SPED-Classroom Assistant

West Florence High School; Florence (SC); On-site; USD 17,000 - 22,000; Full time

Job summary

West Florence High School is seeking a SPED-Classroom Assistant to support students with disabilities within the Special Education program. The role involves classroom assistance under a certificated teacher, implementing IEP goals, and modeling appropriate behaviors.

Starting immediately, this full-time position requires adaptability across settings including lunch, playground, and transportation duties. The chosen candidate will help adapt activities, monitor progress, and maintain a safe

Qualifications

• Two years of study at an accredited institution of higher education.
• An associate’s degree or higher may be required.

Responsibilities

• Adapts classroom activities and materials under the direction of the classroom teacher to support objectives.
• Communicates with teachers and district personnel to assist in evaluating progress and implementing IEP objectives.
• Implements instructional programs and lesson plans under supervision to present and reinforce learning concepts.
• Maintains classroom equipment and work area to ensure a safe learning environment.
• Monitors students in various settings to maintain a safe and positive learning environment.
• Assists in providing instruction in individual and group activities to support remediation of student deficiencies.

Education

Two years of study

Associate degree or higher

Job description

SPED-Classroom Assistant

Florence School District 1 West Florence High School - Florence, South Carolina Open in Google Maps

Job Details

Job ID: 5983375
Application Deadline: Posted until filled
Posted: Nov 05, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Job Title:

Classroom Assistant of Special Education

Salary Class:

CA 20

Location

West Florence High School

PCS Code:

See Below

Reports to

Principal

Position Type:

Full-Time/Non Exempt

General Statement of Job

The job of the Special Education Teaching Assistant was established for the purpose(s) of working with individual and/or small groups of students under the supervision of a certificated teacher in the supervision and instruction of students; assisting students by modeling the necessary skills to perform assignments; following educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting student by providing for special health care needs. Employees in this classification will receive a variety of assignments including classroom support, lunchroom, playground, etc

Specific Duties and Responsibilities

• Adapts classroom activities, assignments and/or materials under the direction of the classroom teacher for the purpose of supporting and reinforcing classroom objectives.
• Communicates with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
• Implements under the supervision of assigned teachers, instructional programs and lesson plans (e.g. reading, math, language comprehension, writing, computer, etc.) for the purpose of presenting and/or reinforcing learning concepts.
• Maintains classroom equipment and work area for the purpose of ensuring availability of a safe learning environment and/or meeting mandated requirements.
• Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment.
• Promotes good study habits and student independence for the purpose of improving the quality of student outcomes.
• Provides, under the supervision of the assigned teacher, instruction to students in a variety of individual and group activities (e.g. self esteem, behavioral skills, daily living skills, etc.) for the purpose of implementing goals for remediation of student deficiencies and ensuring student’s success.
• Documents student’s daily activities (e.g. behavior, completed assignments, on/off task times, etc.) for the purpose of completing daily logs and student’s hourly activities.
• Implements under the supervision of the assigned teacher, behavioral plans designed by the IEP team for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts.
• Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
• Monitors student’s daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment.
• Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
• Assists the assigned staff member(s) in all aspects of daily programming including, but not necessarily limited to: social, academic, behavioral and self-help growth and development.
• Assists in the direct supervision of children in the assigned program as directed by the teacher or administrator (e.g. bus loading, classroom assignments, lunch, recess, etc.)
• Demonstrates understanding of students’ disabilities; keeps firm hand and is courteous and fair
• Loads/unloads wheelchair bound students on the bus, and/or waits with students for transportation.
• Participates in physical activities which are part of the students’ basic program.
• Assists students in the restroom as necessary, and may have to change diapers.
• Demonstrates flexibility in schedule and activities throughout the day.
• Demonstrates cooperation, openness for growth and willingness to contribute in a team approach.
• Communicates, collaborates, and cooperates with colleagues, supervisors, and students.
• Maintain confidentiality regarding all aspects of his/her work with special education children and other staff.
• Participates in all meetings, training programs, and in-service sessions as assigned by the building or district administrator.
• Performs such other duties as may be directed by the building or district administrator.

