Classroom Support Staff (Victory Learning Center)

Exciting News! Our Victory Learning Center Program is expanding, and new classrooms will be opening! Be a part of our growth—join our team and help us make a difference!

🧩 Support Learning. Build Confidence. Celebrate Every Success. — Become a Classroom Support Staff at Victory Learning Center!

Our Victory Learning Center Programs offers specialized educational services for students who are diagnosed with Autism or a Cognitive Disability paired with a mental health diagnosis.  There are three separate sites conveniently located in Lackawanna, NY, with a fourth site opening! Our schools service students ages 5-21, who are residentially placed or are referred through their local school district's Committee on Special Education. 

To learn more about our school-based Victory Learning Center Programs, click here: https://www.victoryed.org/

Additional Information:

• Schedule: Monday- Friday 730a-330p
• Salary: Based on relevant years of experience

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FULL JOB DESCRIPTION

Job Summary: 

Victory Learning Center's Classroom Support Staff works with students aged 5 to 21, primarily diagnosed on the Autism spectrum, with mental health and/or behavioral concerns, and developmental or intellectual disabilities. The Classroom Support Staff works as a member of the educational team to provide direct classroom support to students. Under the direction of the classroom teacher and program leadership, the Classroom Support Staff assists with the implementation of educational programming, Individualized Education Programs (IEPs), daily living skills, vocational activities, behavior support strategies, and classroom routines.

Essential Job Duties:

The Classroom Support Staff must be able to successfully perform the essential functions of the position, including:

1. Provides direct classroom support to students during academic instruction, functional learning activities, vocational programming, specials, transitions, and other components of the school day under the direction of the classroom teacher.
2. Assists with the implementation of students’ IEPs and instructional programming, including providing appropriate prompting, reinforcement, redirection, modeling, and other supports identified by the educational team.
3. Supports students in developing daily living and independence skills, including toileting, feeding, dressing, hygiene, mobility, and other activities of daily living (ADLs), as required by individual student needs.
4. Maintains active supervision of students and follows all established supervision requirements, classroom procedures, student schedules, safety plans, and individual protocols to promote a safe learning environment.
5. Implements established Behavior Intervention Plans (BIPs), individual behavior protocols, sensory supports, communication systems, reinforcement systems, and other student-specific strategies as directed by the educational and behavior support teams.
6. Supports student safety and responds appropriately to behavioral or safety concerns, utilizing approved de-escalation, Ukeru, SCIP-R, and other trained interventions when necessary and in accordance with agency policy and student plans.
7. Assists with collecting and documenting student data, including academic performance, IEP goals, behavior, daily living skills, vocational skills, and other information requested by the teacher or educational team.
8. Supports students' communication and sensory needs, including the use of visual supports, AAC devices, sensory equipment, sensory schedules, and other individualized communication or regulation strategies.
9. Works collaboratively with classroom teachers, related service providers, behavior support staff, and other members of the educational team, communicating relevant student information, concerns, progress, and changes in behavior or functioning.
10. Assists in maintaining an organized, clean, safe, and instructionally appropriate classroom environment, including preparing instructional materials, supporting classroom routines, completing assigned environmental tasks, and participating in staff meetings and required training.
11. Performs other duties as assigned by the classroom teacher, supervisor, or program leadership consistent with the responsibilities of the position.

Skills:

• Knowledge of positive behavior supports, de-escalation strategies, social-emotional learning, and evidence-based practices for supporting students with autism and related disabilities.
• Effective verbal and written communication and interpersonal skills, with the ability to interact professionally and respectfully with students, families, staff, and other team members.
• Ability to work collaboratively as part of a classroom and interdisciplinary team while following direction and implementing established student plans and supports.
• Ability to remain patient, flexible, and professional while responding appropriately to challenging, stressful, or sensitive situations.
• Ability to organize and prioritize responsibilities and utilize basic computer systems and software necessary to complete job duties and required documentation.

Minimum Education Required: 

Minimum Degree Required: High School Diploma

Preferred: Associates Degree or Higher in Human Services, Special Education or related field

Minimum Experience Required:  

No minimum Experience Required

OLV Human Services will provide training to otherwise qualified individuals.

Preference will be given to candidates with prior experience working in a school or educational setting with students with autism, developmental or intellectual disabilities, behavioral needs, and/or other complex learning and support needs.

License/Registration/ Certifications Required: N/A

Training Requirements: 

• New Hire Orientation
• SCIP-R
• Ukeru

Physical Requirements:

The overall nature of the position is sedentary requiring little physical effort with occasional light physical exertion required. There is little, if any, exposure to environmental conditions.

• The constant physical demand of the position is sitting.
• The frequent physical demands of the position are standing, walking, climbing, talking, hearing, repetitive motions, and eye/hand/foot coordination.
• The occasional physical demands of the position are lifting, carrying, pushing, pulling, balancing, stooping, crouching, reaching, handling, grasping, and feeling.