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Form of workJob Title:Classroom Assistant of Special Education Salary Class:CA 20LocationFlorence 1 Schools PCS Code:See Below Reports toPrincipalPosition Type: Full-Time/Non ExemptGeneral Statement of Job The job of the Special Education Teaching Assistant was established for the purpose(s) of working with individual and/or small groups of students under the supervision of a certificated teacher in the supervision and instruction of students; assisting students by modeling the necessary skills to perform assignments; following educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting student by providing for special health care needs. Employees in this classification will receive a variety of assignments including classroom support, lunchroom, playground, etcSpecific Duties and ResponsibilitiesAdapts classroom activities, assignments and/or materials under the direction of the classroom teacher for the purpose of supporting and reinforcing classroom objectives. Communicates with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP objectives.
Implements under the supervision of assigned teachers, instructional programs and lesson plans (e.g. reading, math, language comprehension, writing, computer, etc.) for the purpose of presenting and/or reinforcing learning concepts. Maintains classroom equipment and work area for the purpose of ensuring availability of a safe learning environment and/or meeting mandated requirements.
Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment. Promotes good study habits and student independence for the purpose of improving the quality of student outcomes.
Provides, under the supervision of the assigned teacher, instruction to students in a variety of individual and group activities (e.g. self esteem, behavioral skills, daily living skills, etc.) for the purpose of implementing goals for remediation of student deficiencies and ensuring student's success. Documents student's daily activities (e.g.
behavior, completed assignments, on/off task times, etc.) for the purpose of completing daily logs and student's hourly activities. Implements under the supervision of the assigned teacher, behavioral plans designed by the IEP team for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts. Models conversation, manners, clean up activities, listening, and everyday interactions for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.
Monitors student's daily schedule and behavior plan (e.g. class schedule, toileting, medication, appetite, etc.) for the purpose of maintaining a safe and positive learning environment. Responds to emergency situations (e.g.
injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution. Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.Assists the assigned staff member(s) in all aspects of daily programming including, but not necessarily limited to: social, academic, behavioral and self-help growth and development.Assists in the direct supervision of children in the assigned program as directed by the teacher or administrator (e.g. bus loading, classroom assignments, lunch, recess, etc.) Demonstrates understanding of students' disabilities; keeps firm hand and is courteous and fair Loads/unloads wheelchair bound students on the bus, and/or waits with students for transportation.Participates in physical activities which are part of the students' basic program.Assists students in the restroom as necessary, and may have to change diapers.
Demonstrates flexibility in schedule and activities throughout the day. Demonstrates cooperation, openness for growth and willingness to contribute in a team approach. Communicates, collaborates, and cooperates with colleagues, supervisors, and students.
Maintain confidentiality regarding all aspects of his/her work with special education children and other staff. Participates in all meetings, training programs, and in-service sessions as assigned by the building or district administrator. Performs such other duties as may be directed by the building or district administrator.Essential Functions Physical Requirements:The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing and/or pulling and significant fine finger dexterity.
Generally the job requires 20% sitting, 40% walking, and 40% standing. This job is performed in a generally clean and healthy indoor environment with work inside about 85% of the time and work outside about 15% of the work schedule. The employee must frequently move up to 50 pounds such as adaptive equipment and supplies and also work with members of the team to address student's physical needs (e.g.
positioning students under the direction of the physical therapist, bathrooms needs, etc.). Data Conception:Requires the ability to compare and/or judge the readily observable functional, structural or compositional characteristics (whether similar to or divergent from obvious standards) of data, people or things. Interpersonal Communications: Requires the ability of speaking and/or signaling people to convey or exchange information.
Includes giving assignments and/or directions to subordinates and receiving assignments and/or direction from supervisors. Language Ability:Requires the ability to read a variety of policies and procedures, professional journals, reference materials, etc. Requires the ability to enter data into the computer and prepare correspondence, narrative and numerical reports,purchase orders, etc., with proper format, punctuation, spelling and grammar, using all parts of speech.
