Teacher Assistant/Job Coach-Transition Center

Teacher Assistant – Special Education Department: Teaching and Learning Reports To: Building administration, Special Education administration FLSA Designation: Non-Exempt Work Calendar: 180 work days / 187 paid days Bargain Unit Classification: Bargaining Unit–EARL Pay Scale/Lane: Collective Bargaining Agreement Benefits: Benefit Summary

PART I: SUMMARY OF POSITION

This position is responsible for assisting certified staff with direct instructional support and the general supervision and management of students.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE

Meet ONE of the following four options: 1) Completed 60 semester hours of college credit at a regionally accredited institution of higher education or 2) Obtained an associate’s degree (or higher) at a regionally accredited institution of higher education or 3) Met a formal State assessment by ONE of the following means: passed the ETS Para Pro assessment (460 or higher) or passed the applicable ACT Work Keys assessments (Applied Mathematics-4, Reading for Information-4, Writing/Business Writing-3, AND Acceptable on the Instructional Support Inventory which requires observation of an applicant in a classroom setting) or 4) Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs) or passed a rigorous local academic assessment that conforms to federal guidelines. Evidence is ISBE form 77-34. Fluency in Spanish and English preferred.

B. CREDENTIALS

Must have an Illinois Paraprofessional License (ELS-PARA). Must have PARA Pk-22 certification.

C. KNOWLEDGE, SKILLS AND ABILITIES

Understanding and respect for diverse cultural, linguistic, and environmental backgrounds, and how these influence student learning and development. Awareness of cognitive, communicative, physical, social, and emotional needs, and the factors that impact these differences. Understanding of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI), with the ability to apply these principles effectively. Familiarity with relevant laws, regulations, Board policies, and District procedures, including confidentiality and ethical standards. Strong oral and written communication skills, with sensitivity and professionalism when engaging with students, families, and staff. Ability to establish rapport, demonstrate respect, and maintain effective, professional relationships with students, staff, and families. Ability to adapt instructional strategies, methods, and materials to meet student needs under the guidance of licensed teachers. Ability to collect, record, and provide accurate performance and behavioral data, while maintaining confidentiality and ethical standards. Ability to implement strategies that reinforce positive behavior and contribute to a safe, healthy, and effective learning environment. Ability to prepare and organize instructional materials and resources as directed by a licensed teacher. Ability to work as a contributing member of the educational team, including participation in conferences with families or caregivers. Commitment to ethical practices in communication, data collection, and student support. Ability to use strategies that encourage student independence and self-management skills. Ability to employ age-appropriate instructional methods and apply learning styles theory in support of instructional practices. Ability to follow oral and written directions, seek clarification when needed, and adjust support strategies to meet changing classroom needs.

PART III: ESSENTIAL FUNCTIONS

Assists students with physical needs (toileting, eating, dressing); Assists the teacher in observing, recording, and charting behavior; Assists the teacher with crisis problems and behavior management; Assists with group educational activities that include students on Individualized Education Plans (IEPs); Carries out tutoring activities designed by the teacher that include students on IEPs; Confers and plans with teachers related to classroom and/or IEP objectives and/or modifications, and provides documentation; Maintains classroom (whiteboards, etc.); Manages students (including those on IEPs); Monitors supplementary work and independent study that include students on IEPs; Participates in professional activities and meetings; Prepares classroom materials including those related to IEPs or modifications/accommodations; Prepares the classroom environment for learning activities; Provides assistance with individualized programmed materials; Supervises children in the hallway, lunchroom, playground, and on field trips; Supports instruction for individual students (one-on-one or small group), including those on an Individualized Education Plan (IEP) under the direction of the supervising teacher; Works with audio-visual equipment, computers and/or assistive technology as related to IEP accommodations and modifications; Works with teachers to develop classroom schedule; May transport students in District vehicles, when requested; Performs other related duties as required.

PART IV: STAFF SUPERVISION

Not applicable THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED. RLAS #116 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 ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY. #J-18808-Ljbffr Sylvania