Summary:
Under the guidance of special education teacher or Associate Director of Education, the lead teaching assistant will teach assigned small groups in the absence of a teacher and adapt materials for individual students. The lead will implement skill acquisition and related programs, including the maintenance of necessary data to monitor and evaluate student progress toward meeting stated goals and objectives in all communication, employment and educational areas. The lead TA will monitor that data collection is being completed by all TAs, organize student materials to insure all materials are up-to-date and in working order, and run small groups with premade curriculum (i.e. ULS). In addition to supporting students during academic instruction, the lead teacher assistant also provides feedback and input to the school team, direction and coaching to teacher assistants and students in the absence of the teacher and supervision during meal and leisure time as well as during community trips.
Primary Job Responsibilities:
• Willingness and ability to cover for absent members of teaching staff
• Implements, under the supervision of assigned teacher, instructional programs and lesson plans in the areas of academics, social skills, self-care (ADLs), and vocational tasks
• Adapts classroom activities, assignments and/or materials, under the direction of the classroom teacher, for the purpose of supporting and reinforcing classroom objectives.
• Teaches generalization in skill development through community integration. Participates in the development of the community integration curriculum.
• Modeling and mentoring TAs through daily job responsibilities.
• Documents and tracks student’s daily activities for the purpose of data tracking.
• Completes Daily Summaries and emails to team.
• Recommends and/or participates in the development and implementation of specific communication and behavior management programs for students.
• Implement student individualized behavior treatment plan and record data.
• Monitors student’s daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment.
• Assist in behavioral interventions and be able to perform C.P.I. (physical intervention training provided).
• Document critical incidents when necessary.
• Responds to emergency situations for the purpose of resolving immediate safety concerns and directing to appropriate personnel for resolution.
• Maintain effective and ongoing contact with other day and residential staff to ensure continuity and consistency of programming for assigned students.
• Maintain the neatness and order of the classroom, and other related student areas.
• Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playground, hallways, cafeteria, CE's, etc.) for the purpose of maintaining a safe and positive learning environment.
• Provide positive and appropriate role modeling for students by modeling conversation, manners, cleanup activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
Essential Job Functions:
• Regular attendance at work is an essential function of the job including inclement weather situations.
• Demonstrated evidence of mature judgment, good interpersonal skills, model supervisory skills, and a desire to enrich individuals' lives and a willingness to learn from skilled professionals.
• Physical and mental capacity to work in stressful situations and de-escalate individuals who have limited cognition and complex needs.
• Must be able to organize, plan, and prioritize activities with specific attention to higher level strategies while ensuring that details are also effectively addressed.
• Proficiency in written and spoken English is an essential function of the job.
• Pass Guild Driving test to access Guild vehicles for transportations of individuals.
• The ability to implement crisis intervention techniques as necessary, including Nonviolent Crisis Intervention (via certification through CPI)
• The ability to assist individuals in evacuation from the school.
Qualifications:
• Demonstrated ability to manage a classroom and create a successful learning environment.
• Experience facilitating and running groups
• Training or experience teaching skills to a students who have mental health diagnoses and/or developmental disabilities
• Strong written and verbal communication skills for interdisciplinary teams
• A valid driver's license
• Must meet Massachusetts Criminal Offender Record Information (CORI)
• Reliable transportation to residential homes located in Massachusetts
• Physical and mental capacity to work in stressful situations and de-escalate individuals who have limited cognition and complex needs