Teaching Assistant - Early Childhood - Dual Language Classroom

JOB DESCRIPTION

Job Title Teacher Assistant-General Education

Department Teaching and Learning

Bargain Unit Classification Bargaining Unit-EARL

Reports To Building administration

FLSA Designation Non-Exempt

Other Pay Scale/Lane Collective Bargaining Agreement

Benefits Benefit Summary

Work Calendar 180 work days

Version Date 1/1/25

PART I: SUMMARY OF POSITION This position is responsible for assisting certified staff with direct instructional support and the general supervision and management of students.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE: Meet ONE of the following four options: 1) Completed 60 semester hours of college credit at a regionally accredited institution of higher education or 2) Obtained an associate's degree (or higher) at a regionally accredited institution of higher education or 3) Met a formal State assessment by ONE of the following means: passed the ETS Para Pro assessment (460 or higher) or passed the applicable ACT Work Keys assessments (Applied Mathematics-4, Reading for Information-4, Writing/Business Writing-3, AND Acceptable on the Instructional Support Inventory which requires observation of an applicant in a classroom setting) or 4) Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs) or passed a rigorous local academic assessment that conforms to federal guidelines. Evidence is ISBE form 77-34.

Fluency in Spanish and English required for Dual Language Classrooms.

B. CREDENTIALS:

C. KNOWLEDGE, SKILLS AND ABILITIES: Knowledge of and respect for diverse cultural, linguistic, environmental, and socioeconomic backgrounds of students and families, and understanding of how these factors influence student development and learning.

Knowledge of relevant federal and state laws, regulations, Board policies, and District procedures, including ethical standards and confidentiality requirements.

Knowledge of Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RtI)/Multi-Tiered Systems of Support (MTSS), and Social Emotional Learning (SEL) frameworks.

Knowledge of child and adolescent development, including cognitive, communicative, physical, social, and emotional domains, and the factors that influence individual differences.

Knowledge of age-appropriate instructional strategies, learning theory, and differentiated supports that address varied learning styles and needs.

Skill in establishing and maintaining positive rapport with students while reinforcing appropriate boundaries and expectations.

Skill in effective oral and written communication with students, families, and staff, demonstrating professionalism, cultural responsiveness, and discretion.

Skill in interpersonal relations and collaboration as a contributing member of the educational team.

Ability to apply PBIS, RtI/MTSS, and behavior-support strategies to reinforce positive behavior and promote student self-regulation and independence.

Ability to support and reinforce a safe, healthy, and productive teaching and learning environment.

Ability to assist licensed teachers in adapting instructional materials and strategies to meet individual student needs.

Ability to collect, document, and report objective academic and behavioral data under the direction of licensed staff, maintaining accuracy and confidentiality.

Ability to prepare, organize, and maintain instructional materials and learning environments as directed by licensed teachers.

Ability to follow oral and written directions from licensed teachers and seek clarification when necessary to ensure effective implementation.

Ability to engage respectfully and collaboratively with families and caregivers, demonstrating cultural sensitivity and understanding of family perspectives.

PART III: ESSENTIAL FUNCTIONS The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Provide instructional support to students individually or in small groups under the direction of the classroom teacher to reinforce learning objectives and instructional activities.

Assist the teacher in observing, documenting, and reporting student academic progress and behavioral performance as directed.

Support classroom behavior management and crisis intervention strategies in accordance with teacher direction and district procedures.

Assist in the preparation, organization, and distribution of instructional materials and equipment to support planned classroom activities.

Prepare and maintain a safe, clean, and orderly classroom environment that supports effective learning.

Assist with supervision of students in classrooms, hallways, lunchrooms, playgrounds, field trips, and other school settings as assigned.

Support the administration of classroom and standardized assessments, including proctoring tests and maintaining confidentiality of assessment materials and student records.

Assist in maintaining accurate records and documentation related to student activities, instructional support, and assigned duties.

Provide assistance to students with physical needs, including toileting, eating, mobility, and dressing when required.

Assist the teacher in implementing differentiated instructional supports that address diverse learning styles, cultural backgrounds, and individual student needs.

Facilitate small group learning activities or instructional stations as directed by the teacher.

Maintain security and confidentiality of student records, instructional materials, equipment, and school information in accordance with district policies and applicable laws.

Support the use of instructional technology and computer-assisted learning activities as assigned.

Communicate effectively and professionally with students, staff, administrators, and families while exercising tact, discretion, and good judgment.

Maintain classroom organization and anticipate instructional material needs based on teacher lesson plans.

Monitor and maintain safe classroom conditions in alignment with district safety procedures and established protocols.

Participate in required professional development, training, meetings, and collaborative activities to enhance job-related skills and knowledge.

Report unusual incidents, student concerns, or operational issues to the supervising teacher or administrator in a timely manner.

Participate in cross-training or support activities that enhance flexibility in meeting classroom or building needs.

Perform other duties as assigned

PART IV: STAFF SUPERVISION Not applicable

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.