Special Education PreK Paraeducator

TrulyHired; Dover (VT); On-site; USD 20,664,000 - 30,307,000; Full time

Job summary

Windham Central Supervisory Union is seeking a Special Education PreK Paraeducator to assist and supervise students in instructional and behavioral settings. You will work with individuals and small groups, implement individualized programs, and support progress tracking under professional supervision.

The role involves collaborating with classroom teachers and case managers to provide accommodations, behavioral support, and safe, supportive environments for students with diverse needs.

Qualifications

• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following.
• Excellent communication with students, parents/guardians and staff.
• Ability to assist students with supervision and instructional activities.

Responsibilities

• Follow the written plan for assigned students.
• Establish and maintain a positive, supportive relationship with students and staff.
• Record grades and gather data on student progress and behavior.
• Assist with instructional activities and adapt materials as directed.
• Provide supervision during lunch, recess, bus arrival/departure, and related activities.
• Participate in trainings and meetings as required.

Skills

Communication & Interpersonal Skills

Dependability

Self-Control

Patience

Education

Two years of higher education preferred

One year of related school experience desired

Tools

Computer Skills

Job description

Job Description

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE

Special Education PreK Paraeducator

REPORTS TO

Director of Student Services and Principal

APPROVED BY

Superintendent of Schools

UPDATED

3/2019

FLSA STATUS

Non-Exempt

POSITION OBJECTIVES

To assist and supervise assigned students instructionally, behaviorally and physically in school and classroom settings, working with individuals and/or small groups; to play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized educational programs. Assigned students may include students on the autism spectrum, students with low-incidence disabilities, students with social/emotional challenges and other students with various needs and services.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Under the direction of a professional, Special Education paraeducators will:

• Know and follow the written plan for assigned students
• Establish and maintain a positive and supportive relationship with student and school personnel
• Participate in various community activities and field trips with students
• Maintain working files, record grades and gather and record a variety of data related to student performance, progress and behavior.
• Make photocopies, order supplies, and perform office related work as requested.
• Assist students physically as required. Such duties could include implementing non-aversive restrictive behavior interventions in accordance with established protocols as necessary.
• Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required.
• Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like.
• Implement instructional and behavior programs for students, under the general direction of classroom and/or special education teachers. This includes working with students, both individually and in small groups, in a variety of academic areas and life skills.
• Implement and practice behavior management/modification plans and programs for and with students.
• Supervise student(s) when teacher is absent from the room.
• Keep detailed data on student progress using task analysis, behavioral charts and other measures.
• Contribute to a positive school environment
• Carry out instructional activities with students under the direction of special education case manager in collaboration with classroom teacher(s)
• Facilitate instructional activities and provide accommodations for students under the direction of a special education case manager in collaboration with classroom teacher(s)
• Carry out meaningful, realistic and consistent rules, routines and expectations with students in collaboration with professionals and in alignment with school policies and procedures
• Implement behavior plans for students under the direction of a special education case manager in collaboration with classroom teacher(s) and specialists, as applicable
• Assist with crisis intervention and discipline to provide a safe environment.
• Conduct task analysis and data collection on student performance.
• Collect data and provide objective feedback to teachers and case manager on student progress using the criterion established by the student's support team.
• Assist in the preparation and maintenance of instructional materials and equipment
• Communicate with appropriate educational personnel and related service providers on a regular basis in regard to planning and scheduling activities, instructional goals and objectives, student progress and pertinent health and behavior concerns
• Provide support to additional student(s) when not engaged with assigned student(s)
• Participation in team meetings as requested
• Professional, respectful communication with parents/guardians as directed
• Participate in assigned training activities and apply skills acquired when carrying out duties
• Assist students to participate in school activities while encouraging independence for the student
• Provide supervision for students as directed in school related activities such as lunchroom, recess, bus arrival and departure, etc.
• Assist students during emergency procedures.
• Follow all building and district directives, procedures and policies
• Provide periodic personal care, including possible toileting assistance, for individual students as assigned
• Maintain confidentiality of all students at all times
• Perform clerical duties as assigned
• Perform other duties as assigned by administration
• Assist or administer appropriate medical protocols under the direct and/or indirect supervision of nursing staff, consistent with district policies
• Perform other related duties as assigned.

SUPERVISION RECEIVED

Supervision is received from the Director of Student Services or by the building administrator.

SUPERVISORY RESPONSIBILITIES

No formal supervisory duties.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• At least 18 years of age
• Education and Experience. Two years of higher education preferred plus one year of related experience, or a combination of education and experience from which comparable knowledge and skills are acquired. One year of directly relevant experience in a school setting desired. Good working knowledge of children. Knowledge of students with special education needs, and special education teaching methods preferred. Basic health care or nursing nurse's aid training/experience may be desirable.
• Able to comprehend basic written format
• Computer Skills and Experience. Good basic computer skills. Ability to use adaptive equipment desired.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations. Ability to anticipate and diffuse emotionally explosive situations.
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents/guardians, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress.
• Other Qualifications. Infant CPR & First Aid Training & Fundamentals for Early Childhood Professionals course or VT Afterschool Essentials Certification desired but not required. Training will be provided. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to emergencies. Licensed driver with a reliable personal vehicle, required level of automobile insurance and a clean driving record, if required by assignment.

• Additional Competencies. The individual in this position must possess the following:

• Dependability - being reliable, punctual, responsible and fulfilling obligations.
• Self-Control - maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance - accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation - being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others - being sensitive to others' needs and feelings and being understanding and helpful on the job.
• Attention to Detail - being careful about detail and thorough in completing work tasks.
• Integrity - being honest and ethical.
• Adaptability/Flexibility - being open to change (positive or negative) and to considerable variety in the workplace.
• Independence - guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

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This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.