Aide, PBIA

Spring ISD
Houston, TX, US
Closing date
Nov 22, 2021

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Job Category
Support Staff, Teaching Assistant / Aide
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Job Details

Position Type:

  • Date Posted:

  • Location:

  • Days: 187
    Mid: 23,532

    JOB TITLE: Positive Behavior Intervention Aide

    REPORTS TO: Principal

    WAGE: Exempt

    Pay Grade: Para 3


    The Positive Behavior Intervention Assistant (PBIA) will provide leadership and direction at the school level, working to design, implement, coordinate and evaluate a comprehensive behavior support program. In addition, the PBIA works directly with identified students to develop positive social and academic habits that increase their academic performance. Under the leadership of the campus administrator, the PBIA will provide diversified strategies and activities specifically designed for targeted students.

    The PBIA will address students' inappropriate behaviors and provide a means to help the students become more academically successful. The PBIA will also provide classroom and school-wide behavior management strategies to support student learning. The PBIA will work closely with classroom teachers to intervene proactively to provide students with the appropriate supports

    All employees of SISD are expected to act with integrity, support organizational goals, communicate in a clear and respectful manner, championing the needs of our students and drive continuous improvement.


    • Completion of at least two years of study at an intuition of higher education which is defined as 48 semester hours of college course work or; Have obtained an associate's (or higher) degree; or Pass Spring Independent School District's NCLB test in areas of Reading, Writing, and Mathematics (Test are administered after the recommendation for hire)
    • 3 years working with students as a learner advocate, reflective practioner, and active support for teaching and learning teaching, community education and or social service experience.

    • Bachelor's Degree from and accredited college or university
    • 5 years working with students as a learner advocate, reflective practioner, and active support for teaching and learning teaching, community education and or social service experience.

    • Ability to follow verbal and written instructions
    • Ability to instruct students and manage their behavior
    • Ability to work collaboratively in a team
    • Strong organizational, communication, and interpersonal skills
    • Knowledge of behavior de-escalation strategies
    • Ability to prepare reports and correspondence and maintain accurate records


    • Coordinates PBIA activities with the appropriate administrator.
    • Organizes the PBIA supports for effective classroom management and supervision of each student.
    • Receives, secures and returns students' assignments from specific teachers/subjects.
    • Monitors students' progress on assignment and communicates with teachers if students have difficulty.
    • Assists students in completing assignments.
    • Reviews assignment before returning the assignment to the teacher
    • Arranges for supplies and resource materials to be available to students.
    • Provides additional assignments from resource materials as needed.
    • Assigns students to specific desks and inspects the desks and the area daily for damage.
    • Enforces school expectations.
    • Maintains necessary records for attendance, behavior and grades in order to report to appropriate school personnel and to parents as needed.
    • Monitors attendance closely.
    • Contact parents whenever necessary concerning behavior and completion of assignments.
    • Counsels with students to proactively address behavior.
    • Maintain open communication with counselors to arrange assistance for students needing additional support.
    • Communicate with parents regularly regarding student progress.
    • Provide recognition of a variety of student accomplishments and positive behaviors.
    • Work cooperatively with building administrators and teachers to promote positive student behavior by providing professional development that targets research, strategies and modeling of instructional practices to support teachers in their implementation of positive behavior support in their classrooms.
    • Continually supervise students to ensure a safe, non-threatening, nurturing environment where students can thrive.
    • Engage in on-going professional development to increase knowledge and skills of positive student behavior support for all students, targeted students and students who represent sub-group populations.
    • Engage with parents in the "student behavior intervention plan" process and empower parents by providing them with skills and techniques to support the positive behavior development of their child.
    • Performs all other duties as assigned


    The usual and customary methods of performing the job's functions require the following physical demands: physical mobility, standing, prolonged sitting, stooping, bending, some lifting, carrying, pushing, and/or pulling. Mental demands: Ability to solve problems and deal with a variety of situations; ability to interpret a variety of data; ability to interpret policy; ability to apply knowledge of current research and theory, ability to be effective in both oral and written communication; ability to maintain emotional control under stress.

    The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.


    The Spring Independent School District serves over 35,000 prekindergarten through 12th-grade students in a diverse district located 20 miles north of central Houston.

    Guided by its strategic plan, Every Child 2020, the district is preparing students for success in college, career and life. With literacy as the foundation for learning across all grade levels, the district offers academic programs that meet the needs of all learners. From high-quality early childhood programs to college preparation courses and career pathway exploration, there are programs and services designed to meet the needs of every Spring ISD student.

    The district takes pride in always improving and evolving, including strengthening and expanding its special education and gifted and talented services as well as its award-winning performing and visual arts program to serve even more students.

    • In addition to bilingual instruction and English as a Second Language programs, which have been well-established for many years, the district has added a dual language program at three elementary schools.
    • An array of extracurricular opportunities, including UIL 16-6-A athletics and nationally recognized JROTC programs encourage students to explore and pursue their interests.

    The district currently has 38 campuses that include 26 prekindergarten through 5th-grade elementary schools, seven 6th- through 8th-grade middle schools and five 9th- through 12th-grade high schools. That number will change soon with the construction of several new facilities – including two middle schools, three ninth-grade centers and a state-of-the-art stadium that will serve the entire district – all funded by a bond referendum approved by voters in 2016.

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