Classroom Assistant - Roberto Clemente International School

Waterbury Public Schools; Waterbury (CT); On-site; USD 23,000 - 31,000; Full time

Benefits offered by this job

Grant funded

Job summary

Waterbury Public Schools is seeking a Classroom Assistant to assist certified staff with direct instructional support and manage student supervision. The role is grant-funded, non-exempt for 10 months, at 35 hours per week with pay starting at $16.94/hour and increases to $19.64/hour after one year; Bachelor’s degree holders may start at $22.45/hour.

The incumbent will work under the supervision of a teacher or building administrator, perform nonprofessional duties to free teachers for planning,

Qualifications

• One year of experience working with young children in group activities.
• Preferred: Associate's Degree or CDA credential with credits in early childhood education.
• Experience in urban school district and multicultural environment is desirable.

Responsibilities

• Assist in assessing student progress as directed.
• Provide instructional support and supervise students under licensed teacher.
• Prepare materials and assist in classroom activities as directed by the teacher.
• Maintain confidentiality and follow safety standards.

Skills

Experience with children

PBIS knowledge

Classroom support

Education

Associate degree or CDA

Job description

Flsa Designation Non-Exempt. 10 months; 35 hours per week; $16.94/hour (increase to $19.64 after one-year anniversary); Starting rate of $22.45/hour if a Bachelor's Degree is held. Note: This is a grant funded, Union position with benefits that exists as long as funds are available.

Part i - Summary Of Classification This class is accountable assisting certified staff with direct instructional support and the general supervision and management of students.

Waterbury Public Schools Job Classification Description JOB CLASSIFICATION TITLE: Classroom Assistant Department Teaching and Learning Incumbent Name Grant Bargaining Unit Classification UPSEU, Local 424-Unit 68 Reports To Teacher or building level administrator Flsa Designation Non-Exempt. 10 months; 35 hours per week; $16.94/hour (increase to $19.64 after one-year anniversary); Starting rate of $22.45/hour if a Bachelor's Degree is held. Note: This is a grant funded, Union position with benefits that exists as long as funds are available. Part i - Summary Of Classification This class is accountable assisting certified staff with direct instructional support and the general supervision and management of students. Guidelines for Class Use: This job class assists teachers by performing nonprofessional duties so teachers may devote more of their time to professional tasks. Assistants organize and lead children in educational activities as directed by the teacher. Employees work close with the teacher and children to ensure that the programmed activities are carried out, and that a productive relationship is maintained between the teacher and the students. Assistants will be trained in specific tasks and work under the supervision of the teacher, but will not perform professional teaching duties.

Part Ii - Minimum Knowledge, Skills And Abilities

• EDUCATION AND EXPERIENCE:

General Experience

• One (1) year of experience working with young children in group activities.
• Preferred: Associate's Degree from an accredited college or university with a minimum of 12 credits in early childhood education (EDE) or Child Development Associate Credential (CDA) credential with a minimum of 12 credits in early childhood education (ECE) and
• Desired: Experience in an urban school district and/or a multi-cultural environment.
• CREDENTIALS:
• LICENSURES, CERTIFICATIONS AND OTHER REQUIREMENTS:
• Incumbents in this class may be required to possess a current Connecticut Motor Vehicle Class D Operator's License.
• CONTINUING EDUCATION REQUIREMENTS:

Incumbents in this class are expected to be trained in and be current in all aspects of the program.

• KNOWLEDGE, SKILLS AND ABILITIES:
• Knowledge of and respect for the diverse backgrounds (cultural, linguistic, environmental) of students and how these characteristics affect the student's life and learning;
• Knowledge of relevant laws, rules, regulations, and Board policies and District procedures;
• Knowledge of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Knowledge of Social Emotional Learning (SEL);
• Knowledge of the similarities and differences between cognitive, communicative, physical, social, and emotional needs of students and the factors that influence these different needs;
• Oral and written communication skills;
• Interpersonal and social skills;
• Ability to apply the principles of Positive Behavioral Interventions and Supports (PBIS) and Scientific Research Based Interventions (SRBI);
• Ability to assist and reinforce elements that support a safe, healthy, and effective teaching and learning environment;
• Ability to assist in adapting instructional strategies and materials according to the needs of the student, under the direction of a teacher;
• Ability to be sensitive and respectful in communications regarding all children and families, regardless of differences in cultural heritage, lifestyle, values, and home environment;
• Ability to collect and record performance data on students under the direction of a licensed teacher, while respecting student confidentiality and the laws regarding ethical practices of assessment;
• Ability to collect objective and accurate information on student behavior to be provided to licensed professionals, as appropriate and directed by a licensed teacher;
• Ability to draw on knowledge and resources regarding a variety of developmental and age‑appropriate instructional methods, techniques, and materials when supporting the instruction of the licensed teacher;
• Ability to effectively employ a variety of strategies that reinforce positive behavior;
• Ability to establish and maintain rapport with students;
• Ability to follow oral and written direction of licensed teachers, seeking clarification as needed;
• Ability to participate as a member of the educational team when requested to attend conferences with families or primary caregivers, with an understanding of some of the concerns of parents;
• Ability to prepare and organize materials to support teaching and learning, as directed by a licensed teacher;
• Ability to reinforce the development of student social skills by using appropriate strategies to modify the environment;
• Ability to use ethical practices for confidential communication about students;
• Ability to use strategies that promote the student's independence;
• Ability to utilize learning styles theory in supporting instructional practices;
• Ability to work with individuals from diverse backgrounds.

