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Early Intervention Teaching Assistant

4 months ago

Beijing, China Western Academy of Beijing Full time

Title: Early Intervention Teaching Assistant

Reporting to: Head of Learning support and Early Years Team Lead

Salary Scale:  Tier 1

Work Goals and Purpose: 

Students need to feel safe in their learning environment to be able to learn effectively. Some students need support to develop expected behaviors, make good choices, and follow the group plan to access the curriculum. Some students need explicit teaching of positive coping strategies and self-regulation skills. 

Under the direction and support of the head of the learning support in the ES, the Early intervention TA in the Early childhood center will provide social and emotional support to help students develop self-regulation and build positive interactions with peers and adults. The Early interventionist will work as part of a Early years level learning community and assist teachers in maintaining a safe learning environment where everyone feels they belong. 

JOB DESCRIPTION 

  • Implement behavior and/or play plan co-constructed by teachers, school counselor, school psychologist, sectional leadership team and other professionals as required. 
  • Provide One to One and/or small group support under the guidance of the student’s case manager or school counselor 
  • Build supportive, caring and secure relationships with students 
  • Support students in understanding the consequences of their behaviors and choices using social behavior mapping
  • Gather data using behavior logs, emotion scales, and anecdotal notes to monitor student progress as outlined in their support plan
  • Share progress and provide feedback to teachers and counselors for grade level student-focused meetings
  • Develop and create resources for socioemotional skills, positive friendship-building, and self-regulation strategies
  • Facilitate access to the full range of learning experiences, both inside and outside the classroom, using scaffolds e.g. visual prompt cards, visual schedule, now-then board, making your thinking visible, etc.
  • Support students in entering play and maintaining positive turn-taking interactions with peers
  • Facilitate inclusion in small group activities with peers inside the classroom and outside in the playground

PERSON SPECIFICATION 

The successful applicant is expected to have the following skills, abilities, knowledge and experience:  

1. Personal Skills and Abilities

  • Flexibility to working in a variety of settings 
  • Ability to remain calm and effective in emotionally heightened high stress situations 
  • Openness to understand individual differences and behavioral patterns in children 
  • Ability to foster positive working relationships with students, teachers, and parents
  • Good written and verbal communication skills in English
  • Good human relations skills, including a positive “can do” attitude
  • A commitment to working collaboratively in a team model 
  • Willingness to learn and receive training in areas necessary to support students  

2. Qualifications:

  • Post-secondary diploma in education or special education

3. Knowledge

  • A knowledge of teaching and educational working environment
  • A basic understanding of children developmental milestones and emotional literacy 
  • Familiarity with socioemotional programs, e.g. Social Thinking Curriculum, Second Step, Friends for Life, PEERS program

4. Experience 

  • Relevant experience working in an international school environment
  • Some experience working with children with emotional and/or behavioral needs 

The aim of the job description is to indicate the general purpose and level of responsibility of the post. Please be aware that duties may vary from time to time depending on student needs. 

 

 

Aligned with the recommendations of the International Task Force on Child Protection, WAB holds itself to a high standard of effective recruiting practices with specific attention to child protection.