Paraprofessional

The Champlain Island Unified Union School District is seeking a 1.0 FTE paraprofessional. This position will act as a member of a team of educators and other support personnel. Candidates must be team players willing to work collaboratively to ensure all members of the learning community are curious, creative, courageous, and capable of pursuing their aspirations in a diverse and ever-changing world. CIUUSD is located in the Champlain Islands region of Vermont and is part of the greater Burlington area. We operate two k-6 campuses consisting of 210 students total. Our middle and high school students have “choice” and receive a voucher to attend an independent or public middle or high school which best meets the student’s needs. We are an easy commute from Burlington and are located about 1.5 hours from Montreal or under 4 hours from Boston. Our region is known for breathtaking views and access to Lake Champlain, boating, skiing, hiking, mountain biking, fishing, canoeing and other outdoor opportunities. The Burlington and Saint Albans regions offer amenities such as fine dining, shopping, theatre, a vibrant music and art scene with seasonally relevant festivals, as well as access to higher education opportunities available through UVM and Champlain College. Our communities attract wholesome families, faculty and staff. Our schools maintain impassioned faculty, personalized beliefs about success, and a caring, safe school culture. Only completed, online applications at schoolspring.com will be accepted. Online application must include: profile, letter, resume, transcripts, references, tests, certifications and questions, if asked. If applicable, hard copies of Vermont Certification, three written letters of reference and transcripts will be required for verification at the interview level. Visit our website http://www.gisu.org for information about our schools. Minority applicants are encouraged to apply. Position Objectives: To assist and supervise assigned students instructionally, behaviorally, and physically in the regular mainstreamed classroom. To work with individual students 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 instructional programs. Assigned students may include students on the autism spectrum, mulit-handicapped students, emotional and behaviorally challenged students, students with cognitive disabilities and/or speech and language disabilities, as well as other students on 504 plans and Education Support Team (EST) plans. Essential Duties and Responsibilities Including but not limited to the following. Other duties and responsibilities may be assigned based on student’s needs and IEPs, EST Plans, or 504 plans. Adapt general classroom materials/methods as appropriate to meet the needs of students, in consultation with the classroom and/or special education teacher. Participate in various community activities and field trips with students. Assist in the administration of informal assessments to determine student progress and/or level of achievement. Assist in compiling and organizing instructional materials under the direction of the special education/classroom teacher and/or speech and language pathologist. Play a supportive role in evaluating student progress, problems, and needs. Participate in developing formats for student instruction and teaching strategies and other activities assigned. Conduct task analysis and data collection on student performance. Assist students, as required, with toileting, self-care, eating, wheelchair transport and transfer. Participate in team meetings upon request to assist in developing student plans and assessing and evaluating student needs and progress. Confer with classroom teachers, special educators, speech and language pathologist, and administration concerning various matters pertaining to the students. Assist students physically as needed. Attend and participate in all relevant training sessions, meetings, and professional growth activities as requested and/or required. Assist with the transportation of assigned students as required. Implement instructional and behavioral programs for students, under the supervision of the BCBA, special education teacher, classroom teacher and administration. Responsibilities include outcomes for ALL students. Supervision Received Direct to moderate technical supervision is received from classroom teachers, special education teachers, and behavioral specialists. General supervision is received from the school principal or director of student support services. Qualifications Educational and Experience: A minimum of two (2) years of higher education plus one (1) year related experience or a combination of education and experience from which comparable knowledge and skills are acquired. One (1) year of directly relevant experience in a school setting is desirable. Good working knowledge of children with disabilities and special education teaching methods preferred. Language Skills: Ability to read and interpret documents such as safety rules, operating and maintenance instruction, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively. Demonstrated broad knowledge of academic subject matter being taught to students desired. Mathematical Skills: Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be required. Computer Skills and Experience: Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred. 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. Communication & Interpersonal Skills: Ability to communicate courteously, efficiently and effectively with a variety of individuals, including student, faculty, administrations, parents, 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.