Teaching Assistant at Laraway School 1:1 Assistant

Will County ROE; Johnson (VT); On-site; USD 26,000 - 38,000; Full time

Job summary

Laraway School is seeking a dedicated Teacher Assistant to provide instructional support as a 1:1 assistant. The role involves collaboration with classroom teachers, supporting students with a range of needs, and ensuring a safe, inclusive learning environment.

The position requires appropriate paraprofessional licensure and endorsements, with duties covering material preparation, equipment management, and student supervision throughout the school day.

Qualifications

• Required licenses and endorsements for paraeducator roles.
• Paraprofessional TAS certification is mandatory where applicable.
• Endorsement in any area acceptable for instructional support.

Responsibilities

• Plan and prepare instructional materials for students.
• Check functioning of assistive equipment and devices as directed.
• Operate and assist with special equipment and communication devices.
• Create visual aids for classroom instruction.
• Report and log concerns regarding technology or equipment.
• Assist in the preparation of instructional materials and displays.
• Supervise and assist students during arrival, transitions, and meals.
• Support students with life-skills and self-management strategies.
• Promote inclusive, learner-centered environments and social behaviors.

Education

Professional Educator License with Stipulation: Paraprofessional Educator Endorsement

State Approved Paraprofessional (TAS)

Professional Educator License: Endorsed in any area

Substitute Teaching License

Job description

Teaching Assistant at Laraway School 1:1 Assistant JobID: 959

• Position Type: Support Staff/ Instructional Assistant

Job Description

1:1 Teacher Assistant

TITLE

Teacher Assistant

QUALIFICATIONS

• Professional Educator License with Stipulation: Paraprofessional Educator Endorsement
• State Approved Paraprofessional (TAS)
• Professional Educator License: Endorsed in any area
• Substitute Teaching License

REPORTS TO

Classroom Teacher, Itinerant Teacher, Building Principal, Program Administrator.

FUNCTION

To provide instructional assistance to classroom teachers in efforts to facilitate the educational progress and growth of students.

RESPONSIBILITIES

• Planning and Preparation
• Check functioning of assistive equipment (e.g. hearing aid batteries, oxygen tank and tubing, communication devices, etc.).
• Operate special equipment as trained and directed (program computerized augmentative devices, braillers, etc.).
• Make visual aids as directed.
• Report concerns regarding technology equipment/supportive devices to appropriate staff in a timely manner.
• Assist in the preparation of instructional materials.
• Assist in the construction and/or assembling of bulletin boards or other room displays.
• Collect, grade or correct student work as directed.
• Copy, order, arrange, or gather materials as directed.
• Observe and record student health needs (e.g., food and liquid intake) when needed.
• Observe and record data related to student interactions, initiatives, etc.
• Maintain and organize student data files as directed.
• Supervise and assist arrival and departure of students, by meeting buses or supervising entries, exits and grounds each day.
• Escort students to various settings throughout the building (from washroom and/or mainstreamed classes, passing periods, library, therapy sessions, etc.) as requested.
• Clean or assist students in cleaning designated areas as assigned.
• Assist students in restrooms (supervise washroom breaks, changing diapers, changing briefs, clothing, or personal hygiene ) as needed.
• Supervise students at breakfast, recess and lunch when requested.
• Escort, supervise and participate with P.E. duties and activities, as requested.
• Model, prompt, and reinforce appropriate social behaviors.
• Facilitate appropriate social interaction among students.
• Prompt students to utilize given strategies to assist in self-management.
• Supervise classrooms or small groups, reinforcing appropriate behaviors.
• Assist in the follow through of planned behavior interventions.
• Provide students with prompts and cues to utilize specific pro-social skills.
• Provide physical proximity for students when needed.
• Transfer, lift, or position students as directed by appropriate professional personnel.
• Assist students in using wheelchair, stander, or other mobility devices when needed.
• Provide reinforcement utilizing established program models or individual student plans.
• Implement special systems/programs following training to assist student with specific diagnoses (e.g. autism, Tourette, cognitive impairments, vision, hearing, physical impairments, etc.).
• Physical management of students.
• Observe and record student use of adaptive equipment or devices.
• Instruction
• Assist teachers with maintaining inclusive, learner-centered environments.
• Supervise guided or independent practice in classroom or community.
• Circulate, answering questions or providing assistance as requested.
• Prompt students in utilizing previously learned strategies to solve problems and gather information.
• Facilitate students' active participation in cooperative learning groups.
• Read to students, listen to students read, help students select free choice reading books or appropriate reference resources.
• Design educational material, instructional aides, and activities to support learning under the direction of classroom teacher.
• Under the direction of the teacher, review lessons, reinforce instructional concepts, and provide drill and practice opportunities with individuals or small groups of students.
• Learn, utilize, and reinforce vocabulary appropriate to instructional activities, student performance, assessment, and program planning.
• Take notes or scribe for students as directed.
• Assist students with life-skills based curriculum in school or community.
• Help students implement and self-manage organization skills.
• File, summarize, or otherwise organize student work.
• Assist students with self-help skills as needed.
• Help facilitate inclusion of students with disabilities into general education settings.
• Attend comprehensive planning team meetings when invited or directed to share information related to student progress, instructional, social or daily living needs.
• Conduct self-evaluations of instructional sessions that help to establish goals for improvement (questions related to establishing rapport, following lesson plans, utilization of language/explanation students understood, enthusiasm, utilization of reinforcement techniques, level of encouragement, accurate maintenance of progress and records).
• Assist students in using portable keyboards, computers or other devices under the direction of the teacher, speech pathologist, OT/PT, etc.
• Monitor the use of supportive equipment (e.g., pencil grips, positioning equipment).
• Supervise or assist students using Internet tools.
• Professional Responsibilities
• Establish a positive rapport with students, staff, and families.
• Consult or meet with teacher or other professionals as scheduled or directed.
• Participate in meetings by contributing information, ideas, and assistance related to student performance.
• Engage in positive solution finding steps to resolve areas of concern.
• Assist teachers in communication with families if and when directed.
• Consult with supervising staff utilizing appropriate channels.
• Seek advice, instruction, and direction regarding novel or complex tasks.
• Provide timely information about students to team members.
• Refer questions from families or community to the appropriate channels.
• Maintain composure and model solution-finding in all situations.
• Respect the legal and human rights of students, their families and school staff.
• Communicate information to the appropriate personnel in a timely manner.
• Maintain confidentiality of all information about students, families, etc.
• Consult with teacher or other direct supervisor about areas of concern.
• Request direction, instruction, or guidance for new or unfamiliar tasks.
• Carry out assigned duties responsibly and in a timely manner.
• Be prompt and regular in attendance.
• Abide by school district/building policies, rules and team standards in all areas.
• Model appropriate hygiene, appearance, interaction, and actions.
• Provide accurate information about students to team members, discussing confidential school issues only with appropriate personnel.
• Maintain your own wellness, composure, and emotional stability while working with students and staff.
• Work cooperatively and collegially with team members.
• Be flexible, willing to listen, experiment and make changes when needed.
• Participate in staff development and school improvement activities in order to maintain professional growth.
• Participate in events outside of the regularly scheduled work day such as orientation, open houses, or conferences
• Performs other duties as assigned by the SOWIC administration
• Demonstrate the ability to perform physical tasks associated with job
• Demonstrate the ability to perform activities that utilize the necessary technology tools available including web -based data systems.
• Evaluation

Formal and informal observations and conferences shall occur as needed or desired by the professional staff member or Executive Director of SOWIC, Assistant Director, and Program Administrator and shall be an ongoing process.