Para Educator: Building Based - 4845

Trinity Day Academy; New Bedford (MA); Presencial; USD 30.000 - 36.000; Jornada completa

Descripción de la vacante

Trinity Day Academy in New Bedford, MA is seeking a Building Based Para-Educator to support students with diverse needs and IEP goals. You will work closely with teachers to provide positive, nurturing assistance in the classroom and contribute to an inclusive school community.

Responsibilities include assisting learning in small and whole groups, supporting self-regulation and behavior plans, providing sensory breaks, aiding communication through assistive tech, and helping with transitions and

Formación

• The Para-Educator works under the direction of teachers and school staff to support student growth and meet IEP goals.
• Assist students across content areas in various group sizes according to building needs.
• Support students at any grade level within the assigned building.
• Help with self-regulation and behavior management to maximize learning.
• Provide sensory supports and sensory breaks as needed.
• Assist and support communication between students and staff, including assistive technology.
• Assist with transitions during arrival, dismissal, and between subjects or activities.
• Develop social, emotional, and behavioral skills with individuals or groups.

Responsabilidades

• Review student IEPs on an as-needed basis to ensure needs are understood and met.
• Provide personal care assistance to students as needed (toileting/diapering, feeding, lifting).
• Perform other duties related to supporting students as directed by Administration.
• ABA Embedded: support personal care activities and collaboration with therapy services as required.
• Behavior Intervention Programs: support socio-emotional and academic interventions as part of classrooms.

Descripción del empleo

New Bedford Public School District Trinity Day Academy - New Bedford, Massachusetts Open in Google Maps

Starting Date: Immediately

Job Description

We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.

Summary:

• Building Based Para-Educator provide positive and nurturing supports to students in the school setting. Supports may include attending to students’ physical, person, academic, and/or social emotional needs. Through collaboration, Para-Educators assist the teacher in daily instruction, appropriately managing the classroom environment, and are instrumental in supporting students in meeting their academic, social and behavioral goals.

Responsibilities:

• The Para-Educator will work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student’s growth and achievement including students’ IEP goals and objectives.
• Assisting students in their learning across content areas in individual, small group, and whole group settings based on building needs/Administrative direction.
• Building based Para-Educators may support students at any grade level within the building they are assigned to.
• Assisting students in self-regulation and management of emotions and behavior to maximize student learning including, but not limited to, implementing and supporting behavior plans and classroom management programs.
• Provide sensory support to students as needed. Sensory supports may include, but are not limited to, implementing and supporting sensory plans, providing students sensory breaks, and supporting students in the use of sensory equipment.
• Assisting and supporting students in communication between peers, school staff, etc. including the use of assistive technology.
• Supporting students transitions during arrival and dismissal, between subjects/classes in school, and between activities.
• Para-Educator will provide support in the development of social, emotional, and behavioral skills with individuals or group of students.
• May be asked to review student IEPs on an as needed basis to ensure students’ needs are understood and being met
• May provide personal care assistance to students including but not limited to toileting/diapering, feeding, physical lifting of students for hygiene and body positioning changes.
• Other duties related to support of students as directed by Administration.

Program/Role specific duties:

The following programs/role classifications have specific duties in addition to the duties listed above.

• ABA Embedded: Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and behavioral assistance in classroom setting and specialized services including but not limited to ABA/speech/physical/adaptive physical/occupational/sensory integration therapy
• Behavior Intervention Programs (BRIDGE, ELEVATE, RISE):Programs that facilitate intensive socio-emotional/behavioral and academic interventions primarily in a substantially separate, special education classroom. Classrooms may be at one or multiple grade levels. Students may need social, academic and behavioral assistance.
• Deaf and Hard of Hearing:Staff use ASL (American Sign Language) to support students. Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social, communication assistance and academic interventions.
• Dual Language:Staff will communicate with students in Spanish and English. Students may need social, academic and grade level behavioral assistance.
• Empower:Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc.
• Pre-Kindergarten/Kindergarten:Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and grade level behavioral assistance.
• Substantially Separate:Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc..
• Supportive Academics:Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social assistance and academic interventions.