Essential Functions

Physical Requirements :

The usual and customary methods of performing the job’s functions require the following physical demands: some lifting, carrying, pushing and/or pulling and significant fine finger dexterity. Generally the job requires 20% sitting, 40% walking, and 40% standing. This job is performed in a generally clean and healthy indoor environment with work inside about 85% of the time and work outside about 15% of the work schedule. The employee must frequently move up to 50 pounds such as adaptive equipment and supplies and also work with members of the team to address student’s physical needs (e.g. positioning students under the direction of the physical therapist, bathrooms needs, etc.).

Data Conception :

Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things.

Interpersonal Communications:

Requires the ability of speaking and/or signaling people to convey or exchange information. Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisors.

Language Ability :

Requires the ability to read a variety of policies and procedures, professional journals, reference materials, etc. Requires the ability to enter data into the computer and prepare correspondence, narrative and numerical reports,purchase orders, etc., with proper format, punctuation, spelling and grammar, using all parts of speech. Requires the ability to speak with and before others with poise, voice control and confidence.

Intelligence:

Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in managing a supervisory/management staff; to learn and understand relatively complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation. Must have the ability to comprehend and interpret received information.

Verbal Aptitude :

Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages.

Numerical Aptitude :

Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, and to determine time. Must be able to use practical applications of fractions, percentages, ratio and proportion.

Form/Spatial Aptitude:

Requires the ability to inspect items for proper length, width and shape, and visually read various information.

Motor Coordination:

Requires the ability to coordinate hands and eyes using office machinery.

Manual Dexterity:

Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination.

Interpersonal Temperament:

Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines.

Physical Communications: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear)

Training and Experience

at least two years of study (60 semester hours) at an accredited institution of higher education; or
an associate’s degree or higher from an accredited institution of higher education;
or a qualifying score on a state-approved assessment that measures the individual’s knowledge of and ability to assist in instruction at the appropriate level.

Performance Criteria Evaluations

Job Knowledge:

Has thorough knowledge of the methods, procedures and policies of the District as they pertain to the performance of duties of the Special Education Classroom Assistant. Is knowledgeable in the laws, ordinances, standards and Florence 1 Schools. Has knowledge ...

Quality of Work:

Maintains high standards of accuracy in exercising duties and responsibilities. Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public.

Quantity of Work:

Performs described "Specific Duties and Responsibilities" and related assignments efficiently and effectively in order to produce a quantity of work which consistently meets standards and expectations of the District.

Dependability:

Assumes responsibility for completing assigned work. Completes assigned work within deadlines in accordance with directives, District policy, standards and prescribed procedures. Remains accountable to assigned responsibilities in the technical, human and conceptual areas.

Attendance:

Attends and remains at work regularly and adheres to District policies and procedures regarding absences and tardiness. Provides adequate notice to higher management with respect to vacation time and time-off requests.

Initiative and Enthusiasm:

Maintains an enthusiastic, self-reliant and self-starting approach to meet job responsibilities and accountability. Strives to anticipate work to be done, and initiates proper and acceptable direction for the completion of work with a minimum of supervision and instruction.

Judgment:

Exercises analytical judgment in areas of responsibility. Identifies problems or situations as they occur, and specifies decision objectives. Identifies or assists in identifying alternative solutions to problems or situations. Implements decisions in accordance with prescribed and effective policies and procedures and with a minimum of errors. Seeks expert or experienced advice where appropriate and researches problems, situations and alternatives before exercising judgment. Monitors the activities/behavior of the student body to ensure student safety and well-being.

Cooperation:

Accepts supervisory instruction and direction, and strives to meet the goals and objectives of the same. Questions such instruction and direction when clarification of results or consequences are justified (i.e., poor communications, variance with District policy or procedures, etc.). Offers suggestions and recommendations to encourage and improve cooperation between all staff persons and departments within the District.

Relationships with Others:

Shares knowledge with managers, supervisors and staff for mutual and district benefit. Contributes to maintaining high morale among all District employees. Develops and maintains cooperative and courteous relationships with department employees, staff and managers in other departments, representatives from organizations, and the public so as to maintain good will toward the District and to project a good district image. Tactfully and effectively handles requests, suggestions and complaints from other departments and persons in order to maintain good will within the District. Emphasizes the importance of maintaining a positive image within the District. Interacts effectively with higher management, professionals and the public.

Coordination of Work:

Plans and organizes daily work routine. Establishes priorities for the completion of work in accordance with sound time-management methodology. Avoids duplication of effort. Estimates expected time of completion of elements of