Part Iii - Position Supervises None

Part Iv - Essential Functions The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties.

• Assists in assessing student progress as directed, including proctoring the administration of tests and maintaining confidential records;
• Assists in maintaining the security of records, materials and equipment;
• Assists students with physical needs (hygiene, toileting, eating, dressing) as needed;
• Assists teacher in meeting with parents and displays children's work.;
• Assists teacher with student supervision as assigned;
• Assists the teacher in observing, recording, and charting behavior;
• Assists the teacher in preparing for changing curriculum to meet the needs of students with diverse cultural and socio‑economic backgrounds, learning styles and special needs;
• Assists the teacher in the enforcement of classroom rules and the maintenance of appropriate records;
• Assists the teacher with crisis problems and behavior management;
• Assists the teacher(s) in preparing materials and equipment for direct instructional activity, including locating, copying, collating, distributing and/or grouping materials to support instructional activities planned by the teacher;
• Communicates effectively with the staff members, students, parents, administrators and other contact persons using tact and good judgment;
• Encourages children to talk;
• Ensures adherence to established safety standards;
• Examines short- and long‑term unit plans prepared by the teacher and anticipate the need for specific supplies and materials;
• Follows appropriate training and lead small group activities planned by the teacher in an atmosphere where students are actively engaged in meaningful learning experiences;
• Gives individual attention to children with personality, emotional, physical, language, toileting and other needs;
• Keeps supervisor informed of potential problems or unusual events;
• Maintains a clean and orderly environment for students;
• Maintains confidentiality regarding school/workplace matters;
• Models and maintain high ethical standards;
• Participates in cross‑training activities as required;
• Participates in professional activities and meetings;
• Participates successfully in the training programs offered to increase skill and proficiency related to assignment;
• Performs clerical tasks such as taking attendance, collecting milk money, issuing transfers, and recording and ordering supplies;
• Prepares required reports and maintains all appropriate records;
• Prepares the classroom environment for learning activities;
• Provides instructional support as planned or coordinated by the teacher;
• Reads stories to children and leads small group activities;
• Responds to inquiries and concerns in a timely manner;
• Serves on school/system committees as required or appropriate;
• Sets up and operates audio‑visual equipment and other materials for instructional purposes;
• Supervises students during play and in a variety of classroom settings and school activities (e.g., lunchroom, field trips, bus duty, recess, art, music periods, etc.);
• Works with teachers to develop classroom schedule;
• May be required to take over classes in emergencies because of teacher's absence;
• May plan field trips as appropriate;
• Performs other related duties as required.

PART V - Working Conditions, Physical And Mental Requirements Employees appointed to positions in this class must have adequate physical strength, stamina, physical agility and visual and auditory acuity and must maintain such physical fitness as to be able to perform the duties of the class. A physical examination may be required.

Frequency: Place an "X" in each box that is appropriate to your job. NEVER (N) OCCASIONALLY (O) FREQUENTLY (F) CONSTANTLY (C)0 % of Shift1-33% of Shift34-66% of Shift67-100% of Shift Working Conditions N O F C Working Conditions N O F C Physical Demands Depth PerceptionX StandingXColor DistinctionX WalkingXPeripheral VisionX SittingXDrivingX LiftingXPhysical Strength: CarryingXLittle Physical Effort (-10 lbs.)X PushingXLight Work (-20 lbs.)X PullingXMedium Work (20-50 lbs.)X ClimbingXHeavy Work (50-100 lbs.)X BalancingXVery Heavy Work (100+ lbs.)X StoopingXEnvironmental Conditions KneelingXCold (50 degrees F or less)X CrouchingXHeat (90 degrees F or more)X CrawlingXTemperature ChangesX ReachingXWetnessX HandlingXHumidityX GraspingXExtreme Noise or VibrationX TwistingXExposure to ChemicalsX FeelingXExposure to Gases and FumesX TalkingXExposure to Unpleasant OdorsX HearingXExposure to bodily fluidsX Repetitive MotionXExposure to dampnessX Hand/Eye/Foot CoordinationX Confinement to Small or Restricting AreaX Visual Acuity/NearXMechanical HazardsX Visual Acuity/FarXPhysical danger or abuseX

The Waterbury Public Schools is an Equal Opportunity Employer. In compliance with the Americans with Disabilities Act, the District will provide reasonable accommodations to qualified individuals with disabilities and encourage both prospective and current employees to discuss potential accommodations with the District when necessary.