JOB SUMMARY
Assists teachers in caring for the instructional and physical needs of students with disabilities; including those with physical, cognitive and/or emotional disabilities. Performs instructional tasks as outlined by professional staff based upon student Individual Educational Programs (IEPs) and delivery of the curriculum, and alternate curriculum standards, recognizing the critical role differentiated instruction and educational environments play in enabling all learners to gain knowledge, skills, and an enthusiasm for learning. Assists in individual and group activities, reinforcing instruction, motivating students, facilitating classroom management and working closely with teachers and other service providers on behalf of students to support the delivery of specially designed instruction at the Pre-K, elementary and/or secondary grade levels. Must be able to perform any and all listed duties independently which may vary based upon assignment. The ParaEducator's role is to ultimately assist teachers by performing a variety of tasks that promote accelerated student achievement and well-being.

ESSENTIAL DUTIES/RESPONSIBILITIES

• Implements instructional plans and activities as designated by the teacher, service provider and/or job coach, including demonstration of tasks/skills, and reinforcement engagement.
• Works with student(s) in reading, literacy tasks, computations, writing, project learning activities, and other modified curriculum tasks.
• Demonstrates an understanding of the alternate curriculum standards in assigned classroom(s) and its alignment to the Essential Elements and the Alternate Assessment for ELA, Math and Science.
• Uses appropriate teaching aids and technologies to promote student access and learning.
• Reinforces subjects, concepts and/or skills initially introduced by the teacher/service provider.
• Employs awareness of different learning strategies to adapt them to maximize the student’s experience.
• Recognizes the role of collaborative planning/trans-disciplinary services and supports effectiveness by contributing to discussions when appropriate and supporting an instructional match/development of an enriching learning environment for students.
• Demonstrates patience while working with students, motivating active engagement and encouraging task completion. This includes employing motivational techniques and strategies, implementing Behavior Intervention Plans (BIPs), redirecting, monitoring learning behaviors and supporting student independence/resiliency.
• Monitors students engaged in independent work or similar activities while the teacher is otherwise occupied.
• Observes and gathers assessment data on student(s). Confers/discusses data trends/progress with teachers and other professional staff, alerting to individual student needs as appropriate.
• Assists in formulating and conducting classroom activities including carrying out planned instructional activities, preparing materials, and setting up equipment.
• Assists/guides students as they transition/travel throughout school buildings/community based instruction.
• Assists in behavioral management/discipline of students; including crisis intervention as necessary.
• Under supervision, complies with medical protocols; including feeding/swallowing and appropriate response to medically-based (seizures) events and/or health and well-being situations.
• Assists with student entrance/exit, and traveling (navigation of school/community based setting based on schedule); including the supervision of students in both instructional and non-instructional settings.
• Helps and/or provides instructional guidance on independent manipulation of outdoor attire, shoes, personal grooming, self-help, etc.
• Adjusts braces, walkers, and/or wheelchairs as needed.
• Assists non-ambulatory students and/or students with disabilities who are not independent with bodily functions to include toileting, bathroom care and/or diapering.
• Engages in open communication regarding student expectation and ability to achieve those expectations.
• Adjusts student tasks and/or activities to meet the changes in the service/production needs of the employer/sponsoring organization and/or when evident the student meets /exceeds requirements. Immediately communicates adjustments to supervisor/job coach.
• Performs a variety of tasks such as collating, supporting instructional modifications (curriculum or academic achievement standard), correcting work samples, inventorying, requisitioning materials, maintaining files, keeping daily records on attendance, and collecting data on student performance and functioning.
• Engages in professional development opportunities to learn new skills and gain knowledge, including those provided on the job.
• Maintains knowledge of appropriate policies and procedures.
• Performs other related duties as assigned within the same classification or lower.

MINIMUM QUALIFICATIONS
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education

• High School Diploma or Equivalency Certificate required.
• Some College Level Courses in child development with specific applications to the area of special education or related field of education from a regionally accredited college or university preferred.
• Certificated ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the requirements of Title I as amended by the Every Student Succeeds Act (ESSA) required.
• Appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings required.

Experience

• One (1) year experience working with children in an educational setting required.

Knowledge, Skills, Abilities and Other Characteristics

• Ability to work collaboratively/professionally to support the efforts of teachers/service providers.
• Ability to assist students with disability limitations that include lifting, pushing, moving wheelchairs, feeding, and aiding in bodily functions/hygiene as needed.
• Effective verbal and written communication skills.
• Ability to maintain confidentiality.
• Job requires direct in-person provision of service, therefore punctual, regular and predictable attendance is essential.
• Demonstrated ability to effectively work and communicate with diverse populations.
• Demonstrated proficiency with business software (e.g. Video/Web Conferencing, Microsoft Office Suite-Word, Excel, Outlook and/or PowerPoint preferred).

Licenses and Certifications
Employee must retain active licenses, certifications, and enrollment as a condition of employment.

• N/A

Driving Requirements

• N/A

CAREER LADDER REQUIREMENTS

Qualification Requirements for Employment in First Higher Grade as a New Hire or Transfer requires:

• Two (2) additional years of successful experience working with students in structured, instructional situations required.
• Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings or other relevant coursework as evidenced by certificate cohort, ERO course summaries, or transcript from a regionally accredited college or university required.
• Knowledge of and ability to work with Assistive and Instructional Technologies required.

Qualification Requirements for Employment in Second Higher Grade as a New Hire or Transfer requires:

• Two (2) additional years of successful experience working with students in structured, instructional situations required.
• Successful completion of thirty (30) credit hours of post-secondary education, including nine (9) credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the thirty (30) credit hours.

Eligibility for Consideration for Advancement requires:

• One (1) year continuous successful experience in the position at the Lower Grade level.
• Two (2) years continuous successful experience in the position at the First Higher Grade level.
• Mastery of all responsibilities and assignments of the position.
• Achievement of Professional Certification, License, or evidence of course completion in pursuit of such certification or license, if applicable.
• Evidence of completion of additional training that may be recommended by supervisor and/or participation in approved professional development programs or courses, approved in advance by the supervisor. Successful completion of a minimum of one professional development within the last two years is required. Successful completion of job specific professional developments identified on the job description, performance evaluations and/or the supervisor’s documented recommendation are required.
• Achievement of identified goals as they relate to the needs of the district and as established by the supervisor.
• Consistent compliance with general office procedures such as standards contained in the AACPS Employee Handbook; demonstration of discretion and excellent customer service; regular and punctual attendance; and building dress code, including wearing AACPS ID badge.
• Consistent compliance with general office procedures such as standards contained in the AACPS Employee and building dress code, including wearing AACPS ID badge.
• Above Satisfactory overall job performance for the two most recent consecutive years of Performance Ratings.
• Letter of Recommendation written by the Principal.

Additional Requirements for Advancement from Lower Grade to First Higher Grade requires:

• Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings, or other coursework as evidenced by certificate, ERO course summaries, or transcript from a regionally accredited college or university required.

Additional Requirements for Advancement from First Higher Grade to Second Higher Grade requires:

• Successful completion of thirty (30) credit hours of post-secondary education including nine (9) credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the thirty (30) credit hours.

LEADERSHIP ROLE

• N/A

JOB INFORMATION

ORGANIZATION

HR JOB INFORMATION