WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

 

JOB TITLE: Special Education Paraeducator

REPORTS TO: Supervising Special Educator, Director of Special Education, and Principal

APPROVED BY: Superintendent of Schools

UPDATED: 3/2019

FLSA STATUS: Non-Exempt

POSITION OBJECTIVES:

To assist and supervise assigned students instructionally, behaviorally and physically in school and classroom settings, working with individuals and/or small groups; to play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized educational programs. Assigned students may include students on the autism spectrum, students with low-incidence disabilities, students with social/emotional challenges and other students with various needs and services.

 

ESSENTIAL DUTIES AND RESPONSIBILITIES 

Under the direction of a professional, Special Education paraeducators will:

• Know and follow the written plan for assigned students
• Establish and maintain a positive and supportive relationship with student and school personnel
• Participate in various community activities and field trips with students
• Maintain working files, record grades and gather and record a variety of data related to student performance, progress and behavior.
• Make photocopies, order supplies, and perform office related work as requested.
• Assist students physically as required. Such duties could include implementing non-aversive restrictive behavior interventions in accordance with established protocols as necessary.
• Attend and participate in all relevant training sessions, meetings and professional growth activities as requested and/or required.
• Assist with the transportation of assigned students as requested and maintain required level of automobile insurance.
• Process routine communications, such as parent logs, permission slips, meeting reminders, staff meeting notices, and the like.
• Implement instructional and behavior programs for students, under the general direction of classroom and/or special education teachers. This includes working with students, both individually and in small groups, in a variety of academic areas and life skills.
• Implement and practice behavior management/modification plans and programs for and with students.
• Supervise student(s) when teacher is absent from the room.
• Keep detailed data on student progress using task analysis, behavioral charts and other measures.
• Contribute to a positive school environment
• Carry out instructional activities with students under the direction of special education case manager in collaboration with classroom teacher(s)
• Facilitate instructional activities and provide accommodations for students under the direction of a special education case manager in collaboration with classroom teacher(s)
• Carry out meaningful, realistic and consistent rules, routines and expectations with students in collaboration with professionals and in alignment with school policies and procedures
• Implement behavior plans for students under the direction of a special education case manager in collaboration with classroom teacher(s) and specialists, as applicable
• Assist with crisis intervention and discipline to provide a safe environment.
• Conduct task analysis and data collection on student performance.
• Collect data and provide objective feedback to teachers and case manager on student progress using the criterion established by the student’s support team. 
• Assist in the preparation and maintenance of instructional materials and equipment
• Communicate with appropriate educational personnel and related service providers on a regular basis in regard to planning and scheduling activities, instructional goals and objectives, student progress and pertinent health and behavior concerns
• Provide support to additional student(s) when not engaged with assigned student(s)
• Participation in team meetings as requested by case manager
• Professional, respectful communication with parents/guardians as directed by case manager
• Participate in assigned training activities and apply skills acquired when carrying out duties
• Assist students to participate in school activities while encouraging independence for the student
• Provide supervision for students as directed in school related activities such as lunchroom, recess, bus arrival and departure, etc. 
• Assist students during emergency procedures. 
• Follow all building and district directives, procedures and policies
• Provide periodic personal care, including possible toileting assistance, for individual students as assigned
• Maintain confidentiality of all students at all times
• Perform clerical duties as assigned
• Perform other duties as assigned by administration
• Assist or administer appropriate medical protocols under the direct and/or indirect supervision of nursing staff, consistent with district policies 
• Perform other related duties as assigned.
• Need to obtain CPR and first aid certification.

 

SUPERVISION RECEIVED: 

Supervision is received from a special education case manager or as assigned by an administrator.

 

SUPERVISORY RESPONSIBILITIES:

No formal supervisory duties. 

 

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Two years of higher education preferred plus one year of related experience, or a combination of education and experience from which comparable knowledge and skills are acquired. One year of directly relevant experience in a school setting desired. Good working knowledge of children.  Knowledge of students with special education needs, and special education teaching methods preferred. Basic health care or nursing nurse’s aid training/experience may be desirable. 
• Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively.  Ability to provide effective instruction and receive constructive feedback.
• Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be necessary.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred.  Ability to use adaptive equipment desired.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.  Ability to anticipate and diffuse emotionally explosive situations.  
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents/guardians, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress. 
• Other Qualifications. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to emergencies. Licensed driver with a reliable personal vehicle, required level of automobile insurance and a clean driving record, if required by assignment.

• Additional Competencies.  The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

 

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This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.