Employment Information: Full-Time, 10-month position

Qualifications

• At least a high school diploma.  An Associate's degree from an accredited university is preferred.
• Intermediate ASL skills required; advanced ASL skills preferred.
• Understanding and acceptance of communication principles, which emphasize full access to all communication in the school environment, the importance of self-expression and respect for each individual's communication needs.  (See statement of PSD's Communication Philosophy and Principles.)
• Some background or experience in an educational setting is preferred.
• Meet entry-level requirements on PSD's Credential of Competency of Paraeducator within three (3) years from date of hire.
• Paraeducators are required to complete twenty (20) hours of professional development trainings annually.

Responsibilities

This position provides a variety of direct and indrect services to the students.  In some cases, the position might be assigned to a teacher or a team of teachers on a long-term basis; other positions, depending on the need, might be assigned to various teachers, students, or classes on a rotating basis.

Responsibilities may include co-teaching, tutoring, storytelling, supervision of students in various activities, preparation of materials, and other tasks as assigned by the teachers.  The aide is an active and equal participant in the planning and implementation of the educational program.  This role also requires the aide to demonstrate a professional demenaor at all times with fellow staff members and with students.

Specific duties include but are not limited to the following.

• Assist teachers with the implementation of instructional plans, including direct instruction or tutoring of students.
• Assist teachers with the development of instructional materials and creating and maintaining a constructive classroom environment.
• Engage in professional development in order to meet Paraeducator standards.
• Substitute for teachers in the class or team during a teacher's absence as needed.
• Assist wtih supervision of students (e.g. during field trips, at lunch).
• Provide meaningful and interactive language experiences with students under the direction of the teacher.
• Provide appropriate support to students in their growth and development (e.g. academically, socially).
• Participate in team, cluster, and school-wide meetings.
• Other duties and responsibilities as assigned by the teacher or supervisor. 

Additional duties for Life Skills Personal Care Assistants include the following.

• Assist with specialized teaching and program support and monitoring.
• Support student hygiene (e.g. self-care, toilet use, feeding).
• Become familiar with and support the implementation of specially designed instruction accomodation from the student's IEP.
• Collect student data as required.
• Submit weekly ACCESS forms.
• Help prepare specialized materials for classroom use.

Daily routines, Tasks and Preparations include the following.

Daily and General

• Support all students' individual academic, behavioral, self-care, and life-skill goals.
• Support sensory and SSR.
• Before leaving the classroom, inform others where you are going and when you will return.
• Teacher will coordinate and assign staff break times; break times are tentative on classroom daily events and may need to be adjusted at the teacher's discretion.
• Implement behavioral interventions as specified.
• During specials where staff are not needed for support, individual meetings, break, and prep work should occur.

Arrival

• Support breakfast and transitions to classrooms.
• Support arrival routine; provide students with prompts and feedback to complete checklist.

Morning meeting and calendar

• This should be an active, engaging activity with visual supports that students can manipulate.
• One staff leads, one staff supports, and one staff sets up for the upcoming work block.

Work blocks

• All staff are responsible for the execution of lessons as designed.  Take anecdotal notes and track data as warranted.
• Teacher determines length of rotation and sets the timer for two minutes before it is time to rotate.
• When the timer goes off, the teacher will give a two minute warning to staff and students to wrap up their tasks and prepare to rotate.
• When student completes work at designated rotation, staff should check the allocated box.  Staff supporting the independent work should check to make sure the desk work is complete before checking it off.
• When students finish each rotation, they should hand their rotation card and choices icon to staff for a choice time.
• If the student does not have all of the boxes checked off, the student should be directed back to the station that has work left to complete.
• When all rotation schedule cards are collected, return them to their designated area or put them in the staff task box to be cleaned and prepared for the following day.

Transitions and check schedule

Students should be directed to check their schedules regularly throughout the day.  For some, this will be before each transition - or this may occur:

• after morning work blocks;
• after specials;
• after lunch;
• after afternoon work blocks; or
• during reviews of the day.

Check schedule cards are used for transitions back to the classroom.  

Include visual schedule cards on individual schedules for students with additional scheduled tasks (e.g. nurse, toileting, feeding)..

At the end of the day

• Teacher is responsible for assigning tasks to be prepared for the following day and upcoming lessons.  End of the day tasks include but are not limited to the following.
• Clean arrival cards and place in student cubbies.
• Clean rotation cards.
• Clean daily schedule sheets.
• Prepare schedule rings.
• Prepare rotation cards.
• Prepare lesson materials.
• Place lesson materials in designated area.
• Replenish edible reinforcers.
• Check batteries and toys and replace if needed.
• Prepare student goal and data sheets.
• Check work to do box and complete tasks.
• Check to do list on board and complete tasks.
• Clear choice boards and return pictures to board on wall.
• Review assigned lessons for the following day and ask questions.

Note:  While it is understood that staff participate in meetings and extracurricular activities at the end of the day, classroom staff are responsible for completing the end of the day tasks before students arrive the following morning.

PSD is committed to the full inclusion of all qualified individuals. As part of this commitment, PSD will ensure that persons with disabilities are provided reasonable accommodations. If reasonable accommodation is needed to participate in the job application or interview process, to perform essential job functions, and/or to receive other benefits and privileges of employment, please contact the human resources department.