Instructional Assistant - Shamrock Connections Job Coach

WESTFIELD WASHINGTON SCHOOLS

Westfield (IN)

Sur place

USD 31 000 - 42 000

Plein temps

14 jours+

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Résumé du poste

Westfield Washington Schools is seeking an Instructional Assistant - Shamrock Connections Job Coach at Westfield High School to support students in vocational training, job readiness, in-school jobs, and community jobs.

The role focuses on developing job skills, supervising activities, and documenting progress. Training and/or experience in vocational needs are preferred, with an emphasis on students with significant disabilities. The position follows district staffing guidelines.

Qualifications

Must meet all qualifications set for instructional assistants for Westfield Washington Schools.
Knowledge of the needs of students with significant disabilities required.
Training and/or experience in vocational needs preferred.

Responsabilités

Maintain filing for regular, employer, and student files in alphabetical order.
Support job readiness and behaviors; grooming, attire, and communication.
Assist in developing ability to ask for help, frame questions, and problem solve.
Assist in following directions and reliability on the job (attendance, punctuality).
In-school job training: development, interviews, monitoring progress, data collection, reporting to Transition Coordinator.
Community training: student packet, forms, and task analysis records; track independence.

Description du poste

Instructional Assistant - Shamrock Connections Job Coach JobID: 1830

Position Type: Support Staff/ Instructional Assistant

Date Posted: 8/10/2026

Location: Westfield High School

Date Available: 08/17/2026

DESCRIPTION

The job coach supports students in vocational training in the areas of job readiness, in school jobs and community jobs.

QUALIFICATIONS

Must meet all qualifications set for instructional assistants for Westfield Washington Schools. Knowledge of the needs of students with significant disabilities required. Training and/or experience in vocational needs preferred.

RESPONSIBILITIES

I. Complete filing for each of the following:
- A. Regular files - filed by order of procedure (see list)
- B. Employer files
  - 1. File in alphabetical order
  - 2. Inside front cover:
    - a. diary visits, phone calls, letters
    - b. date and your initials
  - 3. Include any applications, instruction booklets etc. from establishment
- C. Student files - in alphabetical order according to school
  - 1. See Student File - Filing Procedures
  - 2. Students in classes other than Life Skills - top drawer

II. Job Readiness Training:
- Support job attitudes and behaviors of students being coached in the areas of grooming, appropriate apparel for designated job, communication skills (receptive, expressive, augmentative communication device and manners on the job.
- Assist in the development of the ability to ask for help, frame questions, and problem solve.
- Support the student in following directions and in reliability on the job i.e. attendance punctuality, etc.
- Assist in the job applications in each of the following areas:
  - personal information
  - references
  - educational background
  - vocational experience - accurate and complete
- Supervise students in Contract Labor Jobs; expecting competitive work quality, assisting students unable to perform independently, and fading out as feasible.

III. In School Job Training:
- A. Initial development and placement:
  - 1. assist in task analysis development
  - 2. take students to interviews
  - 3. train and monitor students as indicated by progress
  - 4. collect data
  - 5. report student in school performance to Transition Coordinator
- B. Document independent job performance for minimum of two months prior to rotation to new experience of higher level of difficulty (initial placement must be at appropriate level of difficulty according to individual's needs).
  - 1. During independent job performance, observe student without student's knowledge of observation.
  - 2. Check regularly with job supervisor on student's performance.

IV. Training Student in the Community:
- A. Student Packet - always take with you
- B. Forms included in student packet (top to bottom):
  - 1. Vocational/community experience checklist - check the appropriate squareseach day student goes to work.
  - 2. Emergency procedure.
  - 3. Emergency form - to be completed by parents.
  - Task analysis - completed each workday to determine needs of student and skill development (follow key at top of TA)
  - a. I-independent - if a student has performed this step completely onhis/her own
  - b. V-verbal cue - if at anytime the student needed some kind of verbal assistance
  - c. P-physical prompt or cue - if at anytime student needed some physical assistance
  - d. D-demonstrate - when a student is shown how to do the step or part of it
  - e. NA-not applicable - not necessary to perform step on given day
  - f. Count total number of steps for the day, divide total steps into number of independent steps to compute % age of independence
- 2. Trainer feedback:
  - a. top left hand corner - student's name, page number, date of job initiation
  - b. comments on any outstanding performances, difficulties, or significant occurrences (date, initial, do not include info addressed on TA), can be used when not using TA daily
- 3. Monthly trainer evaluation - completed last day of each month student is placed.
  - a. Report weekly to transition coordinator on student progress, needs, etc.
  - b. Contact transition coordinator with problems, concerns, outstanding performances as necessary
  - c. File student's former charts as completed

V. Additional Team Responsibilities
- Client Assessments
- Packets – presentation/transition 1 and 2
- Provide moral support to team members as needed