SUMMARY
The Reading Public Schools is seeking paraprofessionals for the Extended School Year program. ESY Dates: July 9-August 9, 2018.
Under the daily direction of a licensed Special Education Teacher experienced in Autism, PDD, Developmentally Delayed, Social Emotional Learning, and other severe neurological disorders or disabilities, and the general supervision of the building principal, team chair, or designee, administers tutoring and support services to students in a classroom setting, small group setting, or 1-on-1 setting in acquiring learning behavior and social skills. Goals are established by the collaborative educational team and the students individualized educational plans (IEP).
ESSENTIAL DUTIES AND RESPONSIBILITIES
The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed by this position. Other duties may be assigned.
• Provide a variety of responsible instructional support activities to enhance the educational environment of students and to meet the educational, training objectives of the program and the educational team. • Implements the needs of the students IEP and implements program modifications as directed by certificated staff. • Maintains awareness of the disability of the child. • Conducts specific behavioral therapy reviews, data reports, concerns, and provides progress information and outcomes to certificated staff. • Collects data and records notes in designated student program data collection systems. • Oversees students during class tutoring, mainstreaming, playground, eating activities, emergencies, and preparedness drills, etc. • Uses Instructional Technology appropriately with students. • Supervise students in a variety of situations under the jurisdiction of certificated staff, the collaborative educational team, and parents, always observing students behaviors carefully to ensure personal and group safety. • Assists assigned children in instruction, communication, social activities, and integration, recreation, sports, arts, and crafts, personal hygiene, and other designated activities. • Assists and supervises in transferring children to and from buses, special equipment, classrooms, and events, supervising students during lunch, transition, and recess time, ensuring student safety at all times. • Assists and supervises in the toilet training, toileting, diapering, dressing, cleaning, feeding, and lifting of children as necessary. • Provides demonstration and instruction to less experienced aides through modeling and/or shadowing techniques, a skill taught in training. • Prepares materials to use in classroom and therapy. • Communicate with parents and legal authorities, collaborative educational team, and Special Education to facilitate crisis intervention. • Assist in crisis intervention procedures and restraints. • Meet on a regular basis with Special Education staff, collaborative partner staff, and others working with assigned students. • Understands the general needs and behavior of children as well as learning the physical requirements and emotional needs of children with disabilities and unique needs of children with disabilities such as Autism, PDD, Developmentally Delayed, Social Emotional, and other neurological disorders and learning disabilities as taught in training. • Ability to read, interpret, and follow state and District rules, regulations, policies, and procedures. • Understands basic child development theory and principles. • Demonstrates knowledge of basic first aid and CPR principles and practices. • Manage student behavior, deliver directed therapy, recognize problems which may interfere with learning of students or the physical/emotional welfare of students, and implement appropriate solutions in the learning environment. • Demonstrate an understanding, patient, and receptive attitude toward children. • Exercise good judgment, flexibility, creativity, and sensitivity in response to changing situations and needs. • Successfully complete required training and apply behavior management techniques learned. • Maintain confidentiality of student and school information at all times. • Perform related duties and responsibilities as assigned.
SUPERVISORY RESPONSIBILITIES
Exercises no supervision.
REQUIRED KNOWLEDGE, SKILLS, & ABILITIES
• Ability to read and comprehend documents such as memos, safety rules, and procedure manuals. • Ability to express ideas clearly in written and oral communication. • Ability to use reasoning ability to evaluate information and determine an appropriate course of action. • Ability to establish and maintain effective working relationships with students, parents, staff, and the community. • Ability to perform duties with awareness of all district requirements and Board of Education policies.
EDUCATION
• Any combination equivalent to experience and training that would provide the required knowledge, skills, and abilities would be qualifying. • A typical way to obtain the knowledge, skills, and abilities would be: • Associate Degree or above. • Additional specialized training in child development, education, or a related field is desirable.
EXPERIENCE
• Some experience working with special education students and/or children with Autism, PDD, or other neurological disorders is desirable.
LICENSE OR CERTIFICATE
• Possession of or ability to obtain CPR and first aid certificates.
PHYSICAL DEMANDS
• The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. • Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. • The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. • The employee must be able to enter data, read from screens, and review handwritten or printed materials with or without visual aids. • Clear and effective communication with students, parents, and colleagues-both in person and over the phone-is essential. • Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff. • On rare occasions, it may be necessary to move quickly across uneven or uneven surfaces.
WORK ENVIRONMENT
• The employee will be working in a normal school environment with an acceptable level of noise. • The employee interacts with students, parents, and other staff members and occasionally must meet multiple demands from several people. • While the majority of the work day is spent inside, the employee must spend time outdoors for recess, fire drills, and special activities. • The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. • Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. • This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and the requirements of the job change.