POSITION TITLE Exceptional Children Teacher Assistant
SCHOOL DEPARTMENT Assigned school
SALARY Salary Grade 5 FLSA STATUS Exempt
REPORTS TO EC Teacher
SUPERVISES None
WORK WEEK SCHEDULE Monday &ndash Friday
WORK HOURS 40
NUMBER OF MONTHS PER YEAR 10
POSITION PURPOSE The job of the Exceptional Children Special Education Teaching Assistant (ECTA) was established for the purposes of working in general and special education classrooms, non-classroom school settings (i.e., cafeteria, playground, and community-based learning sites), supporting individual small groups and/or whole classroom groups of students with disabilities. This support requires supervision of a certified/licensed professional, including administrators, teachers, and related services personnel, with knowledge and skills to oversee the direct work of an ECTA. Licensed professionals provide supervision and guidance to ECTAs to define roles, direct work, and determine best practices implemented to support students with disabilities.
CORE COMPETENCIES
• Recognize and demonstrate respect for individual differences between culture, religion, gender, and sexual orientation of students with disabilities and their families within verbal and written interactions. • Maintain boundaries for relationships and communication with students and their families within the professional and ethical scope of responsibility. • Refer questions about student progress to appropriate licensed professionals. • Conduct activities with integrity and in compliance with applicable local, state, and federal standards, policies, and guidelines. • Maintain the dignity, privacy, and confidentiality of all students with disabilities, families, and school personnel. • Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and their families. • Demonstrates flexibility, cooperation, and openness in scheduling activities throughout the day for growth and willingness to contribute in a team approach.
EDUCATION, TRAINING, AND EXPERIENCE
High School Diploma Minimum of 48 hours of college-level coursework with a GPA of 2.0 or higher Any equivalent combination of training and experience that provides the required knowledge, skills, and abilities Must possess a valid drivers license issued by the NC Department of Motor Vehicles Ability to operate a computer and related software (e.g., Microsoft Word, Excel, PowerPoint, and/or Google documents, i.e., PC or Mac)
PREFERRED QUALIFICATIONS
• Two to five years serving as a classroom teacher assistant • Training in working with students with special needs • Bilingual oral and/or written skills (e.g., Spanish)
ESSENTIAL DUTIES AND RESPONSIBILITIES
General
• Establish and maintain rapport with learners • Consistently monitor the safety and well-being of students by performing monitoring duties in learning environments as assigned • Prepare and organize materials to support teaching and learning as directed by the instructional team • Support students independence, self-advocacy, positive sense of identity, self-control, and self-reliance • Support students with disabilities in their use of self-assessment, problem-solving, and other cognitive strategies • Understand and articulate common educational and medical terminology used in the school setting • Use and maintain adaptive equipment, materials, and assistive technology (e.g., augmentative and alternative communication devices for students with disabilities) • Support a safe and equitable learning environment that honors diversity and inclusion • Responds to emergency situations (e.g., injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel • Proctor routine classroom and standardized tests following student accommodations • Attend meetings and participate with other team members • Participates in staff development workshops (e.g., de-escalation training and staff meetings) as required • Perform other duties as assigned
Instructional Supports and Strategies
• Demonstrate proficiency in academics, including oral and written communication, literacy, and mathematical skills appropriate to the job assignment • Follow written instructional plans, including but not limited to a students Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed • Communicate relevant information about the student with disabilities to the instructional team for the purpose of assisting in evaluating progress and/or implementing IEPs • Support the use of effective and culturally responsive instructional strategies in literacy and mathematics as directed by the instructional team • Review and reinforce learning activities, essential concepts, and modified content as directed by the instructional team • Modify pace of instruction and provide organizational cues under the guidance of the instructional team • Provide feedback to students with disabilities regarding their performance under the guidance of the instructional team • Adapt the physical environment and modify learning materials and activities under the direction of the instructional team for the purpose of supporting and reinforcing individual small groups and/or whole classroom group objectives • Provide opportunities and support for children to understand, acquire, and use verbal and nonverbal means to communicate thoughts and feelings under the guidance of the instructional team
Functional Skills
• Use techniques to address personal care, medical care, and physical assistance to students with disabilities as directed or authorized by a licensed professional • Support daily living and functional skills, such as feeding, toileting, or other tasks that students are not able to perform for themselves • Receive training for delegatable special health care needs • Social Emotional Behavioral Supports • Follow written behavioral intervention plans (BIP) in accordance with a students Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed • Implement positive behavior supports outlined in a behavior support plan as determined by the instructional team • Implement individualized reinforcement systems as determined by the instructional team • Support the implementation of social-emotional and behavioral interventions as determined by the instructional team • Assist in teaching specific behaviors and procedures to facilitate safety and learning in each school setting as determined by the instructional team • Respond to student actions using strategies under the guidance and direction of the instructional team • Support development of social skills and facilitate proactive peer interactions for students with disabilities under the guidance of the instructional team • Support students with disabilities by modeling and facilitating the use of conflict resolution and collaborative problem-solving under the guidance of the instructional team
Community or Job Coaching
• Use knowledge of students strengths and interests to encourage engagement in varied school and community activities • Support students with disabilities in following established community school and classroom expectations and routines, including procedures to support effective transitions within all environments • Data Collection • Record objective and accurate data using collection procedures, as guided by the instructional team • Maintain standardized records and documentation concerning the progress of students • Use universal precautions to assist in maintaining a safe, healthy environment in all settings.