Requires the ability to speak with and before others with poise, voice control and confidence. Intelligence: Requires the ability to apply principles of logical thinking to define problems, collect data, establish facts and draw valid conclusions; to deal with several abstract and concrete variables. Requires the ability to apply influence systems in managing a supervisory/management staff; to learn and understand relatively complex principles and techniques; to make independent judgments in absence of supervision; to acquire knowledge of topics related to primary occupation.
Must have the ability to comprehend and interpret received information.Verbal Aptitude:Requires the ability to record and deliver information, to explain procedures, to follow and give verbal and written instructions. Must be able to communicate effectively and efficiently with persons of varying educational backgrounds and in a variety of technical and/or professional languages. Numerical Aptitude:Requires the ability to add and subtract totals, to multiply and divide, to determine percentages and decimals, and to determine time.
Must be able to use practical applications of fractions, percentages, ratio and proportion. Form/Spatial Aptitude:Requires the ability to inspect items for proper length, width and shape, and visually read various information. Motor Coordination: Requires the ability to coordinate hands and eyes using office machinery.
Manual Dexterity: Requires the ability to handle a variety of items, keyboards, office equipment, control knobs, buttons, switches, catches, etc. Must have minimal levels of eye/hand/foot coordination. Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions.
Must be adaptable to performing under stress when confronted with emergency situations or tight deadlines. Physical Communications: Requires the ability to talk and hear: (talking: expressing or exchanging ideas by means of spoken words; hearing: perceiving nature of sounds by ear)Training and Experience Requires a minimum of 60 college hours from an accredited college or university, supplemented by a minimum of two years of consistent training and experience working with children in an education-oriented institution, providing the required knowledge, skills and abilities. May require specialized training in conflict resolution and behavior modification.Performance Criteria EvaluationsJob Knowledge: Has thorough knowledge of the methods, procedures and policies of the District as they pertain to the performance of duties of the Special Education Classroom Assistant.
Is knowledgeable in the laws, ordinances, standards and Florence 1 Schools. Has knowledge of the characteristics of the age group assigned. Specific ability-based competencies required to satisfactorily perform the functions of the job include: working with emotionally, physically and/or mentally impaired students; maintaining confidentiality; maintaining composure under stressful situations; communicating with diverse groups; adapting to changing work priorities; working as part of a team; applying common sense understanding to carry out instructions; dealing with problems involving a few concrete variables in standardized situations; effectively presenting information in one-to-one and group situations to students; and working with frequent interruptions.
Is able to establish and maintain positive relationships and work effectively with adults and children. Is able to supervise, guide and support students. Is able to motivate students to participate in educational activities and to want to learn.
Has through knowledge of skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating standard office equipment including using pertinent job related software applications; and basic mathematical skills (e.g. add, subtract, multiply and divide in all units of measure using whole numbers, common fractions, and decimals; compute rate, ratio, and percent, draw and interpret graphs, etc.). Has the ability to offer guidance and assistance to students, co-workers and employees of other departments as required.
Has the ability to use independent judgment as needed in performing routine and non-routine tasks. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: concepts of grammar and punctuation; reading fluency and comprehension; age appropriate activities; and health and safety standards. Is able to take the initiative to complete the duties of the position without the need of direct supervision.
Is able to read and interpret lesson plans, instructions, student records and other materials pertaining to the responsibilities of the job. Knows how to prepare graded papers, display materials, hand-outs, etc. Has comprehensive knowledge of the terminology and various professional languages used within the department.
Knows how to maintain effective relationships with personnel of other departments, professionals and members of the public through contact and cooperation. Is able to perform job tasks professionally in an environment where discrimination and other public issues are constant concerns. Is able to make sound, educated decisions.
Knows how to react calmly and quickly in emergency situations. Has the mathematical ability to handle required calculations. Has the ability to plan, organize and prioritize daily assignments and work activities.
Has good organizational, technical and human relations skills. Has the ability to learn and utilize new skills and information to improve job performance and efficiency. Quality of Work: Maintains high standards of accuracy in exercising duties and responsibilities.
Exercises immediate remedial action to correct any quality deficiencies that occur in areas of responsibility. Maintains high quality communication and interaction with all District departments and divisions, co-workers and the public. Quantity of Work: Performs described
