Early Childhood Educational Aide

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ABOUT THE POSITION

The Educational Aide (EA) provides administrative and classroom support. The EA performs a variety of tasks, including working with students individually and in small groups, reinforcing daily lessons, motivating learning, measuring progress, and ensuring a positive classroom culture.

The EA has the potential to support two distinct areas. The first area is Early Childhood (PreK 3 and PreK 4). This is a 10-month, full-time position reporting to the elementary Assistant Principal. The second area is supporting students with disabilities. This is a 10-month, full-time position reporting to the Assistant Director, Student Support Services.

Educational Aide - Early Childhood

You will:

• Support instruction for students across various configurations in the classroom (whole group, small group, one-on-one, centers), as well as during specials facilitation;
• Work together with teachers and specialists through our inclusive program to reach all students, including Special Education and ELL students;
• Prepare, lead and complete data entry for small group lessons on discrete skills in language, literacy, math, science, and/or social-emotional development;
• Model appropriate spoken and written language skills at every opportunity;
• Work with students on academic tasks specified in the daily lesson plan provided by the classroom teacher;
• Work with students on academic tasks in small groups;
• Support positive academic and social development of 3- and 4-year-old students through positive interactions;
• Support a variety of student needs, including trips to the restroom;
• Support development of a positive classroom culture where students feel safe, seen, and heard;
• Review classroom lesson plans, anticipate challenges, and participate in generating possible solutions;
• Manage portions of class time independently due to temporary teacher absences from the classroom (i.e. IEP meetings, meeting with parents, etc.);
• Support the instruction of the substitute teacher in the event of a day-long teacher absence;
• Perform the lunch/recess duty and other duties as assigned;
• Participate in regular team meetings with the classroom teacher to discuss and maintain a productive working relationship;
• Own your learning through participation in ongoing instructional feedback cycles and individual and professional team development; and
• Be an active member of the school community, attending and participating in school events outside of regular school hours; and
• Other duties as assigned.

Educational Aide - Special Education

You will:

Support the delivery of effective specially designed instruction, under the guidance of classroom and special education teachers, by:

• Being engaged with or closely working with students at all times;
• Modeling appropriate spoken and written language skills at every opportunity;
• Working with students on academic tasks specified in the daily lesson plan provided by the classroom teacher;
• Managing portions of class time independently due to temporary teacher absences from the classroom (i.e. IEP meetings, meeting with parents, etc.);
• Support the instruction of the substitute teacher in the event of a day-long teacher absence;
• Working with students on academic tasks in small groups; and
• Collecting observations and data on student learning and behavior.

Support positive student behavior and classroom and school culture by:

• Implementing supports and consequences specified in individual students’ Behavior Intervention Plans; and
• Tracking behavior as directed by the School Psychologist and Special Education Team.

Prepare materials and documentation needed to support students by:

• Utilizing daily schedules and other visuals in support of student learning;
• Maintaining and completing documentation of student work and behavior; and
• Reviewing classroom lesson plans, anticipating challenges, and participating in generating possible solutions.

Support students’ safety and physical well-being during the school day by:

• Ensuring that an adult is with the assigned student(s) during all hours specified in the IEP, by being on time to pick student(s) up from related services, and by moving with the students to locations, as needed;
• Accompanying students to lunch, recess, and specials to ensure safe ratios and continuing to provide services;
• Supporting a variety of student needs, including trips to the restroom;
• Asking for help when a student’s behavior threatens their own or other’s safety; and
• Using only Crisis Prevention Institute-approved methods of managing escalating behaviors.

Be an active member of the E. L. Haynes Professional Learning Community by:

• Owning your learning through participation in ongoing instructional feedback cycles and individual and professional team development;
• Participating in regular team meetings with the classroom teacher to discuss and maintain a productive working relationship;
• Maintaining appropriate skills and certification for the assigned student(s); for example, sign language, Crisis Prevention Institute, or health and safety-related training; and
• Other duties as assigned.

You have:

• High School diploma or equivalent;
• A belief that all children, from every background, must receive an excellent education and can reach high levels of academic achievement;
• Demonstrated ability to build strong relationships with students and families from racially, culturally, and socioeconomically diverse backgrounds;
• Experience with early childhood or elementary school-aged children, or experience working with students with disabilities and/or emotional and behavioral need;
• Skill in the use of document-based questions to assess student learning to support content area teachers;
• The ability to support a standards-based curriculum, standards-based assessments, and differentiated instruction;
• Self-motivation, especially when juggling competing priorities;
• Ability to think strategically, translate thoughts into action, and follow through;
• Strong collaboration skills to ensure student success;
• Ability to build and sustain a positive and supportive classroom culture; and
• Strong written and oral communication skills.