25-26 Instructional Aide (1:1)

Job Description

Job Description

Salary: $27.00/hour

Job Title: Instructional Aide (1:1)

Work Year: 10.5 months

Employment Type: Non-Exempt

Salary Range: $27.00/hour

Supervisor: SPED Program Specialist

_______________________________________

OUR MISSION

Invictus Academy of Richmond prepares 100% of students in grades 7-12 to thrive in the colleges of their choice, solve relevant problems, and communicate with confidence.

_______________________________________

OUR SCHOOL

Invictus Academy is a high performing independent public charter school located in El Cerrito, and we are seeking team members who want to join our team and create an exceptional school.

Invictus creates joyful, rigorous classroom cultures where students understand the importance of the content they are learning, and how it connects to their everyday lives and ambitions. We work to ensure that in every lesson, the heavy lifting is done by our students.

We build trusting, authentic relationships with students, families, and colleagues. With these relationships as our foundation, we work closely with each other to support students in meeting the highest academic and behavior expectations. At Invictus, we are eager to learn about and implement restorative approaches to support students to be their best selves.

Invictus Academy of Richmond embodies humility and constantly strives to strengthen our knowledge, skills, and practice. We crave feedback and welcome opportunities to grow through observations, coaching meetings, and professional development.

We are fiercely solutions-oriented. We never shy away from a problem that we must solve to achieve our mission, but always bring potential solutions to the table.

_______________________________________

ESSENTIAL FUNCTIONS

The quality of our school cannot exceed the quality of our Support Staff. In that spirit, we are seeking exceptional individuals to execute the following essential job functions and professional responsibilities:

• Assist students with disabilities in accessing curriculum materials, understanding concepts, and completing assignments in various subject areas.
• Collaborate with special education teachers to implement strategies and accommodations outlined in students' IEPs, ensuring their educational goals are met (i.e. provide 1:1 support to student in classroom, support student(s) with toileting needs, and assist with the physical needs of students (lifting/ assisting with mobility, implementing student stretching/exercise routines).
• Foster a supportive and inclusive classroom environment where all students feel valued and respected, promoting opportunities for peer interactions and collaboration.
• Offer one-on-one or small group instruction to reinforce learning objectives, clarify instructions, and address individual learning needs.
• Encourage students to develop independence and self-advocacy skills by providing guidance and encouragement in completing tasks and advocating for their own needs.
• Support students in managing behaviors and implementing behavior intervention strategies as outlined in behavior support plans and aligned with school policies and practices.
• Work closely with teachers, therapists, and other support staff to coordinate instructional activities, monitor student progress, and address any concerns or challenges that arise.
• Keep accurate records of student progress, attendance, and behavior, as well as any incidents or observations, and communicate regularly with supervising teachers and administrators.
• Assist students in utilizing specialized equipment or technology to access the curriculum and participate in classroom activities.
• Collaborate and co-plan with special education staff, fellow teachers, and school leadership to ensure we continuously improve as a school and meet students needs.
• Adhere to all operational and programmatic systems and procedures.
• Under the guidance of students case manager, communicate regularly with families, striving for a ratio of three positive communications for each corrective one.
• Utilize a variety of rigorous, authentic assessments to collect and respond to student achievement data.
• Uphold PBIS System including participating in student celebrations/awards, entering daily DeansList data, and consistent and frequent communication with families.
• Actively supervise students during transitions such as arrival, homeroom, passing periods, lunch, and dismissal.
• Demonstrate proficient use of technology to communicate with staff, families, and community members using multiple school-based platforms.
• Utilize Educational Technology platforms for curriculum development and planning.
• Other duties as assigned by the Principal or an administrator.

PROFESSIONAL RESPONSIBILITIES

• Demonstrate regular and consistent attendance in order to perform essential functions of the role.
• Collaborate with staff and leadership to continuously improve practices and address student needs effectively.
• Foster open and respectful communication, offering and receiving constructive feedback to enhance personal and team performance.
• Set and hold high expectations for academics and behavior.
• Develop trusting, authentic relationships with students and their families.
• Create and maintain a joyful, safe, structured, and engaging school and classroom culture.
• Encourage students to take risks and learn from their mistakes and create opportunities for students to leverage the power of their voice.
• Supervise and engage with students in-person to ensure student safety and learning.
• Uphold and model core values, including purpose, perseverance, productivity, growth mindset, integrity, leadership, joy, gratitude, mindfulness, and kindness.
• Perform any other reasonable duties or responsibilities as assigned by your supervisor.
• Participate in the performance evaluation process, which is based on adherence to the outlined responsibilities and qualifications.

______________________________________________________________________________

PUBLIC SCHOOL EMPLOYMENT REQUIRED QUALIFICATIONS

These requirements apply to paraprofessionals who are employed at a Title I school, regardless of the paraprofessional funding (EC Section 45330, 20 U.S.C. Section 1112[c][6])

Title I paraprofessionals whose duties include instructional support must have:

• High school diploma or the equivalent, and
• Two years of college (48 units), or
• A. A. degree (or higher), or
• Passing scores on all CBEST tests.

• Pass a Criminal Background Check through the Department of Justice.
• Obtain a negative TB reading prior to starting employment.
  

DESIRED QUALIFICATIONS

• Bilingual in Spanish.
• Knowledge of child cognitive development and different learning styles.
• Familiarity with students with students that demonstrate moderate-severe needs.
• Ability and willingness to implement students individualized education programs.
• Ability and willingness to reflect and improve on practice.
• Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities.
• 1+ year working with students in special education with moderate / severe needs or students from urban communities in an educational setting.
• Knowledge of federal and state education rights of students and responsibilities of schools, including IEP processes (testing and implementation of accommodations and modifications).

WORK ENVIRONMENT AND PHYSICAL DEMANDS

This full-time and on-site position requires sufficient mobility to report to campus, work in an office, and engage with students, families, and colleagues, with or without reasonable accommodations. The role may involve light lifting, pushing/pulling, standing, sitting, and bending for extended periods. Success in this role requires working well under pressure, meeting deadlines, and adapting to stressful and unpredictable environments. The employee must effectively prioritize and organize tasks while maintaining open and respectful communication with families and community members using school platforms and technology. Attendance and active participation in school-wide events, professional development sessions, and other assigned meetings are essential.

NON-DISCRIMINATION

Invictus Academy acknowledges and agrees that all persons are entitled to equal employment opportunity. Invictus Academy shall not discriminate against applicants or employees on the basis of race, color, religion, sex, gender, gender expression, gender identity, sexual orientation, pregnancy, national origin, ancestry, citizenship, age, marital status, physical disability, mental disability, medical condition, genetic information, military and veteran status, or any other characteristic protected by California or federal law. Equal employment opportunity shall be extended to all aspects of the employer-employee relationship, including but not limited to recruitment, selection, hiring, upgrading, training, promotion, transfer, discipline, layoff, recall, and dismissal from employment.