Special Education Assistant CIP

Perry Township Schools; Indianapolis (IN); On-site; USD 22,000 - 25,000; Full time

Job summary

Perry Township Schools is seeking a dedicated Teacher Aide/Assistant to support the CIP classroom team. This role provides instructional, clerical, supervisory, and behavioral management assistance under supervision of teachers and administrators.

The position emphasizes direct student support, maintaining safety, and implementing programming as directed. The 182-day year and hourly pay reflect school district standards for CIP staffing.

Qualifications

• Ability to read and write.
• Willingness and desire to work with special needs children.
• Effective human relations skills that include a calm and patient personality.

Responsibilities

• Playground, lunchroom, rest periods, loading and unloading buses, hall duty, and other supervisory duties as directed by the teacher, school principal or designee.
• Direct supervision due to boundary awareness needs for CIP students.
• Assist students with toileting and personal hygiene tasks.
• Assist with routine tasks such as brushing teeth, wiping nose, washing hands.
• Handle student bodily fluids per universal precautions and assistive equipment handling.
• Perform clerical tasks as directed by teachers or administrators.
• Rides or monitors buses as needed; additional hours paid if workday extends.
• Some positions may require one-to-one services for students with autism or emotional behaviors.

Skills

Read and write

Willingness to work with special needs

Calm and patient demeanor

Education

High School Diploma or GED

Job description

Position Purpose

Working under the supervision of teachers and are a viable part of the total instructional program. The services performed by the teacher aide/assistant include instructional, clerical, supervisory, and behavior management duties. The overall role of the teacher aide/assistant is to provide support services to the classroom teacher. Aides/assistants are expected to implement programming as directed by classroom teachers, administrators, or the Case Conference Committee. Teacher aides are expected to follow the Bylaws and Policies of Special Education, their assigned school, and the school corporation in which their classroom is located. This position is in our Comprehensive Intervention Program (CIP) classroom.

Position Purpose

Working under the supervision of teachers and are a viable part of the total instructional program. The services performed by the teacher aide/assistant include instructional, clerical, supervisory, and behavior management duties. The overall role of the teacher aide/assistant is to provide support services to the classroom teacher. Aides/assistants are expected to implement programming as directed by classroom teachers, administrators, or the Case Conference Committee. Teacher aides are expected to follow the Bylaws and Policies of Special Education, their assigned school, and the school corporation in which their classroom is located. This position is in our Comprehensive Intervention Program (CIP) classroom.

Essential Job Functions

• Playground, lunchroom, rest periods, loading and unloading buses, hall duty, and other supervisory duties as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
• Children in the CIP classroom may have limited awareness of boundaries which result in a need for more direct forms of supervision.
• Candidate must be able to keep children in designated areas as students may present escape-related behaviors.
• Assisting students with toileting which may include changing diapers and/or lifting.
• Assisting students or performing routine personal hygiene activities such as brushing teeth, wiping/blowing nose, washing hands.
• Dealing with student bodily fluids in accordance with guidelines established as part of detailed universal precautions, lifting in/out of assistive apparatuses/equipment, clerical tasks.
• Other support tasks as directed by the teacher, school principal or his/her designee, or the Director of Special Education or his/her designee.
• Some students with emotional or autistic disabilities require extraordinary self-discipline, patience, and understanding.
• Teacher aides/assistants may be asked to ride/monitor buses, if the need arises.
• When riding/monitoring a bus involves extending the workday, the teacher assistant will be paid for the extra hours involved.
• Some aide positions require one to one services for students with autistic/emotional behaviors.
• The employee may be asked to follow that student for a number of years as they progress through the various grades and different levels such as elementary, middle, and high school resulting periodically in different building assignments.
• Assist with other duties as assigned.

Equipment

Use standard office equipment such as personal computers, printer, copier and fax machines, calculator, and telephone.

Travel Requirements

Travel to school district buildings and professional meetings as required.

Pay Rate

$15.75 per hour + .75 cent differential

Work Schedule

The position's hours will be scheduled between 6.5 and 7.5 and will be finalized at the time of hire, depending on student needs.

182 day per year.

Knowledge, Skills And Abilities

• Ability to read and write.
• Willingness and desire to work with special needs children.
• Effective human relations skills that include a calm and patient personality.

Physical and Mental Demands, Work Hazards

Seldom = Less than 25% Occasional = 26 to 50% Often = 51 to 75% Very Frequent = Greater than 75%

Physical Requirement

Percentage of Time

Ability to stand for extended periods of time. Very Frequent Ability to lift 25 pounds. Very Frequent Ability to carry 25 pounds. Very Frequent Ability to work at a desk, conference table or in meetings of various configurations. Very Frequent Ability to see for the purpose of reading laws and codes, rules and policies and other printed matter. Very Frequent

License/ Registration/ Certification

• N/A

Education

• High School Diploma or GED.

Experience

• Previous experience with special needs children is preferred.

FLSA Status: Non-Exempt