Teaching Assistant

The WISD's Mission is to educate, serve, and advocate with students, families, schools and the community. We disrupt racial inequities, build just educational systems, and expand access for all learners. We value human potential while striving to support current and future generations of Washtenaw County to enrich as many lives as we possibly can. The WISD’s Vision is to be a leader in empowering, facilitating, and delivering high-quality, boundary-spanning, educational system that educates all children through an equitable, inclusive, and holistic approach. SUMMARY: The Teaching Assistant supports the professional staff in implementing a personalized individualized student program for young adult students placed in Young Adult Classrooms throughout Washtenaw County including collaborating with professional staff from WISD and other Adult Service Agencies, as well as student families, employers, and other community resources. This position involves assisting the classroom teacher with all the students in the classroom under the teacher’s direction. ESSENTIAL DUTIES AND RESPONSIBILITIES: Demonstrates a strong commitment to equity, social justice, and inclusion in all practices and position responsibilities. Demonstrates the ability to examine how his/her/their position (directly or indirectly) impacts educational inequities in student achievement outcomes. Engages in reflection and ongoing learning and development on critical concepts and terms identified in the Washtenaw ISD Educational Equity Policy including concepts such as cultural proficiency, racial equity, and systemic and structural inequities. Supports WISD vision and mission to enhance achievement for all students. Demonstrates excellent customer service. Follows individual behavior intervention plans. Integrates students into functional, community-based environments based on the Individualized Education Program under the leadership of the classroom teacher (i.e., work/job sites, student’s home, recreational facilities, public transportation vehicles, public buildings, etc.). Implements strategies for student independence based on the Individualized Education Program under the leadership of the classroom teacher. Assists in implementing and monitoring IEP under the leadership of the classroom teacher through group and individual instruction, including following IEP goals related to specific related service areas (PT, OT, Speech, augmentative devices, etc.). Assists in supervising students in classroom and community settings, individuals, and with small groups and large groups under the guidance and leadership of the classroom teacher. Assists in promoting and reinforcing positive student behavior by modeling expectations, encouraging appropriate choices, and following Board policy and individual behavior plans as directed by the teacher. Assists with incorporating support service activities into daily classroom routines and curriculum. Helps monitor student health needs and carries out specialized care tasks under the direction of licensed or professional staff. Collaborates with teachers and team members to address challenges and support quality programming. Supports communication with families, outside agencies, and staff in a professional and objective manner under the guidance and leadership of the classroom teacher. Supports special instructional activities to help meet program and student goals (e.g., vocational training, transition to adult life, swimming, job training in community/business settings). Assists teachers and support staff by preparing instructional materials, maintaining classroom organization, supporting record keeping, and documenting student progress objectively. Provides assistance with self-care needs, including eating/feeding, dressing, and, when necessary, medical interventions under the direction of professional staff. Communicates respectfully and effectively with students, parents, and administrators to support student growth and development. Contributes to the smooth operation of the school program by assisting with daily routines and responsibilities. Participates in professional development opportunities, maintains required certifications, and stays current with instructional practices as directed. Engages in school and District activities, including staff meetings, program meetings, in-service training, and other meetings as assigned. Supports District and school initiatives by following building and District improvement plans. Supports a team-based approach to problem solving. Collaborates with team members to problem-solve and support student success. Follows District and school rules and procedures consistently. Models appropriate behavior, professionalism, and collegiality for students and peers. Regular, predictable attendance. Maintains regular, reliable attendance. Performs additional duties as assigned by the supervising teacher or administrator. SUPERVISORY RESPONSIBILITIES: N/A. QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. Alternative requirements that may be appropriate and acceptable to the Board of Education may be considered. The requirements listed below are representative of the knowledge, skill and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. EDUCATION and/or EXPERIENCE High School Diploma or equivalent - required. Highly Qualified status is preferred (Possess one of the following: Associates degree, 60 hours of college credits, WorkKeys, MTTC Basic Skills, or ETS). Experience working with young adult students with moderate and severe disabilities - preferred. Experience working with students who have significant medical, physical, and other needs. Experience working with young adult students in community-based locations - preferred. Experience working with families, community resources, and adult service agencies - preferred. Experience with occupational training, job readiness and community-based instruction - preferred. Experience using Non-Violent Crisis Intervention techniques and other behavior strategies (which will be used frequently in this classroom). Exceptional knowledge and skills in working with student behavior management - required. Experience working with students that have multiple need areas autonomously in various community settings. Possesses such alternatives to the above qualifications as the Board may find appropriate and acceptable. CERTIFICATES, LICENSES, REGISTRATIONS: