The posting
Exciting News! Our Victory Learning Center Program is expanding, and new classrooms will be opening! Be a part of our growth—join our team and help us make a difference! 📚 Support Learning. Inspire Growth. Empower Success. — Join Victory Learning Center as a Teacher Assistant! Our Victory Learning Center Programs offers specialized educational services for students who are diagnosed with Autism or a Cognitive Disability paired with a mental health diagnosis. There are three separate sites conveniently located in Lackawanna, NY, with a fourth site opening! Our schools service students ages 5-21, who are residentially placed or are referred through their local school district's Committee on Special Education. To learn more about our school-based Victory Learning Center Programs, click here: https://www.victoryed.org/ Additional Information:
Schedule: Monday- Friday 730a-330p Salary: Based on certified years of experience
============================================================================================================================================================== FULL JOB DESCRIPTION
FLSA
Non-Exempt
Pay Type
Hourly
Salary Grade
3A
Reports to:
Behavior Support Coordinator
Job Summary: Victory Learning Center's Teacher Assistant’s work with students aged 5 to 21, primarily diagnosed on the Autism spectrum, with mental health and/or behavioral concerns, and developmental or intellectual disabilities. The Teacher Assistant works as a member of the educational team to support the classroom teacher in providing instruction and educational programming to students. Under the direction of the classroom teacher and program leadership, the Teacher Assistant assists with the implementation of lesson plans, Individualized Education Programs (IEPs), academic and functional instruction, daily living skills, vocational activities, behavior support strategies, and classroom routines. Essential Job Duties: The Teacher Assistants must be able to successfully perform the essential functions of the position, including:
Supports classroom instruction and educational programming by working with individual students and small groups, reinforcing lessons, providing additional instruction and practice, and assisting students in accessing and participating in learning activities. Assists the classroom teacher with the implementation of students' IEPs and lesson plans, including academic, functional, daily living, social-emotional, and vocational goals and activities. Prepares and adapts instructional materials and classroom resources under the direction of the classroom teacher, including visual supports, teaching materials, schedules, data sheets, and other individualized student supports. Provides instruction and leads classroom or small-group activities under the direction of the classroom teacher and assumes instructional responsibilities as appropriate and permitted by certification and program expectations. Collects, documents, and communicates student data and progress related to IEP goals, academic performance, behavior, daily living skills, vocational skills, and other identified areas. Provides ongoing feedback to the classroom teacher to assist with instructional planning and student programming. Implements established Behavior Intervention Plans (BIPs), individual behavior protocols, sensory supports, communication systems, reinforcement systems, and other student-specific strategies as directed by the educational and behavior support teams. Maintains active supervision and supports student safety by following classroom procedures, student schedules, supervision requirements, safety plans, and individual protocols. Responds appropriately to behavioral or safety concerns using approved de-escalation, Ukeru, SCIP-R, and other trained interventions when necessary. Supports students in developing independence and activities of daily living (ADLs), including toileting, feeding, dressing, hygiene, mobility, and other personal care needs as required by individual students. Supports students' communication and sensory needs, including the use of AAC devices, visual supports, sensory equipment, sensory schedules, prompting and prompt-fading strategies, and other individualized supports. Works collaboratively with the classroom teacher and educational team by communicating relevant student information, participating in classroom and team meetings, assisting with classroom organization and routines, supporting transitions and transportation as assigned, and maintaining a clean, safe, and instructionally appropriate classroom environment. Performs other duties as assigned by the classroom teacher, supervisor, or program leadership consistent with the responsibilities of the position.
Skills:
Ability to understand and support the implementation of IEP goals, collect and document student data, and communicate student progress and needs to the classroom teacher and educational team. Effective verbal and written communication and interpersonal skills, with the ability to interact professionally and respectfully with students, families, staff, and other team members. Ability to work collaboratively as part of an educational and interdisciplinary team while following established classroom procedures, student plans, and program expectations. Ability to adapt instructional and classroom supports to meet varying student learning, communication, behavioral, sensory, and daily living needs. Ability to remain patient, flexible, and professional while responding appropriately to challenging, stressful, or sensitive situations. Ability to organize and prioritize responsibilities, prepare classroom materials, and utilize computer systems and software necessary for instruction, documentation, and other job responsibilities.
Minimum Education Required: Minimum Degree Required: High School Diploma Preferred: Bachelor’s Degree or Higher in Human Services, Special Education or related field Minimum Experience Required: With a bachelor’s degree, less than one year of experience working with individuals with developmental and/or intellectual disabilities, mental health concerns, behavioral needs, and/or other complex support needs. With a high school diploma, 3–5 years of experience working with individuals with developmental and/or intellectual disabilities, mental health concerns, behavioral needs, and/or other complex support needs. OLV Human Services will provide training to otherwise qualified individuals. Preference will be given to candidates with prior experience working in a school or educational setting with students with autism, developmental or intellectual disabilities, behavioral needs, and/or other complex learning and support needs. License/Registration/ Certifications Required:
New York State Teaching Assistant Certification
If uncertified, must obtain NYS TA Certification within one year from start date with the agency.
Training Requirements:
New Hire Orientation SCIP-R Ukeru
Physical Requirements: The overall nature of the position is sedentary requiring little physical effort with occasional light physical exertion required. There is little, if any, exposure to environmental conditions.
The constant physical demand of the position is sitting. The frequent physical demands of the position are standing, walking, climbing, talking, hearing, repetitive motions, and eye/hand/foot coordination. The occasional physical demands of the position are lifting, carrying, pushing, pulling, balancing, stooping, crouching, reaching, handling, grasping, and feeling.
