Teacher Assistant, Special Education Behavior (FLOATER) (2026-2027 School Year) (10061)

Teacher Assistant, Special Education Behavior

Provide for the behavioral needs of individual students and/or group of students in a school or under the direction of a certified classroom teacher and in accordance with the procedures and protocols set forth by the Campus Behavior Support program.

Education/Certification:

• High school diploma or equivalent

Special Knowledge/Skills/Abilities:

• Knowledge of District, campus, and classroom policies and procedures
• Knowledge of techniques used in assisting students with special needs
• Knowledge of Crisis Prevention Intervention (CPI), First Aid and Cardio Pulmonary Resuscitation (CPR)
• Skill in utilizing general instructional strategies
• Skill in applying classroom/student discipline management
• Skill in communicating effectively, both verbally and in writing
• Skill in operating standard computer and software applications
• Ability to administer SAMA de-escalation and restraint techniques
• Ability to organize and prioritize work responsibilities
• Ability to take direction from supervising teacher and/or district staff

Experience:

• Six (6) months of related experience

Instructional Support:

• Assist teachers with the implementation of Behavior Intervention Plans.
• Teach students coping and social skills.
• Collect and monitor data on behavior programs including: redirection, interventions, and behaviors.
• Participate in meetings on students' progress.
• Assist teachers with daily classroom activities; prepare/modify activities to meet student needs; assist with independent study or lead small groups; inform teachers of student progress.
• Implement strategies and supports recommended by instructional and related service providers.
• Support and participate in meeting the objectives of the campus/department improvement plan.

Student Support:

• Assist teacher(s) with emotional/behavioral needs of students.
• Monitor student behavior and maintain classroom discipline as necessary, including intervening in crisis situations and restraining aggressive and/or dangerous student behavior as needed.
• Foster independence by scaffolding support as directed by the classroom teacher.
• Communicate with families under the direction of the classroom teacher.
• Assist in resolving parent/student issues and concerns in a timely manner.
• Assist in managing student behavior in the classroom and common campus areas in accordance with Student Code of Conduct and student handbook.

Support of Administrative, Fiscal and/or Facilities Functions:

• Assist teacher with preparation of instructional equipment and displays; ensure specific materials and supplies are ready; maintain safe instructional area; perform clerical duties and assist with operation of equipment.
• Provide assistance to campuses/departments as requested.

Organization Improvement:

• Work collaboratively to improve programs.

Professional Growth and Development:

• Participate in professional development that increases effectiveness and improves District performance.

Texas Academic Performance Indicators and Campus Performance Objectives:

• Support the administration of state-mandated testing at campuses in compliance with state and federal guidelines.

School/Community Relations:

• Interact positively with employees and the community to provide needed information and to promote the District in a favorable manner.

Organization Morale:

• Participate in team building activities and the decision-making process as appropriate.
• Communicate and collaborate with campus/department staff to enhance service delivery and customer satisfaction.

Other Responsibilities:

• Comply with policies established by federal and state law, including but not limited to State Board of Education and local Board policy.
• Perform other job-related duties as assigned.

Supervision Exercised: None

Mental Demands/Physical Demands/Environmental Factors:

• Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment; [P.E. teachers: automated external defibrillator (AED)]
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: Regular light lifting and carrying (less than 15 pounds); may lift and move textbooks and classroom equipment
• Environment: Work inside, may work outside; regular exposure to noise
• Mental Demands: Maintain emotional control under stress; work prolonged or irregular hours