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Teacher Assistant (TA) Job Descriptions

RIDE Program Standards for Teacher Assistants (TAs) and Guidelines Related to TAs: Professional Development, Instructional Teams, Supervision and Performance Evaluation states, "School districts have the obligation to identify job specific competencies needed for TA assignments and articulate these in job descriptions. Pursuant to RIGL Section 16-11.2, they are to provide TAs with ongoing professional development related to those job specific duties and the policies and procedures governing those duties, including maintaining records on TAs' completion of training for the work assignment and continuing education and relevant coursework." RIDE has compiled a variety of materials and supports to assist districts and related programs in developing effective job descriptions for teacher assistants.

State guidelines recommend a two (2) tiered job description. First, a core job description that reflects state standards and guidelines is developed for the position at the district level. Having a generic job description(s) allows for flexibility and continuity when teacher assistants move from one assignment to another in the district. Then, the Instructional Team (most often led by the teacher) defines more unique roles and responsibilities related to the teacher assistant's specific job assignment (e.g., assignment in special education class or inclusive setting, preschool, high school). As needed, professional development and supervisory support should be provided related to job-specific knowledge and skills required for specific assignments.

RIDE guidelines articulate the following typical roles and responsibilities of teacher assistants under the direction and supervision of the teacher that could be the starting point for a generic job description:

  1. Perform informal assessment activities;
  2. Observe and record information of student performance;
  3. Assist with instruction;
  4. Assist with behavior management;
  5. Provide off-site community based opportunities for students, if appropriate to the job assignment;
  6. Facilitate the inclusion of students with disabilities into general education;
  7. Assist students' achievement outside of the classroom, e.g., computer lab, library;
  8. Have knowledge of and practice standard health care precautions;
  9. Monitor playgrounds, lunchrooms, etc.;
  10. Assist with follow-through for related services, e.g., speech/language therapy, occupational therapy, physical therapy; and
  11. Maintain student and family confidentiality.

RIDE guidelines for specific assignments identify knowledge and skills over and above generic competencies that should considered in designing job descriptions for these assignments:

  • Teacher Assistants Working with Students Who have English as a Second Language
  • Teacher Assistants Working under the Supervision of a Classroom Teacher with Students with Speech/Language Impairments
  • Teacher Assistants Who Support Students with Behaviors that Interfere with Learning and/or Relationships

For example, the Guidelines for Teacher Assistants Who Support Students with Behaviors that Interfere with Learning and/or Relationships recommend that job descriptions for these positions include not only generic competencies/duties but also the following:

  1. to be able to learn, understand, and implement student behavior techniques
  2. to be able to respond to crisis intervention
  3. to be able to collect and analyze data
  4. to be able to contribute to the instructional team
  5. to be expected to be a part of all professional meetings in regard to students' programs when requested
  6. to be available for professional development when appropriate and requested by supervisor"

Similar competencies are identified in the other guidelines both in the "Guidelines" section and in the Consideration sections of the overall RIDE Program Standards for Teacher Assistants and Guidelines Related to Teacher Assistants: Professional Development, Instructional Teams, Supervision and Performance Evaluation.

Examples Of Job Descriptions From RI Programs

Browse examples of job descriptions from RI programs that reflect different approaches and formats for job description development including those:

  • With general wording
  • With wording that identifies key functions under which specific duties are identified
  • With wording that specifically aligns with the 4 RI Standards and then identifies duties that parallel and build on the core competencies identified in RI Standards and Guidelines. (All examples on the website are consistent with RI Standards, but some use the Standards format for job description development.)
  • Applicable to multiple positions
  • Specific to a particular position/class of positions

Download TA Practices in RI School Districts and Related Agencies for more information on strategies used in RI related to job descriptions.

Job Description Format

View job description formats that combines items found on a sampling of job descriptions in RI and in the literature. These include: (1) Position/Title; (2) Reports to (Evaluator of Job Performance); (3) Immediate Supervisor (for day-to-day work); (4) Job Goal/Result/Purpose/Essential Function; (5) Qualifications; (6) Other Job Requirements; (7) Duties/Performance Responsibilities/Essential Functions; (8) Work Year/Terms and Conditions of Employment; and/or (9) Evaluation and Supervision Methods. This format can be downloaded as a Word document that users can adapt by keeping, deleting, renaming or reorganizing items as desired. The format is provided for instructional TAs hired after January 8, 2002 , but it can be easily adapted for instructional TAs hired prior to that date, for non-instructional TAs and for other paraprofessionals.

Supports for Development of Job Descriptions for Teacher Assistants

Download a Supports document that follows the Job Description Format. Explanations, strategies and resources are embedded in italics in this document under each of the job description items. The Supports document can be downloaded in Word to the user's computer. The user can delete information in italics and replace with actual job description wording appropriate to his/her program. If the Supports document is used from a computer that is connected to the Internet, this enables the user to click on website addresses that are provided in the Supports document and (in most cases) go right to the identified websites for job description resources. If this does not work, then the user can access these website addresses in the way he/she normally does.