ambitions and participate in the implementation of person‑centered strategies and plans. Assist with travel training and on‑site job skills training and coaching at internship and employment sites or through the application and monitoring of behavior strategies and interventions. Attend and participate in additional trainings and meetings specific to students’ specialized needs, goals, and supports related to behavior intervention, socio‑emotional, transition, and other specific needs as directed. Qualifications Current or actively pursuing certification and registration as a Teacher Assistant issued by the NewYorkState Education Department and a passing score on the NYSTCE Assessment of Teaching Assistant Skills (ATAS) examination. Proof of completion of all required workshops: Child Abuse Identification and Reporting, Dignity for All Students Act, and School Violence Prevention and Intervention. Must receive NYSED Teacher Assistant certification within 90days of appointment and maintain it for the duration of the assignment. Strong enthusiasm for working with children with disabilities, willingness to take initiative, and the ability to demonstrate positivity, patience, empathy, and compassion in all interactions. Effective written and oral communication skills, including the ability to motivate, listen, observe, and collect data to support individualized plans and educational and social goals. Ability to remain calm, think clearly, exhibit good judgment in stressful situations, and use approved agency techniques for challenging behaviors. Willingness to assist with a variety of ADLs, including personal care such as toileting and diapering. Strong interpersonal skills and the ability to collaborate effectively with classroom and other MSA staff. Basic proficiency with Microsoft Office (Word and Outlook) and the ability to use common office equipment and electronic systems to complete tasks. Ability to meet essential physical demands, including frequent walking, sitting, standing, bending, twisting, stooping, kneeling, crouching, pushing, pulling, reaching, and lifting/moving students of any weight with or without assistance, and lifting up to 25pounds on occasion. For Transition Department assignments: at least two (2) years of experience working with students aged 12–21 in a special education setting (or satisfactory equivalent education/experience). For Behavior Department assignments: at least two (2) years of experience working with individuals with intellectual and developmental disabilities and complex behavioral needs in an ABA environment or similar setting, and/or formal training in psychology, sociology, human behavior, mental health, or special education. Ability to work a flexible schedule to support students at internships or employment sites when needed, and to travel frequently across NewYorkCity. Ability to provide on‑job support in an occupational setting, interacting with employers, and modeling work‑readiness skills and appropriate workplace behavior. Preferred Qualifications Previous experience with neurodivergent children ages 3–21. College coursework or formal training in special education or a related discipline. Compensation & Benefits $19–$21 per hour. Tuition reimbursement. Medical and dental insurance (with options for family and extended plans). Vision insurance. Paid Time Off and school holidays. 403(b) retirement plan with employer match. Life insurance and long‑term disability coverage. Discounts on travel, entertainment, wireless services, shopping, and more. EEO Statement All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, disability, or status as a Vietnam or disabled veteran. YAI is an Equal Opportunity Employer. #J-18808-Ljbffr YAI - Seeing beyond disability