Exceptional Children’s (EC) Teacher Assistant – Behavior Support Classroom

Macon County Schools•Franklin, NC

1d•Onsite

About The Position

The Exceptional Children’s (EC) Teacher Assistant – Behavior Support Classroom provides specialized instructional, behavioral, social-emotional, and personal support to students with significant behavioral and educational needs. Working under the direction of a licensed Exceptional Children’s teacher and school administration, the EC Teacher Assistant assists in maintaining a safe, structured, supportive, and positive learning environment. This position supports the implementation of Individualized Education Programs (IEPs), Behavior Intervention Plans (BIPs), instructional activities, positive behavior strategies, and crisis prevention and intervention procedures. The EC Teacher Assistant plays an important role in helping students develop self-regulation, appropriate social skills, independence, and the academic and functional skills necessary to successfully access their educational environment.

Requirements

High school diploma or equivalent required.
Must meet applicable North Carolina requirements for employment as a Teacher Assistant/Paraprofessional or be currently enrolled in a college, university, educator preparation program, or other approved program leading toward a degree or credential in education or a related field.
Ability to remain calm, professional, patient, and objective during challenging or high-stress situations.
Ability to establish positive and appropriate relationships with students while maintaining professional boundaries.
Strong verbal, written, and interpersonal communication skills.
Ability to follow and consistently implement IEPs, BIPs, safety plans, and teacher-directed instructional strategies.
Ability to recognize escalating student behavior and appropriately utilize prevention and de-escalation techniques.
Ability to accurately observe, collect, and document behavioral and academic data.
Ability to maintain confidentiality regarding students and families.
Ability to work effectively as part of a collaborative educational team.
Ability to adapt quickly to changing student needs, behaviors, and classroom situations.
Dependability, consistency, good judgment, patience, and a strong commitment to student safety and success are essential.
Ability to stand, walk, sit, bend, stoop, crouch, kneel, and move throughout the school environment for extended periods.
Ability to provide close supervision and respond quickly when student safety is at risk.
Ability to assist students with mobility, positioning, or other physical needs when required by the assignment.
Must be physically capable of successfully completing required crisis prevention and intervention training and safely implementing approved techniques consistent with training, district policy, and applicable requirements.
May be required to lift, assist, or support students or equipment as appropriate to the assigned classroom and individual student needs.
Ability to exert up to 50 pounds of force occasionally, 20 pounds frequently, and 10 pounds as needed.
Must be able to perform the essential functions of the position with or without reasonable accommodation.

Nice To Haves

Candidates currently pursuing a degree or credential in Education, Special Education, Child Development, Psychology, Human Services, or a related field are encouraged to apply.
Experience working with children or adolescents with disabilities, significant behavioral challenges, emotional needs, or other exceptional needs is preferred.
Previous experience in an Exceptional Children’s, behavioral support, or educational setting is preferred.
Experience supporting students with Autism Spectrum Disorder, ADHD, emotional disabilities, trauma-related needs, or significant behavioral challenges is preferred.
Knowledge of positive behavior support practices and de-escalation strategies preferred.

Responsibilities

Implement student-specific Behavior Intervention Plans (BIPs) and positive behavior support strategies as directed by the EC teacher and appropriate school personnel.
Recognize potential behavioral triggers and early warning signs and respond using approved prevention and de-escalation strategies.
Remain calm, professional, patient, and consistent when responding to challenging, disruptive, or crisis behaviors.
Assist students in developing appropriate coping strategies, self-regulation skills, conflict-resolution skills, and positive peer interactions.
Reinforce classroom expectations and established behavior management systems consistently.
Support students during transitions and other situations that may increase behavioral or emotional challenges.
Utilize school- and district-approved crisis prevention and intervention procedures when necessary and in accordance with training, district policy, and applicable requirements.
Promote student independence while providing the appropriate level of support based on individual student needs.
Assist the EC teacher with implementing instructional activities aligned with students’ IEP goals and educational needs.
Provide individual and small-group instructional support as directed by the supervising teacher.
Assist with modifying or adapting instructional materials and activities to meet individual student needs.
Reinforce academic, behavioral, functional, communication, and social-emotional skills.
Encourage student participation, independence, appropriate classroom behavior, and successful completion of assigned work.
Support students in accessing the general education curriculum and school environment, as appropriate.
Provide additional academic support during periods of behavioral or emotional difficulty to help students successfully return to instruction.
Collect and maintain accurate and objective data related to student behavior, academic performance, and progress toward IEP goals as directed by the supervising teacher.
Track identified student behaviors, which may include frequency, duration, intensity, antecedents, triggers, responses, and outcomes.
Assist with documentation related to significant behavioral incidents, interventions, or crisis situations in accordance with school and district procedures.
Communicate relevant student observations and concerns to the supervising teacher and appropriate school personnel.
Maintain student confidentiality and comply with all applicable federal, state, and district requirements regarding student information and educational records.
Provide appropriate and consistent supervision of students throughout the school day, including classrooms, hallways, transitions, meals, recreational activities, arrival/dismissal, and other assigned settings.
Assist in maintaining a structured, organized, predictable, and safe classroom environment.
Monitor the classroom and school environment for potential safety concerns and immediately communicate concerns to the supervising teacher or administrator.
Respond appropriately and promptly when a student poses a potential safety risk to themselves or others.
Follow all Macon County Schools procedures regarding student safety, emergency response, crisis prevention, and intervention.
Participate in required crisis prevention and intervention training and maintain certification as required by the district.
Work collaboratively with EC teachers, general education teachers, administrators, counselors, related service providers, and other members of the student support team.
Communicate professionally and appropriately regarding student needs, behaviors, and progress.
Maintain appropriate professional boundaries with students and model respectful and appropriate behavior.
Maintain confidentiality regarding students, families, and school-related information.
Participate in required meetings, professional development, training, and other activities as assigned.
Demonstrate dependability, professionalism, flexibility, and a willingness to support the needs of students and the school.
Follow all Macon County Schools policies, procedures, professional expectations, and applicable state and federal requirements.
Perform other duties as assigned by the supervising teacher, principal, or designee.