EDUCATION, TRAINING, AND EXPERIENCE

• High School Diploma
• Minimum of 48 hours of college level coursework with a GPA of 2.0 or higher
• Any equivalent combination of training and experience that provides the required knowledge, skills and abilities
• Must possess a valid driver’s license issued by the NC Department of Motor Vehicles
• Ability to operate a computer and related software such as Microsoft Word, Excel, PowerPoint and/or Google documents (i.e. PC or Mac)

PREFERRED QUALIFICATIONS:

• Two (2) to five (5) years serving as a classroom teacher assistant
• Training in working with students with special needs
• Bilingual oral and/or written skills (such as Spanish)

INSTRUCTIONAL SUPPORTS AND STRATEGIES

• Demonstrate proficiency in academics including oral and written communication, literacy, and mathematical skills appropriate to the job assignment
• Follow written instructional plans to include but not limited to a student’s Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed
• Communicate relevant information about the student with disabilities to the instructional team for the purpose of assisting in evaluating progress and/or implementing IEP
• Support the use of effective and culturally responsive instructional strategies in literacy and mathematics as directed by the instructional team
• Review and reinforce learning activities, essential concepts, and modified content as directed by the instructional team
• Modify pace of instruction and provide organizational cues under the guidance of the instructional team
• Provide least intrusive levels of support, fade support, and fade physical proximity from students with disabilities under the guidance of the instructional team
• Provide feedback to students with disabilities regarding their performance under the guidance of the instructional team
• Adapt the physical environment and modify learning materials and activities under the direction of the instructional team for the purpose of supporting and reinforcing individual, small groups and/or whole classroom group objectives
• Provide opportunities and support for children to understand, acquire, and use verbal and nonverbal means to communicate thoughts and feelings under the guidance of the instructional team

FUNCTIONAL SKILLS

• Use techniques to address personal care, medical care, and physical assistance to students with disabilities as directed or authorized by a licensed professional
• Support daily living and functional skills such as feeding, toileting or other task’s students are not able to perform for themselves
• Receive training for delegatable special health care needs

SOCIAL, EMOTIONAL, BEHAVIORAL SUPPORTS

• Follow written behavioral intervention plans (BIP) in accordance to a student’s Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed
• Implement positive behavior supports outlined in a behavior support plan as determined by the instructional team
• Implement individualized reinforcement systems as determined by the instructional team
• Support the implementation of social-emotional and behavioral interventions as determined by the instructional teams
• Assist in teaching specific behaviors and procedures to facilitate safety and learning in each school setting as determined by the instructional team
• Respond to student actions using strategies under the guidance and direction of the instructional team
• Support development of social skills and facilitate proactive peer interactions for students with disabilities under the guidance of the instructional team
• Support students with disabilities by modeling and facilitating the use of conflict resolution and collaborative problem solving under the guidance of the instructional team

POSITION PURPOSE:

The job of the Exceptional Children (Special Education) Teaching Assistant (ECTA) was established for the purpose(s) of working in general and special education classrooms, non-classroom school settings (i.e. cafeteria, playground), and community based learning sites supporting individual, small groups, and/or whole classroom group of students with disabilities. This support requires supervision of a certificated/licensed professional including administrators, teachers, and related services personnel with knowledge and skills to oversee the direct work of an ECTA. Licensed professionals provide supervision and guidance to ECTAs to define roles, direct work, and determine best practices implemented to support students with disabilities.