DC - Therapeutic Behavioral Aide

Description

Are you interested in working with an organization transforming the way America cares for and educates its children?

The Children's Guild is seeking an experienced Therapeutic Behavioral Aide to provide behavioral, educational, and functional supports to students as determined by their individualized education plans. A Therapeutic Behavioral Aide (TBA) implements interventions outlined in students' behavior intervention plans and tracks student behaviors daily on a log. This position supports the teacher throughout all lesson plans. A TBA implements strategies from crisis management to assist students during behavioral incidents.

Summary

The Children's Guild Alliance is a nonprofit organization serving children, families, and child-serving organizations. We are dedicated to transforming how America educates and cares for its children through education, behavioral health, national training, and consultation services. Affiliates of The Children's Guild Alliance include The Children's Guild, Monarch Academy public charter and contract schools, Monarch Preschool College Park, TranZed Academy for Working Students, TranZed Apprenticeships, The Children's Guild DC Public Charter School, Transformation Education Institute, and The National Children's Guild Fund. We are among the most experienced child-serving organizations in the Greater Baltimore/Washington region and are currently expanding in national and international programs. Each year, the agency's continuum of care and hundreds of professional staff help thousands of youth and young adults and their families achieve excellence and success. We operate public charter and contract schools, special education schools; preschool; apprenticeships, pre-career programs; therapeutic group homes; treatment foster care; and behavior health services. We invite you to be part of our innovative team!

Essential Duties and Responsibilities

• Demonstrated understanding of the philosophy and mission of The Children's Guild.
• Implement interventions individualized to students and outlined in behavior intervention plans.
• Track student behavior in 15-minute increments and document the frequencies on a log that is submitted daily.
• Participate in classroom-based team primacy meetings.
• Participate in weekly professional development and monthly supervision.
• Assist the teacher with classroom-based responsibilities.
• Assist students with functional skills, including toileting, hygiene, and dietary needs.
• Arrive to work on time prepared to work in the standard uniform.
• Assume other duties as assigned.

Supervisory Responsibilities

This position does not have any supervisory responsibilities.

Competencies

To perform the job successfully, an individual will retain accountability for the following Key Result Areas (KRAs).

Key Result Area #1: Instruction

This task is completed when the TBA:

• Maintains appropriate workplace decorum, including adhering to the classroom schedule.
• Works with individual students or small groups of students to reinforce learning and social skills initially introduced by the teacher or other professional.
• Full understanding of the student's BIP and FBA.
• Assist in implementing the IEP for the student and helps monitor progress.
• Supervises student(s) by actively engaging with them individually and in groups in various settings (e.g., restrooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) to maintain a safe and positive learning environment.
• Assist with cultural arts, related services, and special activities to maintain a safe and positive learning environment.
• Models conversation, manners, cleanup activities, listening, and everyday interactions to demonstrate appropriate social behavior in a culturally sensitive way.
• Documents students daily activities accurately (e.g., behavior, assignment completion, etc.) in a daily log
• Assists classroom teachers with maintaining student records/files.
• Performs clerical duties as assigned that relate to specific student needs.

Key Result Area #2: Social-Emotional Skill Development

This task is completed when the TBA:

• Participates in creating and implementing the behavior intervention plan for students.
• Implements the classroom behavior motivation plan and encourages schoolwide expectations.
• Implements restorative practices and utilizes the Zones of Regulation after behavioral incidents.
• Models and implements critical features of positive behavioral interventions and supports (PBIS).
• Participates in group and individual social/emotional learning lessons with clinicians.

Key Result Area #3: Teamwork

This task is completed when the TBA:

• Works with other professionals, including TBAs, teachers, teachers assistants, and related service providers.
• Responds to emergencies and behavioral crises to resolve safety concerns.
• Updates special education teacher(s) regarding student progress.
• Communicates with teachers and other district personnel to assist in evaluating progress and implementing IEP objectives, Behavioral Assignments
• Proactively assists with lessons and responds to student behaviors.

Key Result Area #4: Professional Development

This task is completed when the TBA:

• Attends and participates in professional development activities weekly and during in-service days.
• Completes annual training required by the organization and regulatory bodies.
• Participates in monthly supervision with a clinician.
• Successfully completes crisis management training.
• Participates in coaching with behavior staff members.
• Seeks personal, professional growth.

Qualifications

Education and/or Experience

High School Diploma plus two years of successful, related experience or one year experience and course work in a related field at an accredited college or university may be substituted. At least 18 years of age.

Certificates, Licenses, Registrations

Certified in or eligible for certification in crisis management.

Certified in or eligible for certification in CPR/First Aid.

Physical Demands

The physical demands described here represent those that an employee must meet to perform the essential functions of this job successfully. Reasonable accommodations may enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is frequently required to stand, walk; sit; reach with hands and arms; climb or balance; stoop, kneel, crouch, or crawl and talk or hear. The employee must frequently lift and move more than 50 pounds. Specific vision abilities required by this job include the ability to adjust focus.

All Children's Guild employees are expected to demonstrate an awareness of, respect for, and attention to the diversity of the people with whom they interact (person served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structure, policies, and services.

Salary : $18 - $20