Instructional Assistant - Special Education, Pre-Kindergarten

Overview POSITION TITLE (Oracle title) INSTRUCTIONAL ASSISTANT-PRE-K (General Education, Special Education, or Title I)

WORKING TITLE

Instructional Assistant-Pre-K Blended (Assignment could be divided and be in a Pre-K General Education classroom, Pre-K Special Education assignment, and/or Pre-K Title I school site assignment)

SCHOOL/DEPARTMENT

Office of Early Learning (OEL)

LOCATION

School Site

PAY GRADE

Noncertified Grade 20 or 21 (Dependent upon assignment(s))

FLSA STATUS

Nonexempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends)

POSITION PURPOSE:

Performs instructional support work assisting classroom teachers in classroom activities as well as general administrative support tasks. Implements goals and objectives established by licensed teachers and works directly with students. Assists in the instruction of individual students or groups of students in all curricular areas as directed by teachers or administrators. Plans and collaborates with teachers in devising special strategies related to childcare licensure requirements, if applicable. Position can be utilized in more than one assignment (blended).

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs) Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; Working knowledge of successful instructional delivery methods; Working knowledge of the core subjects at the grade level to which employment assignment is made; Ability to recognize and support students of diverse backgrounds, learning abilities, and learning styles; Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; Ability to work in a team environment and effectively collaborate with others; Ability to motivate students; Ability to constantly supervise the safety and well-being of students; Ability to work with a diverse student population and recognize variations in student backgrounds, abilities, and learning styles; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to implement academic and behavioral interventions, as needed; Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public. EDUCATION, TRAINING, AND EXPERIENCE FOR NC PRE-K PROGRAMS (can include Blended and/or Title I) High school diploma or GED and shall hold or be working towards, an Associate’s degree in birth-through- kindergarten, child development, early childhood education, or an early childhood education related field or a Child Development Associate (CDA) credential. Instructional assistants working toward the minimum of an associate degree shall make progress by completing a minimum of six documented semester hours per year; AND For Title I schools, meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Public Law 114-95. EDUCATION, TRAINING, AND EXPERIENCE FOR NON NC PRE-K PROGRAMS (can include Preschool Special Education/Self-Contained, Blended, and/or Title I) High school diploma or equivalent; AND For Title I schools, meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Public Law 114-95.

CERTIFICATION AND LICENSE REQUIREMENTS

Maintain a Crisis Prevention and Intervention (CPI) certification (specific program to be determined based off position; maintain that certification through the proper renewal process; adhering to all timelines; CPI training will be provided through WCPSS, if needed.)

PREFERRED QUALIFICATIONS:

CPR and First Aid certification. For Pre-K Special Education and Blended programs, experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations).

ESSENTIAL DUTIES AND RESPONSIBILITIES:

All Pre-K Programs: Provides assistance with activities and duties that implement the total school program, assists teachers in instructional activities, and assists teachers in ensuring an encouraging, caring, safe and healthy environment for all students. Aids teachers with planning and organizing, evaluating instructional activities, developing classroom licensure procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan. Demonstrates professional and technical skills necessary to function effectively in the classroom and to support the school program. Works with an individual student and/or specific groups of students in different pre-k licensed classrooms and/or area of the school, as needed. Participates in the district staff development program and continued professional growth in the area of assignment. Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times. Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality. Coordinates and assists students with special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student(s); Behavioral assistance and CPI skills. Performs other related duties, as assigned. Preschool Special Education/Blended Programs: Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students. Assists teachers with strategies related to the implementation of students’ behavioral intervention plans. Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs. Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This job operates in a classroom environment and requires sitting and standing throughout the day. This role routinely uses standard office equipment such as computers, scanners, and copiers. The position, at times, must be able to come into direct contact with school system staff, staff members of external funding agencies, and the community. Work is considered medium physical work, requiring the exertion of up to 50 pounds force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. School can contact the school’s Physical Therapist for assistance, if needed, with proper lifting techniques.

EFFECTIVE DATE: 6/2026

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time. #J-18808-Ljbffr Wake-County-Public-School-System