Exceptional Teacher Assistant

Guilford Preparatory Academy; Greensboro (NC); On-site; USD 27,000 - 36,000; Full time

Job summary

Guilford Preparatory Academy in Greensboro, North Carolina seeks an Exceptional Teacher Assistant to support students with disabilities. You will develop instructional plans aligned with IEP goals, work closely with EC staff and service providers, and deliver direct special education instruction.

The role requires experience with high-need students or a willingness to learn, along with strong communication and record-keeping abilities.

Qualifications

• Associates degree or 48 credit hours required.
• Experience with students with high needs or willingness to learn required.
• Ability to collaborate with EC staff and other school personnel.

Responsibilities

• Develops instructional plans aligned with school goals and IEPs.
• Work with EC staff and related services providers daily.
• Provide direct special education instruction to identified students.
• Update IEPs using diagnostic information and assessments.
• Communicate progress to parents through reports and meetings.
• Maintain student records in accordance with procedures and statutes.

Skills

Effective communication

Behavior management

IEP development understanding

Education

Associates Degree or 48 credits

Two years of higher education (48 credit hours)

Job description

Guilford Preparatory Academy Guilford Preparatory Academy - Greensboro, North Carolina Open in Google Maps

Exceptional Teacher Assistant

Guilford Preparatory Academy Guilford Preparatory Academy - Greensboro, North Carolina Open in Google Maps

This job is also posted in Guilford Preparatory Academy , and North Carolina School Jobs

Job Description

GENERAL STATEMENT OF JOB

REPORTS TO: EC Teacher and EC Director

Purpose: To plan, organize and present instruction and instructional environments that help students learn subject matter and skills that will contribute to their educational and social development.

SPECIFIC DUTIES AND RESPONSIBILITIES

ESSENTIAL JOB FUNCTIONS

Develops and implements an instructional plan which is compatible with the school and school-wide curricular goals and the students’ Individual Education Program.

Collaborating closely on a daily basis with EC staff, related services providers, and other school staff.

Working with small groups and individuals on instructional and/pr behavior goals

Is responsible for the development of Individual Education Programs (IEP) for students with disabilities; implements the IEP; and uses diagnostic information obtained from tests and other assessment procedures to update IEP’s as needed.

Provides direct special education instruction to identified students.

Employs a variety of teaching methods to meet student needs. Implementation of these methods may require the adaptation or development of materials.

Monitors student behavior; maintains discipline in the classroom; deescalates inappropriate behaviors; teaches students appropriate behavioral strategies.

Communicates with parents regarding their children’s educational progress via periodic written progress reports.

Acts as a case coordinator for assigned students; consults with community care-givers, school support professionals, and parents to better understand and meet student needs.

Maintains student records in accordance with North Carolina’s Procedures Governing Programs and Services for Children with Disabilities; and complies with state and federal education statutes.

Treats all students in a fair and equitable manner, interacts effectively with students, co-workers, parents, and community.

Follows a plan for professional development and demonstrates evidence of growth.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitates by work assignments.

Completes random moment in time studies as required by MAC program guidelines.

Performs other related work as required.

ADDITIONAL JOB FUNCTIONS

Participates in staff development workshops. Performs other related work as required.

MINIMUM TRAINING AND EXPERIENCE

Hold an Associates Degree or have completed two years of higher education equivalent to 48 credit hours. Have experience working with students with high needs’ students or be able/willing to learn how to fulfill the responsibilities listed above

MINIMUM QUALIFICATIONS OR STANDARDS REQUIRED TO PERFORM ESSENTIAL JOB FUNCTIONS

Physical Requirements: Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects. Due to amount of time spent standing and/or walking, physical requirements are consistent with those for Light Work.

Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communication: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments and/or directions from superiors.

Language Ability: Requires the ability to read a variety of correspondence, reports, handbooks, forms, lists, etc. Requires the ability to prepare correspondence, simple reports, forms, instructional materials, etc., using prescribed format.

Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.

Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures,

to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English.

Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract; and to utilize decimals and percentages.

Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width and shape.

Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using office equipment.

Manual Dexterity: Requires the ability to handle a variety of office machines, etc. Must have minimal levels of eye/hand/foot coordination.

Color Discrimination: Requires the ability to differentiate between colors and shades of color.

Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress and when confronted with persons acting under stress.

Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

KNOWLEDGE, SKILLS AND ABILITIES

General knowledge of activities performed by lead teacher. General knowledge of daily routines of the classroom.

General knowledge of student handbook rules.

General knowledge of procedures to follow in the event of an emergency.

General knowledge of the principles of organization and administration.

Some knowledge of the curriculum for the grade.

Ability to constantly monitor the safety and well-being of students, particularly when student is participating in an inclusive activity.

Ability to motivate students.

Ability to maintain a clean and orderly environment. Ability to perform general clerical duties.

Ability to maintain order and discipline in a classroom. Ability to operate common office machines.

Ability to maintain basic files and records.

Ability to understand and follow oral and written instructions.

Ability to establish and maintain effective working relationships as necessitated by work assignments.

DISCLAIMER

The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees to this job.

Position Type: Full-Time

Job Categories:

Classroom Teacher > Elementary

Classroom Teacher > Title I

Instructional Support > Individual Aide

Instructional Support > Tutor

Substitute > Substitute

Substitute > Substitute: Teachers

Contact Information

• Yakira Hairston
• 2210 East Cone Blvd
• Greensboro, North Carolina 27405
• Phone: [phone]
• Email: [e-mail]