Special Education Instructional Aide

Qualifications

• 2 years of college experience; or
• 2 year college degree; or
• Passed the ParaPro Assessment within 1 year of employment; or
• One year or 1,000 hours of previous employment experience in a school or working with children; or
• Completed 48 credit hours of college level classes
• Experience with Special Education Instruction Preferred
• Additional training and certifications to support daily living skills and behavioral interventions as applicable to the assigned role
  
  

REPORTS TO: Building Level Administrator

JOB GOAL: To assist the teachers in meeting students' individualized goals through individual, small group, and whole class interventions

Performance Responsibilities

• Operates under the supervision of a certified staff member.
• Works with individual students or small groups of students to reinforce learning initially introduced by the teacher.
• Assists teachers in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities.
• Guides independent study, enrichment work, and remedial work set up and assigned by the teacher.
• Manages student behaviors to minimize disruptions and ensure a safe and orderly learning environment.
• Assists students with special needs in academic activities and activities of daily living to maximize inclusion in the least restrictive environment.
• Assists with the supervision of students during emergency drills, assemblies, field trips, or other special activities.
• Monitors students' progress.
• Reads assignments and tests to students when the accommodation is prescribed by an IEP, 504, or general education intervention.
• Alerts the teachers to any problem or special information about an individual student.
• Follows safety rules, procedures, and regulations governing the proper assistance of all students.
• Maintains the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers.
• Establishes supportive, compassionate relationships with students.
• Engages in cooperative, collaborative working relationships with other professional staff members.
• Perform other duties as requested by the principal.
  
  

LANGUAGE SKILLS: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information in one-on-one and small group situations to students and other employees of the district.

MATHEMATICAL SKILLS: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

REASONING ABILITY: Ability to apply common sense understanding to carry out detailed but uninvolved written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

Other Skills & Abilities

Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or listen. The employee is occasionally required to stand; walk; climb or balance; and stoop, kneel, crouch, or crawl.

EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Classified Personnel.