Tarkington Independent School District
Behavior Support Paraprofessional TMS (2)
Tarkington Independent School District, Cleveland, Texas, United States, 77327
Grant Funded 2025-2026 SY
Primary Purpose
Provide behavior and academic support to students assigned as part of the campus' behavior intervention system. Work under the supervision of the campus administrators to assist students in de-escalating, reflecting on behavior, and re-engaging successfully in the classroom. Maintain a structured, positive environment focused on accountability, reflection, and skill-building. Qualifications
Education/Certification: High school diploma or GED (required) Valid Texas Educational Aide Certificate (or eligible to obtain) Crisis Prevention Intervention (CPI) or equivalent de-escalation training preferred Special Knowledge/Skills:
Knowledge of behavior intervention strategies and restorative practices Ability to interact effectively with students exhibiting challenging behaviors Strong communication, problem-solving, and conflict-resolution skills Ability to maintain a calm, respectful demeanor during crisis situations Basic computer and data-entry skills Experience:
Two years of experience working with children or youth in an educational, behavioral, or counseling setting preferred Major Responsibilities and Duties Student Support and Behavior Intervention Supervise and support students assigned for behavioral or disciplinary reasons. Implement and reinforce campus-wide behavior expectations and interventions consistently. Guide students through reflection sheets, restorative conversations, or problem-solving activities before returning to class. Provide a calm, structured environment that promotes emotional regulation and self-control. De-escalate situations safely and follow district crisis intervention protocols when needed. Monitor student progress and communicate concerns to the campus administrators. Instructional and Academic Support Ensure students complete class assignments provided by their teachers. Provide academic assistance as needed and encourage students to stay on task. Communicate with teachers regarding student participation and completion of assignments. Data Collection and Communication Maintain accurate records of student referrals, time spent with students, and interventions used. Input behavior data into the district's tracking system as directed. Communicate daily with administrators, counselors, and teachers to ensure continuity of support. Participate in MTSS, RTI, or ARD meetings as requested to provide insight on student behaviors and progress. Campus and Team Collaboration Work collaboratively with teachers, counselors, and administrators to implement positive behavior supports. Participate in professional development related to student behavior management, trauma-informed practices, and social-emotional learning. Support campus efforts to maintain a safe, positive, and inclusive school culture. Working Conditions
Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress Frequent standing, walking, bending, lifting (up to 25 lbs), and potential physical restraint of students (in accordance with district policy)
Possible exposure to aggressive student behaviors and bodily fluids
Primary Purpose
Provide behavior and academic support to students assigned as part of the campus' behavior intervention system. Work under the supervision of the campus administrators to assist students in de-escalating, reflecting on behavior, and re-engaging successfully in the classroom. Maintain a structured, positive environment focused on accountability, reflection, and skill-building. Qualifications
Education/Certification: High school diploma or GED (required) Valid Texas Educational Aide Certificate (or eligible to obtain) Crisis Prevention Intervention (CPI) or equivalent de-escalation training preferred Special Knowledge/Skills:
Knowledge of behavior intervention strategies and restorative practices Ability to interact effectively with students exhibiting challenging behaviors Strong communication, problem-solving, and conflict-resolution skills Ability to maintain a calm, respectful demeanor during crisis situations Basic computer and data-entry skills Experience:
Two years of experience working with children or youth in an educational, behavioral, or counseling setting preferred Major Responsibilities and Duties Student Support and Behavior Intervention Supervise and support students assigned for behavioral or disciplinary reasons. Implement and reinforce campus-wide behavior expectations and interventions consistently. Guide students through reflection sheets, restorative conversations, or problem-solving activities before returning to class. Provide a calm, structured environment that promotes emotional regulation and self-control. De-escalate situations safely and follow district crisis intervention protocols when needed. Monitor student progress and communicate concerns to the campus administrators. Instructional and Academic Support Ensure students complete class assignments provided by their teachers. Provide academic assistance as needed and encourage students to stay on task. Communicate with teachers regarding student participation and completion of assignments. Data Collection and Communication Maintain accurate records of student referrals, time spent with students, and interventions used. Input behavior data into the district's tracking system as directed. Communicate daily with administrators, counselors, and teachers to ensure continuity of support. Participate in MTSS, RTI, or ARD meetings as requested to provide insight on student behaviors and progress. Campus and Team Collaboration Work collaboratively with teachers, counselors, and administrators to implement positive behavior supports. Participate in professional development related to student behavior management, trauma-informed practices, and social-emotional learning. Support campus efforts to maintain a safe, positive, and inclusive school culture. Working Conditions
Mental Demands/Physical Demands/Environmental Factors: Maintain emotional control under stress Frequent standing, walking, bending, lifting (up to 25 lbs), and potential physical restraint of students (in accordance with district policy)
Possible exposure to aggressive student behaviors and bodily fluids