What are the responsibilities and job description for the ParaEducator - Special Education - Ruth Parker Eason position at Anne Arundel County Public Schools?
Title
Title Code
ParaEducator-Special Education
C04025
Division/Department
Unit
Grade
Special Education
IV
06/07/08
191-Day
Reports To (title only)
Current as of
Principal
4/1/2014
Position Summary
Is this position exempt from overtime pay?
No
Assists teachers in caring for the instructional and physical needs of students with disabilities; including those with physical, cognitive and/or emotional disabilities. Employment involves carrying out instructional tasks as outlined by professional staff based upon student Individual Educational Programs (IEPs) and delivery of the modified state curriculum, recognizing the critical role differentiated instruction and educational environments play in enabling all learners to gain knowledge, skills, and an enthusiasm for learning. Additionally, assists in individual and group activities, reinforcing instruction, motivating students, facilitating classroom management and working closely with teachers and other service providers on behalf of students to support the delivery of specialized instruction at the Pre-K, elementary and/or secondary grade levels. Nature of work may require extensive walking, stooping, pushing, carrying, climbing, bending and lifting. Thus, employees must be able to perform any and all listed duties independently which may vary based upon assignment. Furthermore, the ParaEducator’s role is to ultimately assist teachers by performing a variety of tasks that promote accelerated student achievement and well-being.
Essential Duties & Responsibilities
Does this position have supervisory responsibilities?
No
1. Implements instructional plans and activities as designated by the teacher, service provider and/or job coach, including demonstration of tasks/skills, and reinforcement engagement.
2. Works with student(s) in reading, literacy tasks, computations, writing, project learning activities, and other modified curriculum tasks.
3. Demonstrates an understanding of the modified curriculum in assigned classroom(s) and its alignment to Alt-MSA.
4. Uses appropriate teaching aids and technologies to promote student access and learning.
5. Reinforces subjects, concepts and/or skills initially introduced by the teacher/service provider.
6. Employs awareness of different learning strategies to adapt them to maximize the student’s experience.
7. Recognizes the role of collaborative planning/trans-disciplinary services and supports effectiveness by contributing to discussions when appropriate and supporting an instructional match/development of an enriching learning environment for students.
8. Demonstrates patience while working with students, motivating active engagement and encouraging task completion. This includes employing motivational techniques and strategies, implementing Behavior Intervention Plans (BIPs), redirecting, monitoring learning behaviors and supporting student independence/resiliency.
9. Monitors students engaged in independent work or similar activities while the teacher is otherwise occupied.
10. Observes and gathers assessment data on student(s). Confers/discusses data trends/progress with teachers and other professional staff, alerting to individual student needs as appropriate.
11. Assists in formulating and conducting classroom activities including carrying out planned instructional activities, preparing materials, and setting up equipment.
12. Assists/guides students as they transition/travel throughout school buildings/community based instruction.
13. Assists in behavioral management/discipline of students; including crisis intervention as necessary
14. Under supervision, complies with medical protocols; including feeding/swallowing and appropriate response to medically-based (seizures) events and/or health and well-being situations.
15. Assists with student entrance/exit, and traveling (navigation of school/community based setting based on schedule); including the supervision of students in both instructional and non-instructional settings.
16. Helps and/or provides instructional guidance on independent manipulation of outdoor attire, shoes, personal grooming, self-help, etc.
17. Adjusts braces, walkers, and/or wheelchairs as needed.
18. Assists non-ambulatory students and/or students with disabilities who are not independent with bodily functions to include toileting, bathroom care and/or diapering.
19. Engages in open communication regarding student expectation and ability to achieve those expectations.
20. Adjusts student tasks and/or activities to meet the changes in the service/production needs of the employer/sponsoring organization and/or when evident the student meets /exceeds requirements. Immediately communicates adjustments to supervisor/job coach.
21. Performs a variety of tasks such as collating, supporting instructional modifications (curriculum or academic achievement standard), correcting work samples, inventorying, requisitioning materials, maintaining files, keeping daily records on attendance, and collecting data on student performance and functioning.
22. Demonstrates professionalism; including performing with the highest performance standards.
23. Engages in professional development opportunities to learn new skills and gain knowledge, including those provided on the job.
24. Maintains knowledge of appropriate policies and procedures.
25. Performs other duties as assigned.
Minimum Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made on request to enable individuals with disabilities to perform the essential functions.
Education
High School Diploma or Equivalent certificate (preferably supplemented by formal academic courses/training in the field of child development with specific applications to the area of special education.
- Achievement of Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the requirements of Title I as amended by the No Child Left Behind Act.)
- Appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings.
Experience
One (1) year experience working with children in an educational setting.
Knowledge, Skills, and Abilities
Ability to work collaboratively/professionally to support the efforts of teachers/service providers.
