Aide - Behavior Classroom

Aide / Behavior Classroom

Help meet physical, emotional, and instructional needs of students with disabilities. Assist in implementation of classroom programs, including self-help, behavior management, and instruction programs. Work under general supervision of the Executive Director of Special Services and principal and immediate direction of classroom teacher.

Qualifications:

Education/Certification

• High school diploma or hold a General Educational Development (GED) certificate
• Have met formal academic assessment, associate's degree, or two years of study at an institution of higher learning
• Valid educational aide certification

Special Knowledge/Skills

• Ability to work well with children
• Ability to follow verbal and written instructions
• Ability to use personal computer and peripherals
• Knowledge of general office equipment
• Ability to communicate in verbal and written form

Experience

• Experience working with children

Major Responsibilities & Duties:

Instructional Support

• Help teacher create and maintain a neat, orderly, and structured classroom environment.
• Help with inventory, care, and maintenance of equipment.
• Assist substitute teachers.
• Help teacher document student data, keep administrative records, and prepare required reports.

Student Management

• Help manage student behavior, including crisis intervention and restraint of disruptive or dangerous students, according to student behavior intervention plans (BIP) and district policies and procedures.
• Keep teacher informed of special needs or problems of individual students. Document and provide feedback on the effectiveness of behavioral intervention strategies implemented for students.
• Recognize differences in each student's special medical, physical, communicative, and emotional needs and adapt methods and interaction accordingly.
• Supervise and ensure safety and security of students in the classroom, on outings, and to and from areas outside the classroom.
• Follow district safety protocols and emergency procedures.
• Display tolerance necessary for accepting supervision for and criticism of job performance.
• Work in harmony with supervisory, faculty, and peer personnel.
• Use professional information discreetly and judiciously.
• Support and follow administrative and Board policy.
• Represent the school system to the community in a positive, professional way.
• Maintain a sincere, friendly attitude toward patrons.
• Perform other duties as assigned.

Supervisory Responsibilities

• None.

Mental Demands/Physical Demands/Environmental Factors:

Tools/Equipment Used: Standard office equipment including computer and peripherals; standard instructional equipment; other specialized and adaptive equipment used by students

Posture: Frequent standing; kneeling/squatting, bending/stooping, pushing/pulling, and twisting

Motion: Frequent walking and reaching

Lifting: Frequent light lifting and carrying (less than 30 pounds); Occasional heavy lifting (45 pounds or over) and positioning of students with physical disabilities, controlling behavior through physical restraint, assisting non-ambulatory students, and lifting and moving adaptive and other classroom equipment

Environment: Work inside and outside (exposure to sun, heat, cold, and inclement weather); exposure to noise; exposure to biological hazards (bodily fluids, bacteria, communicable diseases)

Mental Demands: Work with frequent interruptions; maintain emotional control under stress and self-control in the presence of children.

This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.