Demonstrate an understanding, patient, and receptive attitude toward students of varied age groups, and varied cognitive and social and emotional disabilities.
Model appropriate behavioral interventions.
Communicate effectively in oral and written form.
Learn to create, modify and utilize a variety of appropriate instructional and visual materials to support student success.
Understand and carry out oral and written directions.
Establish and maintain cooperative working relationships with students, parents, teachers and administrators.
Work with the IEP team in the development and implementation of data collection systems, as well as assist in the analysis and interpretation of the results of the data collection in order to evaluate student performance and progress, the effectiveness of interventions, strategies and support, and contribute to future plans.
Assist the classroom teacher in all aspects of classroom instruction and behavior support.
Implement Behavior Strategic Plan/Behavior Intervention Plan and prescribed behavior strategies.
Ability and willingness to work with students who have special needs and/or aggressive behaviors (i.e. biting, kicking, hitting, emotional outburst, etc.).
Support students throughout the school day including unstructured time frames break, lunch, recess, and PA time.
Supervise and provide appropriate assistance to students in special education, general education, and community settings throughout the school day including transportation to and from school as needed.
Consult and collaborate with school staff and EC district staff as needed.
Assist in student assessments as appropriate.
Participate in IEP meetings as appropriate.
Maintain appropriate documentation, records, and reports.
Must be able to meet and interact with employees and parent/guardians in routine situation, which require tact, discretion and courtesy.
Other related duties as assigned.
A minimum of 48 semester hours of college coursework.
Ability to work with students with disabling conditions. Ability to maintain composure under stressful conditions. Ability to develop effective working relationships with students, staff and the community and work as a team. Ability to perform duties with awareness of all district, State and Federal requirements and Board of Trustee policies. Knowledge of basic concepts of child growth and development and developmental behavior characteristics particularly pertaining to pupils with special learning needs; behavior management strategies and techniques relating to pupils experiencing behavioral difficulties, positive behavioral interventions and applied behavioral analysis. Knowledge of routine record storage, retrieval and management procedure. Must be able to use a variety of equipment and classroom tools such as computers, copiers, typewriters, calculators, pencils, scissors, equipment for children with special needs, etc. Must be able to exert a negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects.
Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in written, oral, diagrammatic, or schedule form.
Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions.
Requires the ability to deal with people beyond giving and receiving instructions.
REPORTS TO: Principal and/or Director of Exceptional Children
FSLA STATUS: Non-Exempt
DISCLAIMER:
The preceding job description has been designed to indicate the general nature and level of work performed by employees within this classification. It is not designed to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and qualifications required of employees in this job.