Reset Room Paraprofessional

Job Title: Reset Room Paraprofessional

Department: Special Programs

Reports to: Building Administration

Classification: Classified/Non-Exempt

Summary

The Reset Room Paraprofessional works under the general supervision of the building administration and the Process Coordinator to provide students a place to get themselves reset so they can perform successfully in the classroom.

Essential Duties and Responsibilities

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills and abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

• Reinforce student learning and performance expectations established by certificated staff members.
• Demonstrate commitment to assisting learners in achieving their highest potential.
• Complete assigned supervision roles of the general student population, typically before and after school and during times when students with an IEP are not in direct need of assistance.
• Establish and maintain a positive rapport with all students.
• Act as a role model for students, while reinforcing positive character traits.
• Use strategies as directed, in a variety of settings, to facilitate effective integration and assist in the development of social skills, both in school and community settings.
• Foster respectful and beneficial relationships.
• Participate as directed in meetings, conferences, and discussions, as a member of the educational team; providing input on the present functioning and needs of the students.
• Engage in activities to increase one’s educational knowledge and skills and to enhance professional growth, as directed by the administrator.
• Collaborate with members of educational team as directed.
• Perform responsibilities as directed in a manner consistent with laws and policies.
• Demonstrate sensitivity to the diversity of students and families.
• Demonstrate the ability to separate personal issues from one’s responsibilities as a paraeducator.
• Assist students to decrease problematic behaviors in academic settings by providing direct support on an individual basis (including but not limited to specific skill training, development/implementation of behavior intervention plans, and follow-up observations, data collection, and support).
• Assist teachers in selecting, developing, and implementing appropriate and effective positive supports for students with problematic behaviors (including but not limited to classroom observations, data collection, behavioral consultation, and direct staff training and support).
• Implement short term, solution focused programs intended to improve student’s social and emotional awareness and their ability to successfully demonstrate age appropriate pro-social behaviors in classroom settings.
• Provide training to personnel who work directly with elementary populations on topics related to the management of problematic behaviors and the implementation of positive behavioral supports in classroom settings.
• Other duties as assigned by administration.

Supervisory Duties

Supervises students at all times.

Qualifications

Education/Experience/Certificates

60 college credits hours or passing score on the Para Praxis assessment; or such alternative to these qualifications that the Board may find appropriate and acceptable.

Minimum age requirement of 18

Skills and Abilities

Language

Must have the ability to read, analyze and interpret professional journals, board policy, administrative procedures/forms, and government regulations and guidelines. Must be able to complete forms, write reports, and engage in written correspondence with parents. Must have the ability to communicate effectively with children, parents, teachers, and support staff (both verbally and in writing).

Computation

The individual must have the ability to work with mathematical concepts such as probability and statistical inference; and apply concepts such as fractions, percentages, ratios, and proportions to practical situations.

Reasoning

Must have the ability to define problems, collect data, establish facts, and draw valid conclusions. Must have the ability to work effectively both individually and as a member of the behavior support team. Must have the ability to learn, implement, and train others in the use of effective positive behavioral supports in classroom settings.

Technology

The individual must understand basic computer functions such as word processing and internet use. Will be using district software for finding student information.

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 essential functions.

The individual who holds this position:

• must have the ability to speak and hear in an environment where numerous conversations and activities may be taking place simultaneously; must be able to move around the classroom;
• must be able to read handwritten and printed materials;
• must have the ability to learn and perform physical control techniques for students;
• must demonstrate a high level of personal organization and attention to detail.

Attendance

Consistent and regular attendance is an essential job function of this position.

Conditions and Environment

The work conditions and environment described here are representative of those that an individual will encounter while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions.

The individual who holds this position will regularly work in a school environment that is noisy and active. Occasionally the individual will be required to work outdoors for short periods of time to perform such tasks as loading and unloading buses, recess duty, and supervise safety drills.

Terms of Employment

180 days per year. Salary and work year to be established by the Board.

Evaluation

Performance of this job will be evaluated in accordance with provisions of the Board

Policy on Evaluation of Support Personnel.