POSITION TITLE:
Teacher Assistant – Arise Alternative Learning Program
GENERAL STATEMENT OF JOB
Under general supervision, performs a variety of technical, behavioral, and clerical tasks in assisting a teacher within the Arise Alternative Learning Program. Employee supports the lead teacher in meeting the academic and behavioral needs of students who have been assigned to an alternative setting due to significant behavior concerns, and helps ensure the provision of structured, consistent instruction and support. Employee provides one-on-one and small group assistance, monitors student behavior and safety, and helps implement individualized behavior intervention and support plans. Reports to the Arise Program Administrator/Principal and lead teacher.
Essential Duties and Responsibilities
ESSENTIAL JOB FUNCTIONS
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Assists the teacher with implementing academic instruction, behavior intervention plans, and social-emotional learning activities for students assigned to Arise.
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Constantly monitors the safety and well-being of students in classrooms, common areas, and transition times; reinforces positive behavior and encourages appropriate decision-making and self-control.
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Monitors student behavior and helps maintain discipline in the alternative setting; assists with crisis prevention and intervention using district-approved strategies; may assist in de-escalating and restraining students as permitted by board policy and training.
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Provides one-on-one and small group assistance to students to reinforce and clarify teacher instructions, support academic progress, and build study and organization skills.
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Supports implementation of restorative practices, conflict resolution strategies, and character/leadership lessons as directed by the lead teacher and program administrator.
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Maintains standardized records and documentation concerning the progress, behavior, and interventions provided to students, including incident reports, time-out logs, and other required documentation.
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Assists with supervision of students during arrival, dismissal, transitions, breaks, and lunch to ensure a safe and orderly environment.
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Performs general housekeeping duties in maintaining an orderly classroom and program environment; assists with minor repair and maintenance tasks related to school equipment as needed.
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Performs various clerical duties as needed: maintains records of student progress, develops and files incident reports, grades student assignments, checks daily attendance, makes copies, develops classroom displays and instructional materials, and assists with ordering supplies.
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Assists with personal care tasks for students, when necessary, in accordance with district procedures.
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Participates in program and district staff development related to behavior management, crisis prevention, trauma-informed practices, and alternative education.
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Performs other related work as required by the program administrator and lead teacher.
Minimum Training and Experience
MINIMUM TRAINING AND EXPERIENCE
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Associate’s degree from an accredited institution required.
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Prior experience working with school-age children in educational, behavioral, or youth services settings preferred.
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Experience working with students who exhibit challenging behaviors, or in alternative/behavior support programs, is highly desirable.
(You can add any district-specific license or paraprofessional requirements here if needed.)
Qualifications and Standards
MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS
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Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, calculators, pencils, and equipment for students with special needs; must be able to stand and walk for extended periods; physical requirements are consistent with Light Work and occasional physical intervention in accordance with training.
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Interpersonal Communication: Requires the ability to communicate effectively with students, staff, and families; must be able to receive and follow instructions from supervisors and collaborate with program staff.
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Language Ability: Requires the ability to read and prepare correspondence, reports, forms, and instructional materials using prescribed formats.
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Intelligence: Requires the ability to apply district policies, classroom procedures, and behavior intervention strategies to solve practical problems involving students who may be in crisis or emotional distress.
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Interpersonal Temperament: Requires the ability to remain calm, professional, and consistent when working with students who display disruptive or aggressive behaviors; must be adaptable to performing under stress and when confronted with persons acting under stress.
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Motor Coordination and Manual Dexterity: Requires the ability to operate office and classroom equipment and to respond quickly to supervision and safety needs.
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Physical Communication: Requires the ability to talk and hear; must be able to communicate in person and via telephone or other electronic means.
Knowledge, Skills and Abilities
KNOWLEDGE, SKILLS AND ABILITIES
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General knowledge of classroom and alternative program routines and procedures.
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Working knowledge of student behavior expectations, student code of conduct, and procedures to follow in the event of an emergency or crisis.
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Some knowledge of the curriculum for assigned grade levels and the ability to assist with instruction under teacher direction.
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Ability to consistently monitor the safety and well-being of students, particularly those participating in activities where behavioral or emotional issues may arise.
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Ability to build positive, professional relationships with students while maintaining appropriate boundaries and authority.
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Ability to motivate and de-escalate students, reinforce positive behaviors, and model appropriate conflict-resolution and communication skills.
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Ability to maintain a clean and orderly environment and perform general clerical duties.
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Ability to maintain order and discipline in a classroom and alternative setting; ability to implement program rules and expectations fairly and consistently
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Ability to understand and follow oral and written instructions and to implement teacher- and administrator-directed plans.
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Ability to establish and maintain effective working relationships with teachers, administrators, school staff, and community partners as necessitated by work assignments.
Disclaimer
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification in the Arise Alternative Learning Program. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees assigned to this job.
