Teaching Assistant: One on One Aide

• ESSENTIAL DUTIES/RESPONSIBILITIES/EXPECTATIONS Assists the teacher with implementing the students’ Individual Education Plans (IEP).
• Provides instructional support in content areas, as directed by the teacher.
• Implements the classroom or milieu behavior management system, including coaching students so that they are able to quickly return to school tasks.
• Intervenes during crises situations, including implementation of CPI, or equivalent, as needed.
• Helps maintain the physical school environment to keep it functional, safe, and clean.
• Supervises students during class breaks and during lunch.
• Plan, participate in, and/or facilitate recreational activities of various sorts (i.e. athletic, arts, and crafts, off-campus trips, cultural awareness, etc.).
• Maintain consistent awareness of client’s whereabouts to ensure safety, including directing clients to appropriate groups or areas in the milieu or school.
• Prepares and duplicates written assignments, as needed.
• Supports in data collection and record keeping, as directed by the teacher and behavior support staff.
• Transitions the students in an orderly manner during transportation transitions from the car/bus to the classroom or from the classroom to the car/bus.
• Confers, as needed, with agency staff on student status or the need for additional behavior planning.
• The above statements are intended to describe the general nature and level of work being performed.
• They are not intended to be construed as an exhaustive list of all responsibilities, duties and expectations required of the position.
• Agency-Wide core competencies

Ethical Conduct

• Understands and adheres to the Agency’s Code of Conduct, demonstrates a high level of integrity in all internal and external activities and complies with the Employee Handbook and all other Agency policies, practices and procedures. Must maintain strict confidentiality related to client, staff, donor and other Agency information.
• Intercultural
• Competence: Has the desire and ability to support an inclusive environment with respect to all clients, staff and stakeholders, and to respect and adapt behavior to cultural differences and commonalities in values, expectations, beliefs and practices.

Communication

Communicates with co-workers, clients and stakeholders clearly in writing and orally, as needed and on a timely basis. Listens and responds well. Uses good judgement about what information is important and should be communicated to whom and when.

Technology

• Able to use technology to complete work assignments efficiently, including, as necessary, proficiency in the use of personal computers and mobile devices, email, the Internet and web-based programs. As required for the job, is skilled in the use of Microsoft Office products (e.g. Outlook email and calendar, Word, Excel, PowerPoint) and other software tools.
• Personal and
• Interpersonal
• Skills: Able to interact well with clients, co-workers and other stakeholders, and to maintain effective working relationships. Adaptable to changing circumstances and is sensitive to the needs and reactions of others. Maintains composure in internal and external interactions and situations. Able to handle personal and work-related stress. Able to make decisions in a timely fashion that are sound, accurate and supported by the reasoning and inclusion of appropriate people. Includes the ability to recognize, address and propose solutions to problems that arise.

Teamwork

Offers assistance and support to co-workers. Works cooperatively and participates in group meetings and collaborative situations. Capability to work creatively and cooperatively with a team.

• POSITION-SPECIFIC COMPETENCIES Knowledge and experience with trauma-informed care, or willingness and enthusiasm to learn.
• Broad general knowledge of the child welfare system and youth mental/behavioral health fields is desirable.
• Ability to view families, both biological and chosen, as resources and support systems for youth.
• Ability to interact with children or adolescents in a consistent, empathic, flexible, and patient manner.
• Ability to set firm yet clear limits.
• Encompasses the knowledge and possesses the academic skills to deliver appropriate instructional experiences within a student’s assigned grade level.

Requirements

Qualifications

AA degree or its equivalent in college credits (at least 60 college credits). Fingerprint Clearance through CA DOJ and FBI, or other mandated entity. A valid California driver's license, personal automobile for use on the job, insurable by SBS’ insurance policy based on DMV record and personal vehicle insurance. Experience working in a school or treatment setting for students with learning or social/emotional problems. Physical ability to implement CPI procedures or its equivalent, including physical restraints. Able to perform basic first aid and/or CPR. PHYSICAL DEMANDS

• The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of the job.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Basic locomotive skills to jog, run, and walk at a brisk walking pace of 100 steps per minute; running at 6-7 MPH for approximately 3 minutes.
• Able to bend and/or kneel to the floor and return to a standing position without the aid of using a student’s body to do so and within a safe and a reasonable timeframe; basically, to bend down and get back up without requiring aid of another person, either to hold onto or to help lift up.
• Sufficient balance and coordination to effectively guide dysregulated students grades K-12 or ages 5-19.
• Must be able to implement CPI techniques: This is a key point in physical requirements, it requires the ability to hold and stabilize physically aggressive students, and to aid in physical interventions and holds to keep students, staff, self, and avoid major property damage (broken windows, holes in walls, etc.) Sitting, walking, standing, twisting and bending for most of the time.
• Occasional reaching and/or grasping using hands and/or arms.
• May be required to lift up to 10 pounds.
• May be required to ascend/descend stairs.
• Regular use of hands requiring dexterity in using the telephone, computer keyboard, mouse or calculator.
• Visual ability to read documents and computer monitor.
• Exposure to low to moderate noise levels characteristic of working in a school.
• Ability to drive to various sites.
• Hearing and speech to converse in person and over the telephone.
• Regularly required to talk and hear.
• Physical ability to implement CPI procedures or its equivalent, including physical restraints.
• Able to perform basic first aid and/or CPR.
• Side by Side provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religion, age, sex, national origin, disability status, genetics, protected veteran status, sexual orientation, gender identity or expression, or any other characteristic protected by federal, state or local laws.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation and training.