SPECIAL EDUCATION TEACHER ASSISTANT - AUTISM/LIFE SKILLS

Alton Community Unit School District 11; Godfrey (IL); On-site; USD 22,000 - 26,000; Full time

Job summary

ALTON COMMUNITY UNIT SCHOOL DISTRICT NO. 11 in Illinois is seeking a Special Education Teacher Assistant - Autism/Life Skills for 7 hours per day, 9 months and 178 days. The role focuses on assisting students with daily activities, ensuring safety, and supporting academic tasks under certified staff guidance.

The ideal candidate will have paraprofessional licensure, strong organizational skills, reliability, and the ability to lift up to 30 pounds while working in a general education setting.

Qualifications

• Paraprofessional licensure is required.
• Excellent attendance and reliability are essential.
• Ability to work independently with moderate supervision.
• Support to students in general education with guidance from certified staff.
• Demonstrated confidentiality and professional demeanor.

Responsibilities

• Assist students with daily activities ensuring safety and engagement.
• Support academics: reading, writing, math, and other subjects.
• Adapt instructional materials to meet learning needs.
• Encourage communication and social interaction among students.
• Provide positive reinforcement and behavior management support.
• Follow directives for feedback on IEP student performance.
• Assist in 1:1 or small group interventions as needed.
• Maintain progress and behavior records; attend required trainings.
• Familiarize students with assistive technology tools.

Skills

Paraprofessional Licensure

Excellent attendance

Independence and reliability

Support in multiple subjects

Teamwork in classroom

Classroom management

Ability to stand for 2 hours

Lift up to 30 pounds

Willingness to training

Job description

ALTON COMMUNITY UNIT SCHOOL DISTRICT NO. 11

Alton, Illinois

POSITION:

Special Education Teacher Assistant - Autism/Life Skills - 7hr/9mo/178 days

PRIMARY FUNCTION:

To assume the responsibilities for instruction, classroom management, job duties, and professional involvement according to the School Code of Illinois, Board of Education Policies, and District contractual agreements.

SALARY RANGE:

SALARY SCHEDULE FOR 26/27

SUPERVISOR:

Building Principal

QUALIFICATIONS:

Applicants must possess the following qualifications:

• Paraprofessional Licensure
• Excellent attendance record
• Ability to accept responsibility and work independently and reliably with moderate supervision in support of students in a general education setting
• Ability to provide academic support when given guidance from certified staff provide support to students in a variety of subject areas
• Ability to work cooperatively and courteously within professional teams to provide effective instruction and management in the general classroom setting
• Ability to effectively implement and utilize appropriate classroom management techniques that support teaching goals and objectives
• Willingness to take initiative to follow through on educational duties to maximize effective service provision in the general classroom setting
• Ability to stand on feet for two hours at a time
• Ability to go up and down stairs
• Ability to lift 30 pounds
• Excellent reliability
• Excellent organizational skills and ability to keep records
• Demonstrated excellent performance in the areas of professional attitude and dress
• Demonstrated excellent performance in areas of student confidentiality and privacy
• Willingness to participate in training relevant to the duties of the position

ESSENTIALS DUTIES AND RESPONSIBILITIES:

• With direction from the special education teacher and or related service professionals, assist special education students in their daily activities, ensuring their safety, well-being, and engagement in the learning process
• Support students with their academic tasks, including reading, writing, math, and other subjects.
• Adapt and modify instructional materials to meet the students unique learning needs
• Assist in fostering communication and social interaction among students.
• Provide positive reinforcement and support for managing behaviors.
• Follow directives provided by the special education teacher and or related services professional to provide feedback about IEP student academic and behavioral performance.
• Assist and work with 1:1/ small group and and/or intervention as needed
• Stay up-to-date with best practices and training related to students' special education needs.
• Familiarize students with assistive technology tools and opportunities that can support their learning and effective communication.
• Physical activity, including assisting with mobility and personal care (i.e toileting, physical hygiene, feeding, life skills, etc.), may be required.
• Attend relevant workshops and training sessions as required.
• Maintain records of student progress and behavior.
• Complete De-escalation/CPI training

"An Equal Opportunity/Affirmative Action Employer"