Special Education Paraeducator

The special education associate will be directly responsible to the teacher or specialist in instructional, behavioral, and support role matters.

 

 

Title: Special Education Paraeducator

Reports to:   Supervising Teacher 

Evaluated by:  Supervising Teacher(s) and Building Principal

 

 

PERFORMANCE RESPONSIBILITIES: Essential Functions

• Show evidence of good mental and physical health
• Participate in Paraeducator training to develop skills to be more effective
• Implement district professional development in job activities
• Respect confidentiality 
• Be dependable in promptness and attendance
• Be reliable regarding job performance
• Avoid gossip and inappropriate discussions
• Have good grooming and appropriate attire
• Monitor work hours and work time with supervising teacher
• Be a positive liaison between school and community by promoting pride in the school
• Like and respect children/students and have a desire to work with them
• Be sensitive to needs and feelings of others
• Use good judgment when unusual or unexpected situations arise
• Be self-directed; be able to give help and assistance without specific instructions
• Be flexible and willing to take on additional tasks as needed
• Maintain positive attitude with students and co-workers
• Attend IEP meetings when requested
• Communicate with certified staff before taking actions not previously discussed
• Use feedback from supervisor and staff to continuously improve job performance

 

PERFORMANCE RESPONSIBILITIES: Providing Instructional Support

• Assist or directly carry out educational activities designed by the instructor
• Help plan daily activities 
• Work with individual and small groups using developmentally appropriate curriculum 
• Make modifications to curriculum, when needed (ex. write for student, modify written materials, etc.)
• Be involved and assist students during inclusionary and field trip activities
• Assist in assessment of students
• Assist with computer instruction
• Observe and record student progress
• Assist in carrying out programs set up by support personnel (OT, PT, Speech)
• Assist teachers in collection and preparation of instructional materials and equipment

 

PERFORMANCE RESPONSIBILITIES: Behavior Management Support

• Circulate in classroom to provide support where needed
• Give positive reinforcement and support
• Encourage appropriate behaviors
• Observe and chart student behavior (when appropriate)
• De-escalate verbal/physical aggression of students (Mandt, CPI, obtaining help, backing away from situations, etc.)
• Assist in managing conflicts
• Be knowledgeable about behavior management programs used in classroom

 

PERFORMANCE RESPONSIBILITIES: Clerical/Classroom Support

• Assist in finding needed materials
• Assist in daily clerical routines (duplicating, obtaining records, filing, typing reports, taking attendance, etc.)
• Record grades and/or maintain progress notes/graphs
• Assist with inventory
• Prepare instructional games, aides, bulletin boards
• Organize supplies

 

PERFORMANCE RESPONSIBILITIES: Classroom Management

• Supervise students during transitional time periods (recess, bus, lunch, etc.)
• Assist in supervising students in classroom 
• Support classroom rules

 

Specific Job Descriptions for Para-educators

 

Collaborative Classroom Associate

Preferred Qualifications: Minimum of 2 years of completed post-secondary education, Experience working with adolescent aged students

• Performance Responsibilities expected of all para-educators
• This job entails working with a wide variety of students who have been identified as needing special services. The para-educator’s primary responsibility will be to assist the students when they are in the general education classrooms. The para-educator will be expected to support students’ learning at all times in order for students to attain the goals outlined for each in the IEP. This individual will be expected to work collaboratively with each general education teacher to which classroom he/she is assigned and to communicate regularly with the special education teachers regarding instructional programs, methods, and progress towards the goal areas. This position requires someone with the capacity to deliver effective learning strategies to help students acquire knowledge and skills, particularly in the areas of mathematics and English/Language Arts. While the majority of the para-educators’ time will be spent helping students with an IEP understand the content so that progress is being demonstrated with their learning, there will be opportunities for the para-educator to assist some students who are not identified with an IEP, but who also need brief periods of assistance. The expectation for the staff member is to help the general education teacher by providing additional support to students who are challenged with learning the content, so that all students are more successful with their learning.

 

Special Education Classroom Associate

Preferred Qualifications: High School Diploma, Experience working with students (age levels dependent upon classroom assignment)

• Performance Responsibilities expected of all para-educators
• This job entails working with students who have been identified as needing special services. The para-educator’s primary responsibility will be to assist students when they are in the special education classroom. The para-educator will be expected to support students’ learning at all times in order for students to attain the goals outlined for each in the IEP. This individual will be expected to communicate regularly with the special education teacher regarding instructional programs, methods, and progress towards the goal areas. This position requires someone with the capacity to deliver effective learning strategies to help students meet the goal areas identified in the students’ IEPs. The expectation for the para-educator is to help the special education teacher by providing additional support to students who are challenged with learning the content, so that all students are more successful. Occasionally, the para-educator may be requested to be with and assist a student when he/she is receiving academic content in the general education classroom. However, the majority of the para-educator’s time is spent assisting students in one or two special education classrooms throughout the school day.

 

Para-educators Assigned to Individual Students

Preferred Qualifications: High School Diploma, Experience working with students (age levels dependent upon assignment)

 

• Performance Responsibilities expected of all para-educators
• This job entails working with one or two students who have been identified as needing special services and who have IEP goals that require greater one-on-one assistance from an adult. The para-educator’s primary responsibility will be to assist the student(s) when they are in the special education and general education classrooms. The para-educator will be expected to support students’ learning at all times in order for students to attain the goals outlined for each in the IEP. This para-educator will be expected to communicate regularly with the special education teacher regarding instructional methods and progress towards the goal areas. This position requires someone with the capacity to deliver effective learning strategies to help students meet the goal areas identified in the students’ IEPs. The expectation for the para-educator is to help the student(s) by providing additional support to the students to whom he/she is assigned that are faced with more significant learning and/or behavioral challenges.

In addition to above duties, job responsibilities of para-educators assigned to individual students may include all or some of the following:

• Assist students with personal care goals (toileting skills, personal hygiene, dressing, preparing food, eating assistance)
• Assist with lifting and positioning of students 
• Assist with physical mobility
• Use effective behavioral modification strategies

• Be involved and assist students during community and field trip activities
• Support and/or supervise students in community environments
• Develop instructional strategies (under supervision of teacher) to teach students to perform vocational jobs