Job Description:

Location:
  Bristol Central High School

DEPARTMENT: MISCELLANEOUS-NON-CERTIFIED
REPORTS TO: BUILDING PRINCIPAL/SUPERVISOR OF CLIMATE, CULTURE AND STUDENT SUPPORTS
 
SUMMARY: To provide a resource to administration and staff within the school in regard to student attendance, social-emotional development, and classroom engagement. To assist the school staff in effectively using all appropriate resources to improve the learning environment for students.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES:  Other duties may be assigned.

Build positive relationships with students, families, school staff, and the community
Present a positive image of the school to parents and convey to them the school’s genuine concern with the education, growth, and development of each child.

Communicates effectively with students, teachers, administrators, and family members

Serves as a channel of communication for relaying the concerns, thoughts, and attitudes of students and families to the school.

Identify and seek resolution for potential problems arising with any involved parties

Attend required meetings that discuss behavior, attendance, and engagement 

Work efficiently and effectively, both individually and as part of a team

Maintains a professional awareness of regulations regarding child welfare and attendance by having a working knowledge of state law, Board policy, and administrative regulations.

Participate in SST/504//PPT/Attendance meetings as requested.

Provide interventions and support to students who may be in crisis.  

Participate in professional development activities to improve skills related to job assignment

Maintain positive relationships with the building administration, parents, other staff, and students in the buildings

Collaborate with the school leadership team to ensure all students promote social and emotional learning

Facilitate reentry/restorative conversations with staff/teachers involved.

Conduct Home Visits

Provide support to teachers and staff in identifying student’s lagging skills that may be causing them difficulty in meeting identified school-wide or classroom expectations.  

Provide small group or individual social-emotional learning opportunities and social skill development to students on caseload.

Create, implement, and collect data on student support plans for students referred to as needing Tier 2 or Tier 3 behavioral interventions.  

Facilitate instructional, restorative, and reflective alternatives to discipline as determined by the administration or student support plan.   

Monitor and respond to discipline referrals for students receiving tier 2 and tier 3 behavioral interventions. (in collaboration with administrators). 

Collaborate with school counselors, teachers,  and other personnel to ensure student success. 

Conduct or plan for peer mediations, Tier 2 and Tier 3 restorative conferences or circles (may collaborate with the Director of Climate and Culture/ Youth Services depending on the situation). 

Provide opportunities for leadership and community building. 
 
Perform other duties as required by school administrators.
 
SUPERVISORY RESPONSIBILITIES:
None.

QUALIFICATION REQUIREMENTS: TO PERFORM THIS JOB SUCCESSFULLY, AN INDIVIDUAL MUST BE ABLE TO PERFORM EACH ESSENTIAL DUTY SATISFACTORILY. THE REQUIREMENTS LISTED BELOW ARE REPRESENTATIVE OF THE KNOWLEDGE, SKILL AND/OR ABILITY REQUIRED. REASONABLE ACCOMMODATIONS MAY BE MADE TO ENABLE INDIVIDUALS WITH DISABILITIES TO PERFORM ESSENTIAL FUNCTIONS.
 
EDUCATION AND/OR EXPERIENCE:
Bachelor’s Degree in a related field (Education, Psychology, Social Work, etc)
Excellent interpersonal and communication skills
Knowledge of various classroom management strategies including Positive BehaviorIntervention System (PBIS), and (MTSS). 
Knowledge of and ability to implement crisis intervention/ de-escalation /regulation techniques
Knowledge of and the ability to implement behavior management techniques
Strong organizational skills
Ability to multitask needs 
Knowledge of collaboration practices, team teaching practices, and special education
Ability to collect data and make recommendations for students
Ability to build and maintain effective relationships with school administrators, staff, students, and families
 
LANGUAGE SKILLS:
Ability to read and comprehend simple instructions, short correspondence and memos.  Ability to write simple correspondence.  Ability to effectively present information in one-on-one and small group situations.
 
MATHEMATICAL SKILLS:
Ability to add and subtract two-digit numbers and to multiply and divide with 10s and 100s.  Ability to perform these operations using units of American money and weight measurement, volume, and distance.
 
COMPUTER SKILLS:
Basic knowledge and experience with job-related computer hardware and software applications.
 
REASONING ABILITY:
Ability to apply common sense understanding to carry out detailed but uninvolved written or oral instructions.  Ability to deal with problems involving a few concrete variables in standardized situations.

OTHER SKILLS AND ABILITIES:
Ability to establish and maintain effective working relationships with students, staff, and the community.  Ability to perform duties with awareness of district requirements and Board of Education policies.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

While performing the duties of this job, the employee is regularly required to sit, and talk or hear. The employee is regularly required to stand, walk, climb or balance and stoop, kneel, crouch or crawl. The employee must be able to push items of fifty (50) pounds, such as pushing children on a bike or wheelchair or moving/rearranging furniture.  The employee must occasionally lift and/or move up to fifty (50) pounds.   When doing heavier lifting, the employee should do so with assistance. Specific vision abilities required by this job include close vision, distance vision and peripheral vision.

Psychological and Physical Management Training (PMT) required

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.
The noise level in the work environment is typical of classrooms having school children and is a standard acceptable level for this environment.  This employee will work throughout the school building, on school grounds and occasionally off campus.  The aide is responsible for the safety and well-being of students in his/her charge.

HOURS: 7:15 AM to end time determined per contract

START DATE: 2024-2025 SCHOOL YEAR

Others fill out an online application at www.applitrack.com/Bristol/onlineapp.