REQUIRED QUALIFICATIONS:

• Childcare or working with children in a daycare setting or children/young adults in a school setting or recreation setting is preferred.
• An Associate’s (or higher) degree; or taking and passing a formal assessment measuring one’s knowledge of and ability to assist classroom teachers in reading, writing, and mathematics. Successful completion of ParaPro Assessment may be substituted for educational requirements.

SKILLS, KNOWLEDGE AND ABILITY:

• Skilled in implementing instructional and behavioral methods and procedures appropriate for the situation when learning or teaching new things.
• Skilled in de-escalation strategies after receiving district provided training, as appropriate.
• Skilled at assisting students with disabilities.
• Knowledge of or a willingness to learn a variety of computer programs, audio-visual aids, and other equipment and materials to supplement presentations.
• Ability to shift student responsibilities as the need arises.
• Ability to monitor student performance and progress.
• Ability to demonstrate professionalism and confidentiality

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

To assist student(s) in Kindergarten under the direction of a certified teacher by generally working in an inclusionary setting (i.e. least restrictive environment); more specifically, to assist the teacher in general daily classroom activities, help special needs students, and care for their physical, emotional health and safety.

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

Assists the student to whom assigned in such physical tasks as putting on and taking off of outerwear, moving from room to room, using the lavatory, and so on,

• Hears the student in recitation, reading, and other curriculum tasks, guiding and helping them but not teaching them.
• Performs simple errands and tasks for a student such as sharpening pencils, carrying lunch trays, and the like.
• Accompanies students when trips to the office or to the school nurse are necessary.
• Ensures that students are safe from harming themselves and other students.
• Establishes as fully as possible a supportive and sympathetic relationship with students without fostering or encouraging intense emotional involvement.
• Serves as a resource person, if and when requested, to the student personnel evaluation team conferring about the students to the classroom teacher.
• Prepare to start and end instruction at scheduled times in the classroom on a daily basis in order to support consistency of programming for students.
• Perform all tasks as directed by the building principal.

• In addition, ESPs responsibilities may include but are not limited to the following as documented in the student’s IEP:

• • Toileting
• Attend specials, recess, lunch, etc.
• Transportation support