**This is a SPED Strive position that comes with an additional supplement**

 

Overall Purpose

The job of Paraprofessional - Special Education is done for the purpose/s of providing a well-organized, smoothly functioning learning environment in which special education students at the Pre-K through K12 can take full advantage of special education instructional programs and available resource materials. Paraprofessionals in special education may be assigned to work in classrooms, offices, media centers, with students individually or in groups, or in a variety of situations in response to the needs of classroom teachers. 

 

Direct Supervisor

Building Principal

Essential Functions

• Administers achievement and diagnostics tests as directed by the teacher (math and reading tests, etc.) for the purpose of supporting teacher in the instructional process.
• Assists students, individually or in small groups, with lesson assignments and training for accomplishing daily tasks (listening to students read, providing writing assistance, help with computer learning programs, toilet training, etc.) for the purpose of practicing and/or reinforcing learning concepts while assisting students in reaching academic goals, grade level standards, appropriate social skills.
• Implements independent study, enrichment work, remedial work, and daily physical cleanliness (toileting, dressing, teeth brushing, hair brushing, self-feeding, etc.) for the purpose of presenting and/or reinforcing learning concepts.
• Maintains classroom equipment, work area supplies, and learning aids (computers, drawing materials, etc.) for the purpose of ensuring availability of items and providing a safe learning environment.
• Monitors individual and/or groups of students in a variety of settings (classroom, playground, field trips, library, lunchroom restrooms, bus loading/unloading, etc.) for the purpose of providing a safe and positive learning environment.
• Reports observations and incidents relating to specific students (accidents, fights, inappropriate social behavior, violations of rules, safety conditions, etc.) for the purpose of communicating information to appropriate instructional and/or administrative personnel.
• Responds to emergency situations (injured student, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
• Supports classroom teachers (storytelling, reading, drill work, special one-on-one work, assisting in lunchroom, adaptive P.E routines, etc.) for the purpose of assisting teachers in the implementation of appropriate behavior, curriculum, and teaching methodologies.

 

Marginal Functions

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

 

Competencies 

• Skills-based Competencies 

Required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including pertinent software applications; preparing and maintaining accurate records; adhering to safety practices and procedures; administer first aid and/or prescribed medications; applying physical restraint practices; and promoting activities and/or events.

 

• Knowledge-based Competencies

Required to perform basic math, including calculations using fractions, percentages, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: concepts of grammar and punctuation; stages of child development and learning styles; age appropriate activities/behaviors; classroom instructional media and technology; cultural differences of student population; health standards and hazards; job-related codes/laws/rules/regulations/policies; methods of instruction and training; operation of office equipment and technology; school safety and security practices.

 

• Ability-based Competencies

Required to schedule activities; gather and/or collate data; and use job-related equipment. Flexibility is required to work with others; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: communicating with diverse groups; maintaining confidentiality; setting priorities; working as part of a team; adapting to changing work priorities; communicating with persons of diverse backgrounds; working extended hours and working with frequent interruptions.

 

Requirements

High school diploma or GED equivalent 

At least 21 years’ of age (Individuals who have a minimum credit hours and hold an Associate Degree or higher teaching credential do not have to meet the minimum 21 years of age requirement)

Paraprofessional license OR have passed the paraprofessional assessment

 

Physical Requirements

The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. 

 

Generally the job requires 10% sitting, 40% walking, and 50% standing.  

 

 Continuing Education/Training

Maintains all licenses and certifications

 

Clearances

Criminal Justice Fingerprint

Background Clearance

 

Fair Labor Standards Act

Non-Exempt