Special Education Teacher Aide

The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.

• The Special Education Teacher Assistant's role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric):
• Works collaboratively with Special Education Teacher assist students towards goals in IEP
• Teach students to think through problems in Mathematics, Reading and other areas identified in IEP
• Administers test, and records results while collaborating with Special Education and classroom teachers
• Assigns lessons corrects paper, and hears oral presentations
• Teaches rules of conduct
• Maintains order in classroom
• Counsel's pupil's when adjustment and academic problems arise
• Discusses pupil's academic and behavioral attitudes and achievements with parents
• Keeps attendance and records as required by school and IEPs
• Participates in class field trips with identified students as needed
• Attends meetings, conferences, and in-service, and participates in special events of the school and the agency

• Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
• Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
• Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
• Uses observations of children and anecdotal notes to document children's progress and individualize curriculum.
• Creates partnerships with families to establish positive interaction patterns in program, school, and home.

• Planning
• Program Implementation
• Family Partnerships
• Communication and Service Coordination
• Record Keeping and Reporting
• On-going Monitoring and Self-Assessment
• Supervision and Human Resources
• Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.
• Establishing and maintaining a safe, healthy learning environment.
• Supporting the social and emotional development of children.
• Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families.

• Will assist in ensuring that the written curriculum includes:
  • goals for children's development and learning;
  • the experiences through which children will achieve these goals;
  • what staff and parents can do to help children achieve these goals;
  • the materials needed to support the implementation of the curriculum towards achieving the stated goals
• Responsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom
• Will assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.

• Follow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
• Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
• Implement daily lesson plans in response to children's needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
• Implement Individual Family Services Plans (IFSPs) for children with disabilities.
• Provide children with a consistent classroom routine.
• Provide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements.
• Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social.
• Supervise all classroom field trips and outdoor activities.
• Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.

• Invite parent involvement in the development of the program's curriculum and approach to child development and education.
• Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
• Encourage parent participation in staff-parent conferences and home visits discussing their child's development and education.
• Establish positive and productive relationships with families focusing on building trust and rapport.
• Work with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.
• Participate in parent orientation and ongoing parent trainings as required.
• Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.
• Share pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate.
• Maintain regular contact with parents and complete appropriate documentation.
• Forward classroom updates to the teacher to be included in the monthly newsletter.
• Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.

• Request supplies as needed and participate in classroom/program inventory as requested.
• Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.

• Conduct daily health checks.
• Assess children on an on-going basis.
• K4 Program: Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold.
• Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed.

• Model appropriate classroom practices.
• Work with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.
• Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
• Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
• Participates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.
• Participates actively in Special Education Assistant Meetings.
• Participates in assigned meetings, events and training as required.
• CLASSROOM MANAGEMENT:
• Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
• Uses proactive, positive reinforcement strategies to encourage appropriate behavior.
• Recognizes and celebrates student successes to build confidence and motivation.
• Foster a safe and supportive atmosphere where students feel valued and encouraged to participate
• Effectively monitor and supervise students at all times.
• Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.
• Manage student behavior proactively and respectfully using positive behavior supports across the school environment.

• Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.
• Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.
• Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making

• Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
• Models professional and ethical standards when dealing with students, parents, peers and community.
• Establishes and maintains cooperative working relationships with students, parents and other professionals.
• Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.
• Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
• Participate in family-teacher conferences and contribute to school events or family engagement opportunities.

• Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
• Participates in all required training and meetings, as well as school and UCC training, and meetings.
• Reflect on teaching practices and seek opportunities for continuous improvement.
• Engage in professional learning communities and schoolwide initiatives.
• Uphold ethical practices and professional conduct.
• Collaborate with colleagues, support staff, and administration to support student success.
• Contribute to a positive school culture and shared leadership.

• Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.
• Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs
• Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
• Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.
• Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.

• Translate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.
• Assist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.
• Foster positive relationships with students, parents, and colleagues by bridging language barriers.
• Non-Essential Duties:
• Performs any and all other duties as assigned.
• Supervises students and provides support and care for children during after-school programming, daycare, aftercare, or other school programming as needed by the school building.
• INTENDED OUTCOMES AND SUCCESS MEASURES:
• Students with IEPs receive consistent support aligned to their individual goals and accommodations.
• Students show increased independence and participation in classroom activities.
• Students receive scaffolded academic support that promotes skill development and engagement.
• Students are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments.
• Students with disabilities are successfully included in general education settings to the greatest extent appropriate.
• Students with IEPs demonstrate measurable progress toward academic and functional goals.
• Increase in time on task and task completion for supported students.
• Reduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs.
• Supports and accommodations outlined in student IEPs are implemented consistently and accurately.
• Data on student behavior or academic performance is collected and submitted as required.
• Active participation in IEP team meetings or progress reviews (as appropriate).
• Evidence of successful small-group or 1:1 reinforcement aligned to the teacher's lesson plans.
• Feedback from teachers and service providers indicates the assistant effectively supports instructional delivery.
• Regular, proactive communication with the supervising teacher and/or case manager.
• Participation in team meetings and PD focused on student needs and support strategies.
• Positive relationships established with students, staff, and families.
• Follows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).
• Maintains confidentiality and professionalism in all interactions.
• Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.

• Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.
• Demonstrates attention to detail and problem-solving skills
• Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.
• Demonstrate the ability to adapt to any situation inside and outside the classroom.
• Demonstrates organizational skills for the classroom and school environment.
• Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.
• Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
• Demonstrates the ability to multitask and prioritize work.
• Demonstrates the ability to self- reflect, and seek feedback to improve practices.
• Demonstrates a growth mindset committed to continuous learning, growth, and development.
• Demonstrates the ability to work as a team as well as independently.
• Demonstrates respect towards the students, parents, colleagues, and administrators.
• Demonstrates knowledge to work with students' special needs and parents.
• Handle sensitive information in a confidential manner'
• Demonstrate the ability to listen to others and remain receptive to new ideas.
• Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.
• Demonstrate sustained effort and enthusiasm in the quality and quantity of work.
• Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
• Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.
• Demonstrate motivation, initiative, flexibility, and the ability to work independently.
• Demonstrate excellent human relations and interpersonal skills.

• The Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.
• Must have a valid driver's license and reliable transportation.
• The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.
• For staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state awarded certificate that meets or exceeds the requirements for a CDA credential, are enrolled in a program that will lead to an associate or baccalaureate degree or are enrolled in a CDA credential program to be completed within two years of the time of hire.

• Must possess the ability to travel to various school campuses within the district and provide instructional support or programming to students across buildings or grade levels, when required.
• Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods.
• Visual and auditory acuity to supervise students and respond to classroom needs.
• Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
• Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
• Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
• May require extended screen time for lesson planning, grading, or communication and to work frequently at close visual range
• Ability to receive and respond to oral communication.

• Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
• May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
• Frequent contact with students, parents/guardians, support staff, and school administration.
• May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
• Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
• Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
• Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)
• May be required to operate a motor vehicle during the course of duties.
• Reasonable accommodations may be made to help perform essential functions.
• UCC provides reasonable accommodation to qualified individuals with disabilities.