N/A LANGUAGE SKILLS: Demonstrates ability to read and comprehend simple instructions, short correspondence, and memos. Demonstrates ability to effectively present information and respond to questions one-on-one and from groups of educators, students, and the general public. Demonstrates ability to write clear, concise, objective notes regarding activities during the instructional day to third parties (families, outside agencies, others). Demonstrates ability to write simple correspondence. Demonstrates ability to express self clearly, both orally and in writing. TECHNICAL SKILLS: Demonstrates ability to integrate technology into the everyday workflow if necessary. Demonstrates ability to utilize District technology and work to maintain proficiency, as required skill sets change with technology and/or the needs of the District. Demonstrates ability to use a personal computer (PC) or MAC in a networked environment to utilize the Internet and other electronic communication mechanisms. Knowledge of productivity applications such as Microsoft Office (word processing, spreadsheets, database and presentation software) is required. Demonstrates ability to follow data collection information to support functional behavioral assessment. Demonstrates ability to accurately use District-wide electronic reporting systems for attendance, Medicaid logging, lunch count, etc. MATHEMATICAL SKILLS Demonstrates ability to apply the concepts of basic math, algebra, and geometry consistent with the duties of this position. REASONING ABILITY: Demonstrates ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Exhibits a high level of professionalism with the ability to handle confidential information, use good judgment, plan and handle complex projects, and maintain a flexible attitude. Demonstrates ability to define problems, collect data, establish facts, and draw valid conclusions. Demonstrates ability to apply common sense understanding to carry out detailed written or oral instructions. Demonstrates ability to interpret a variety of instructions furnished in written, oral, diagram or schedule form. Demonstrates ability to use positive behavior support intervention techniques autonomously. Demonstrates ability to make reasonable student focused decisions autonomously. Demonstrates ability to implement various student plans simultaneously and report factually to the teacher. INTERPERSONAL SKILLS: Demonstrates ability to build rapport with others and to serve diverse publics. Demonstrates ability to take initiative, work well with others as a collaborative team member and exhibit good communication skills. Demonstrates ability to work collaboratively and cooperatively with others in a team. PHYSICAL DEMANDS: The physical demands 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. While performing the duties of this job, the employee is frequently required to sit, walk and stand. The employee is occasionally required to bend and or twist at the trunk more than the average person. The employee is continuously repeating the same hand, arm or finger motion many times. The employee is frequently required to talk or hear. The employee must occasionally lift and/or move up to 50 pounds such as books and teaching material or when assisting in student interventions. Specific vision abilities required by this job include close vision, distant vision, and the ability to adjust focus. The ability to travel to other buildings is required. The position requires the individual to sometimes work irregular or extended work hours and meet multiple demands from several people. The position requires the individual to have the ability to manage the medical, physical and emotional needs of students in a positive, student-centered manner while communicating with several different people (parents, community members, professional staff, advocates, related service staff and outside service agencies) with consistency and objectivity. ENVIRONMENTAL ADAPTABILITY: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. The noise level in the work environment is quiet to loud depending upon the activity in the particular part of the day. The employee is frequently required to interact with the public and other staff. The employee is directly responsible for the safety, well-being and work out-put of students. The employee is exposed to infections at a greater risk than the average person. Occasionally the employee may be required to be outdoors for a short period of time, and therefore subject to varying weather conditions, for purposes of accomplishing the essential functions of this job. FUNCTIONS OF POSITION DESCRIPTION This position description has been prepared to define the general duties of the position, provide examples of work and to detail the required knowledge, skills and ability as well as the acceptable experience and training for the position. The description is not intended to limit or modify the right of any supervisor to assign, direct and control the duties of employees under supervision. The WISD retains and reserves any and all rights to change, modify, amend, add to or delete from any portion of this description in its sole judgment. This position description is not a contract for employment. WISD is an equal opportunity employer, in compliance with the Americans with Disabilities Act. The District will provide reasonable accommodations to qualified individuals with disabilities and encourages both prospective and current employees to discuss potential accommodations with the employer. TERMS: Position subject to terms, conditions, and calendar of the Unit I Collective Bargaining Agreement between the District and Unit I AFT Local 3760. Starting salary ranging (dependent upon experience) from $36,341 - $40,940. Washtenaw Intermediate School District is a drug-free workplace. It is the policy and commitment of the Washtenaw Intermediate School District not to discriminate on the basis of race, color, religion, national origin, sex, disability, age, height, weight, familial status, marital status, genetic information, sexual orientation or any legally protected characteristic, in its educational programs, activities, admissions, or employment policies in accordance with Title IX of the 1972 Educational Amendments, executive order 11246 as amended, Section 504 of the Rehabilitation Act of 1973 and all other pertinent state and Federal regulations. #J-18808-Ljbffr