Teaching Assistant

Essential duties & responsibilities

• Assists the teacher with implementing students’ Individual Education Plans (IEP).
• Provides instructional support in content areas, as directed by the teacher.
• Implements the school wide and classroom positive behavioral intervention structure or management system, including coaching students so that they are able to quickly return to school tasks, accompanying students to and/or supervise students in designated alternative locations when they are unable to remain in the main classroom.
• Intervenes during crises situations, including implementation of CPI, as needed.
• Helps maintain the physical school environment to keep it functional, safe, and clean.
• Lead small study groups in content areas if qualified by educational background and/or experience.
• Supervises students during class breaks and during lunch, as assigned.
• Keep track of students’ whereabouts at all times, following through / keeping students within eyesight when student(s) are missing or out-of-bounds.
• Assists the teacher in planning for and developing the IEP draft document.
• Prepares and duplicates written assignments, as needed.
• Participates in the preparation of daily data and reports that document a student’s academic and social behavior for the day.
• Assists in data collection and record keeping, as directed by the teacher, behavioral staff and/or other administrative school staff.
• Assists in the preparation of progress reports at scheduled times.
• Writes daily reports that document students’ academic and social behaviors.
• Attends and participates in school staff meetings, as well as, join in with other agency personnel, as needed.
• Transitions the students in an orderly manner during transportation transitions from the car/van/bus to the classroom or from the classroom to the car/van/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 competencies

Code of 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 and other Agency information.

Communication

Able to inform verbally and in writing, with clarity and good effect, and to understand clearly and quickly when instructions or orders are received. Includes judgment about what information is important and what is not, and what should be communicated, how, to whom and when.

Judgment

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.

Position-Specific competencies

• Composure
• Ability to interact with children or adolescents in a consistent, empathic, flexible, and patient manner.
• Ability to set clear yet firm limits and boundaries. Adaptability
• Capability to work creatively and cooperatively with a team.

• Job knowledge
• Encompasses the knowledge and possesses the skills to deliver appropriate services and interventions with students.
• Possesses the ability to assess problem areas and set clear yet firm limits.

Requirements

Qualifications

Four-year college degree preferred, will accept an AA degree or its equivalent in college credits (at least 60 college credits). Experience working in a school or treatment setting for students with learning or social/emotional problems. A valid California driver's license, proof of personal vehicle insurance, and insurable by SBS’ insurance policy based on DMV record. California Department of Justice and FBI fingerprint clearance. Physical ability to implement CPI procedures or its equivalent, including physical restraints. Able to perform basic first aid and/or CPR KNOWLEDGE, SKILLS & ABILITIES Ability to perform multiple tasks with various deadlines with a high degree of accuracy. Detail-oriented professional with excellent organizational skills. Ability to establish and maintain effective working relationships with many levels of staff and clients. Experience working in a school or treatment setting for students with learning or social/emotional problems preferred. The ability to interact with children or adolescents in a consistent, empathic, flexible, and patient manner. Possession of the ability to assess problem areas and to set clear and firm limits and boundaries. Encompasses the knowledge and possesses the academic skills to deliver appropriate instructional experiences within a student’s assigned grade level or academic curriculum. Capability to work creatively and cooperatively with a team.

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 K12 or ages 5-19. Must be able to implement CPI techniques: (define) 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 AGENCY EXPECTATIONS

Adhere to all Agency Health and Safety policies and procedures administratively as well as related to the care of our clients. Adhere to the Agency’s Code of Conduct and Employee Handbook, as well as any other agency policies and procedures. Attend and participate in all required agency supervisions, meetings, and trainings. Must maintain strict confidentiality related to client, staff, and other Agency information.

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.

Building Substitute (G 6-12) for 2026/27 School Year