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Therapeutic Behavior Aide 

About the Organization Founded as a preschool in 1953, the Children's Guild has transformed into a national leader, recognized for creating innovative educational, child welfare and behavioral health models that produce positive outcomes for children, youth, and families. Today, the Children's Guild is among the most experienced child serving organizations in the Greater Baltimore/Washington region. Each year, the agency's continuum of care and its 300+ professional staff help thousands of youth and their families achieve resiliency, dignity, and self-sufficiency. We operate therapeutic group homes, a treatment foster care program, and family help center located in Baltimore City, Baltimore County, Anne Arundel County and Prince George County. We also service students in our nonpublic special education programs in Baltimore City and Prince George's County. The Children's Guild also operates public charter schools located in Anne Arundel and Baltimore City and will open our first DC charter school in September, 2015. We invite you to be part of our innovative team.
Full-Time/Part-Time Full-Time  
Location The Children's Guild - Prince George's Campus  

General Job Description:

            To serve, on an individualized basis with a specific student, as an aide to the classroom teacher to include academics and behaviors.  This position supports the teacher throughout all lesson plans.  Services include physical, emotional and mental support to special education students. 


            The position is accountable to the Principal/Designee in collaboration with the senior clinician for daily supervision.  The TBA is a core member of a team and is accountable to the team for performance, planning and intervention strategies.




Key Result Area I: Instruction

This task is successfully completed when the TBA:

  1.  Maintains appropriate workplace decorum including adhering to the schedule as outlined.
  2. Works with individual students or small groups of students to reinforce learning and social skills initially introduced by the teacher or other professional.
  3. Assist in the implementation of the IEP for the student and helps monitor progress
  4. Supervises student(s) by actively engaging with them individually and/or groups in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment.
  5. Assist with cultural arts, related services, special activities for the purpose of maintaining a safe and positive learning environment
  6. Models conversation, manners, cleanup activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
  7. Documents student’s daily activities (e.g. behavior, assignment completion, etc.) for the purpose of completing daily logs
  8. Assists classroom teachers with maintaining student records/files
  9. Performs clerical duties as assigned that relate to specific student needs.


Key Result Area II: Social Emotional Skill Development

This task is successfully completed when the TBA:

  1. participates in creating and implementation a social/emotional/behavior  plan (FBA) and (BIP) for the student
  2. implements the classroom behavior motivation plan
  3. knowledgeable and model critical features of PBIS


Key Result Area III: Teamwork

This task is successfully completed when the TBA:

  1. works with other professionals, such as speech therapist, social worker, etc.
  2. responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving safety concerns
  3. Updates special education teacher(s) regarding student progress.
  4. Communicates with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives, Behavioral Assignments
  5. team tasks are clearly delineated and effectively carried out


Key Result Area IV: Professional Development

This task is successfully completed when the TBA:

  1. attends and participates in professional development activities
  2. certified in identified crisis intervention program


       Expectations for position:

  1. Demonstrated understanding of the philosophy and mission of The Children’s Guild.
  2. Minimum Expectations:
    1. Successful completion of the Pre-Service Training Program
    2. Actively participate in Team Primacy
    3. Attend and participate in Supervision
    4. Participation on committees as needed
    5. Regular attendance adhering to work schedule
    6. Successful completion and demonstrated competency with the behavior motivation program
    7. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
  3. Mandatory reading on relevant topics as assigned


Workplace conditions:

  1. Work Basis: 40 hour week minimum (10 months a year)
  2. Evening meeting as requested
  3. Assists team members in crisis intervention
  4. All other duties as assigned



Position Requirements

Academic Preparation 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.


The Children’s Guild demonstrates an awareness of, respect for, and attention to the diversity of the people with whom it interacts (persons served, personnel, families/caregivers, and other stakeholders) that are reflected in attitudes, organizational structures, policies, and services.


This position is currently not accepting applications.

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