Paraeducator - Resource @ Meadows Elementary

at  North Thurston Public Schools

PARAEDUCATOR SPECIAL EDUCATION

Highly Supported Learning Services (HSLS), High Intensity Social Emotional Learning (HiSEL), Resource, Preschool, Student Specific, Vocational Opportunities in Community Employment (VOICE), Social Communication and Learning Support (SCALS), Deaf and Hard of Hearing (DHH), Inclusion, Future Ready Kindergarten (FRK)

STANDARD POSITION DESCRIPTION

Classification: Instructional Paraeducator Location: Assigned School(s)
Reports to: Principal or Principal Designee FLSA Status: Non-Exempt
Bargaining Unit: NTPA
This is a standard position description to be used for paraeducator positions with similar duties, responsibilities, classification and compensation. Paraeducators assigned to the position description may or may not perform all of the essential functions indicated in this position description.
This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change.
Part I: Position Summary:
The Paraeducator performs a variety of instructional and/or support duties to assist the school and teachers in instruction, supervision, and education of students with special needs in groups or one-on-one teacher to student situations. May work with students on an individual basis as well as small groups to complete assigned work. Keep students on task.
The District represents a diverse community with a population of more than 50% of students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District’s diverse populations.
Part II: Supervision and Controls over the Work:
Paraeducators (Special Education) work under the day-to-day direction of the staff member(s) supported, and under the direct supervision of the Principal, Principal Designee, or District Designee. Teachers and/or educational staff associates provide specific directions and oversight for supervision and/or instructional support. Paraeducators (Special Education) are responsible for being familiar with the school/district policies and procedures which govern their work, and for acquiring and applying knowledge of IDEA and Section 504 requirements.

PART IV: MINIMUM QUALIFICATIONS:

• High School Diploma or equivalent.
• Either an Associate’s Degree or successfully passing the written Educational Testing Service competency examination.
• May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
• May be required to be trained in instructional methodologies in such content areas as reading, writing, and mathematics, and in such special education areas as student restraint, safely, medication, etc.
• Successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
• Able to work in an environment with frequent interruptions and changing tasks and priorities.
• Able to assist, console, and manage students who may be emotional, distraught, or frustrated.
• Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.
• Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
• Be or become knowledgeable and supportive of classroom management and student discipline procedures.
• Constantly exhibit command and proper annunciation, spelling, syntax and use of the English language to assist and model proper language usage by students.
• Able to organize work and set priorities for accomplishing work in a timely and effective manner.
• Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
• Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.
• Ability to communicate effectively verbally and in writing.
• Skill in the use of office and computer equipment and use standard office software and student information system software.

PART V: DESIRED QUALIFICATIONS:

• Two years of experience that demonstrates the ability to work successfully with children in a learning environment. Education beyond the high school level may be substituted for experience on a year-for-year basis with thirty (30) semester hours, or portion thereof, considered one year, or portion thereof, of education and/or experience.
• Bilingual skills.
• Familiarity, or willingness and ability to be trained, in inclusive strategies utilized to meet the educational needs of students with disabilities.

PART VI: PHYSICAL AND ENVIRONMENTAL REQUIREMENTS OF THE POSITION:

The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The employee must lift and/or move 25 to 50 pounds, and may assist, move, or restrain students with greater weight when required to intervene in student safety issues.
While performing the duties of this job, the paraeducator is frequently required to sit, lift, carry, move about, hear and speak. Paraeducator may be required to perform extensive work at a computer display terminal or stand for longer than two (2) hours.
Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.
While performing the duties of this job, the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions, fumes or airborne particles, toxic or caustic chemicals. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties.
The employee may be exposed to infectious disease as carried by students, exposed to student noise and learning resource noise levels.
The employee may be exposed to aggressive student behaviors to include biting, hitting, kicking, and throwing of objects. May be required to wear and utilize safety equipment designed to minimize the risk of injury to the employee and to the student.
The employee may be exposed to bodily fluids and waste while performing duties in life skills, multi-handicapped, and some one-on-one situations.
The employee may be required to travel in school owned or leased vehicles while supervising and assisting students.

• Works collaboratively by assisting teachers in assessment, curriculum implementation, student interactions, enforcing safe behaviors, and enhancing social growth of student in the classroom. Such assistance may be provided in special education classrooms, in regular education classrooms to special needs students, and in one-on-one or small group situations.
• Assist students with common daily tasks such as eating, dressing, toileting, to include diapering. May provide colostomy care including emptying colostomy bags and cleaning of the skin. May provide catheterization. May administer tube feedings and/or medication(s) as authorized by the school nurse and supervisory staff. May provide health services and assistance to include changing dressings, assisting with oxygen, assisting with insulin, assisting with nebulizers or inhalers, and assisting with walkers, wheelchairs, canes, crutches.
• Teach independent living skills such as cooking, laundry, general personal hygiene and cleanliness.
• Takes action, or assist in taking action, to restrain students who are at risk of harming themselves or others by following school/district approved restraint procedures.
• Assist in implementing physical and occupational therapy plans by working with students to increase range of motion, mobility, and positioning.
• May escort students in one-on-one or small groups to and from recess and playground, to and from bus locations, and may be required to ride on the bus with student(s).
• Communicates with students, parents, and community members with respect and confidentiality and consistent with the direction and guidance of staff, administrators, and school/district policies and procedures.
• May oversee student safety by such activities as recess and playground supervision, bus duty, crossing guard duty, hallway supervision, etc. Takes steps to intervene when students are not in control or may be in dangerous or unsafe situations.
• Provides instructional support and tutoring to students in large groups, small groups, and one-on-one situations.
• Proactively support the implementation of necessary visual supports and modifications to the instructional environment to facilitate student engagement in all settings.
• Provide necessary social skills and organizational instruction unique to each student’s needs under the direction of certificated personnel.
• Use behavior management plans to assist staff with problem solving ideas to maintain an environment conducive to learning. Prioritize daily tasks and ensure implementation of those tasks in an efficient manner.
• Actively and openly communicate with teachers and other certified staff to maintain effective and consistent behavioral plans.
• Listen to concerns, use language appropriate for the student’s understanding, and observe body language before making active decisions. Use interpersonal and communication skills to influence, persuade, motivate, and resolve conflicts or sensitive problems.
• Supervise limited discipline measures such as time-out, loss of recess, removal from classroom if being disruptive to the learning environment.
• Document behavior of students to assist teacher in assessing progress with education plans. Maintain, or assist in maintaining, student weekly progress reports.
• Assist staff in limited clerical duties such as making copies, operating a fax machine, answering telephones, ordering supplies, and record keeping
• Required to follow Board policies and stay abreast of updates and changes.
• Performs Other Duties as Assigned: The duties listed above are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position.