Paraprofessional (Instructional)

Paraprofessional in K-2 Classroom Setting

Position Purpose: Under the direct supervision of a certified staff member, to assist certified professional staff with students in the classroom to meet instructional goals and objectives, and to free certified professional employees from non-professional duties such as proctoring study halls to enable them to make a contribution to other aspects of the educational program, such as curriculum development.

Essential Job Functions:

• Assists and guides students to reinforce reading, language arts, mathematics, computer instruction, and other skills.
• Works with students individually and in small groups to reinforce basic learning and implement assigned programs.
• Assists professional staff in the administration and correction of classroom exercises, tests and assessments.
• Assists in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.
• Asssts with record-keeping procedures to document student learning and performance.
• Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
• Assists students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas.
• Accompanies students on field trips for the purpose of assisting with supervision.
• Constructs, copies and distribute and use educational materials as needed.
• Assists teacher with parent contact as requested to foster effective and participatory parent involvement in student education.
• Assists students with special needs in all aspects of classroom instruction to maximize inclusion, learning, achievement if IEP objectives, etc.
• Participates in IEP process and serves as resource for the student personnel evaluation team as needed.
• Assist students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities.
• Follows all applicable safety rules, procedures and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs.

Additional Duties:

• Assist guidance, pupil services staff or building administration, as needed.
• Perform any other related duties as assigned.

Equipment: Use standard office equipment, such as personal computers and copiers.

Travel Requirements: Travel between schools, or between schools and central offices, may be required for certain positions.

Knowledge, Skills and Abilities:

• Ability to carry out instructions furnished in written or oral form.
• Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
• Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel).
• Ability to work with a diverse group of individuals.
• Ability to maintain confidentiality of information regarding students, employees and others.
• Ability to establish a supportive and compassionate relationship with students with special needs.
• Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
• Ability to report work orally or in writing to supervisor as required.
• Effective writing and verbal communication skills.

Physical and Mental Demands, Work Hazards:

• Works in standard office and school building environments.
• Ability to work outdoors during outdoor student activities.

Performance Factors:

• Medium Work: Exerting up to 50 pounds of force occasionally and/or up to 20 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects.
• Interaction with Others: Ability to maintain, on a regular and consistent basis, relationships that are characterized by high expectations, teamwork, and collaboration.
• Ability to be flexible relative to daily routines.
• Ability to demonstrate sensitivity to the differences among diverse populations.
• Concentration: Ability to maintain workflow and thought processes in the presence of frequent distractions.
• Ability to ignore irrelevant sights or sounds and intrusive thoughts or stimuli.
• Ability to manage multiple tasks simultaneously with only few or no errors.
• Stressful Circumstances: Ability to produce quality work when short or unexpected deadlines are presented.
• Ability to adjust work processes without incident when new and unexpected directions are given relative to a project that may be in process.
• Ability to maintain composure and not compound a situation when interacting with persons who may be angry, demanding or otherwise less than polite.
• Independent Judgment: Ability to complete work tasks without being given precise directions relative to work steps or the final project.
• Organizational Skills: Ability to establish priorities, simultaneously manage multiple tasks; and deliver a quality work product by a designated deadline.
• Public Contact: Ability to communicate professionally and effectively, both verbally and in writing, with superiors, colleagues, parents, and other individuals within and external to the school system.
• Ability to demonstrate professionalism while interacting with others and to maintain constructive working relationships.
• Attendance and Dependability: Ability to report to work at the scheduled time and to seldom be absent from work. Demonstrate prompt and regular work attendance. Process appropriate paperwork to authorize absences in accordance with school system procedures. Ability to complete work in a timely, accurate manner and to be conscientious about work performance.

Evaluation: Performance will be evaluated annually by the Superintendent or designated Supervisor in accordance with Policy GBI - Evaluation of Personnel.

Qualifications Profile: Any combination of education and experience providing the required skill and knowledge for successful performance would be qualifying. Typical qualifications would be equivalent to:

• High School diploma or equivalent.
• Successful completion of college level coursework or passing of examination as required by the No Child Left Behind Act.
• Prior experience working with special needs children desirable.

FLSA Status: Non-exempt