Teacher Assistant or RBT

Teacher Assistant with or without an RBT TEACHER ASSISTANT with or without an RBT

The Monarch School and Institute is dedicated to providing an innovative, therapeutic education for individuals with neurological differences—such as those associated with autism spectrum disorder, attention deficit (hyperactivity) disorder, learning disabilities, Tourette syndrome, mood disorders, anxiety disorders, traumatic brain injury and seizure disorders. We offer a learner-centered approach that helps students progress in Four Core Goal areas.

Teacher Assistants at The Monarch School report to the Program Director and are considered members of the school faculty. Their primary responsibility is to support student growth in each of the four core goals of The Monarch School, assist the Professional Educator to aid students in understanding subject matter, as well as to provide skills required for programmed lessons and purposeful training for the classroom assigned.

REPORTS TO THE PROGRAM DIRECTOR

EDUCATION

• Preferred undergraduate degree in education, psychology, or related field (or in progress)
• Experience working with children and adolescents

EXPECTATIONS

• Implements The Monarch School methodology with special emphasis on the development of students’ self-regulation, executive functioning, relationship development and academic competence.
• Should be comfortable supporting students as they engage in instruction remote as well as face to face, supporting instructional expectations provided by a teacher of record.
• Assist in carrying out the instructional and therapeutic programs under the supervision of the professional educators and therapeutic team.
• Assist in preparation, use and maintenance of instructional materials and equipment.
• Assist with teacher planned activities, exercises and drills.
• Assist in maintaining student records.
• Assist students with self-care activities.
• Participate in planned in-service and professional growth activities.
• Appropriately supervises students at all times.
• Sets yearly goals and allows Program Director to coach him/her in the attainment of those goals.
• Attends all faculty meetings and student events as directed.
• Presence at annual faculty overnight retreat required.

SKILLS

• Demonstrates cooperative team skills and is collaborative.
• Enthusiastically supports the Advancement office by introducing friends to the school and supporting events throughout the year by attendance.
• Supports and models the philosophy, goals, and visions of the school in words and actions.

WORKING CONDITIONS

Working conditions range in a wide variety of challenges and deadlines.

The best candidate should be able to perform well under pressure, think logically, remain calm, and be a great problem solver. Although the position is emotionally rewarding,and provides endless opportunities to have positive effects, it can be stressful lity to lift up to 40 pounds. Frequent standing, kneeling, stooping, and bending. Ability to move desk, classroom equipment and adaptive equipment.

Highly professional, confidential, and friendly environment.