- Must be able to assist students with disability limitations that include lifting, pushing, moving wheelchairs, feeding, and aiding in bodily functions/hygiene as needed.
- Ability to employ business technology tools as required of all AACPS employees.
- Effective oral and written communication skills.
- Ability to maintain confidentiality.
QUALIFICATION REQUIREMENTS for employment in Grade 7 by new hire or transfer:
In addition to all the requirements of Grade 6 listed above
- Two (2) years of successful experience working with students in structured, instructional situations.
- Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings or other relevant coursework as evidenced by certificate cohort, ERO course summaries, or transcript from a certified college/university.
- Knowledge of and ability to work with Assistive and Instructional Technologies.
QUALIFICATION REQUIREMENTS for employment in Grade 8 by hire or transfer:
In addition to all the requirements of Grade 7 listed above:
- Two (2) additional years successful experience working with students in structured, instructional situations.
- Successful completion of 30 credit hours of post-secondary education including nine credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the 30 credit hours.
Licenses/Certifications
N/A
Career Ladder Requirements
Eligibility for Consideration for Advancement from Grade 6 to Grade 7 requires:
- One (1) year successful experience working in the position at the grade 6 level.
- Mastery of all responsibilities and assignments of the position.
- Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings, or other coursework as evidenced by certificate, ERO course summaries, or transcript from a certified college/university.
- Achievement of a rating of Very Good or higher on the most recent performance evaluation as documented by the school-based principal.
- Achievement of identified goals as they relate to the needs of the Board of Education.
- Recommendation of the Principal.
Eligibility for Consideration for Advancement from Grade 7 to Grade 8 requires:
- Two (2) years successful experience working in the position at the grade 7 level.
- Mastery of all responsibilities and assignments of the position.
- Successful completion of 30 credit hours of post-secondary education including nine credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the 30 credit hours.
- Achievement of a rating of Very Good or higher on the most recent two performance evaluations as documented by the school-based principal.
- Achievement of identified goals as they relate to the needs of the Board of Education.
- Recommendation of the Principal.
Physical Requirements
As required by the duties and responsibilities of the job.
Established: 5/1/2014
osition Summary
Is this position exempt from overtime pay?
No
Assists teachers in caring for the instructional and physical needs of students with disabilities; including those with physical, cognitive and/or emotional disabilities. Employment involves carrying out instructional tasks as outlined by professional staff based upon student Individual Educational Programs (IEPs) and delivery of the modified state curriculum, recognizing the critical role differentiated instruction and educational environments play in enabling all learners to gain knowledge, skills, and an enthusiasm for learning. Additionally, assists in individual and group activities, reinforcing instruction, motivating students, facilitating classroom management and working closely with teachers and other service providers on behalf of students to support the delivery of specialized instruction at the Pre-K, elementary and/or secondary grade levels. Nature of work may require extensive walking, stooping, pushing, carrying, climbing, bending and lifting. Thus, employees must be able to perform any and all listed duties independently which may vary based upon assignment. Furthermore, the ParaEducator’s role is to ultimately assist teachers by performing a variety of tasks that promote accelerated student achievement and well-being.
Essential Duties & Responsibilities
Does this position have supervisory responsibilities?
No
1. Implements instructional plans and activities as designated by the teacher, service provider and/or job coach, including demonstration of tasks/skills, and reinforcement engagement.
2. Works with student(s) in reading, literacy tasks, computations, writing, project learning activities, and other modified curriculum tasks.
3. Demonstrates an understanding of the modified curriculum in assigned classroom(s) and its alignment to Alt-MSA.
4. Uses appropriate teaching aids and technologies to promote student access and learning.
5. Reinforces subjects, concepts and/or skills initially introduced by the teacher/service provider.
6. Employs awareness of different learning strategies to adapt them to maximize the student’s experience.
7. Recognizes the role of collaborative planning/trans-disciplinary services and supports effectiveness by contributing to discussions when appropriate and supporting an instructional match/development of an enriching learning environment for students.
8. Demonstrates patience while working with students, motivating active engagement and encouraging task completion. This includes employing motivational techniques and strategies, implementing Behavior Intervention Plans (BIPs), redirecting, monitoring learning behaviors and supporting student independence/resiliency.
9. Monitors students engaged in independent work or similar activities while the teacher is otherwise occupied.
10. Observes and gathers assessment data on student(s). Confers/discusses data trends/progress with teachers and other professional staff, alerting to individual student needs as appropriate.
11. Assists in formulating and conducting classroom activities including carrying out planned instructional activities, preparing materials, and setting up equipment.
12. Assists/guides students as they transition/travel throughout school buildings/community based instruction.
13. Assists in behavioral management/discipline of students; including crisis intervention as necessary
14. Under supervision, complies with medical protocols; including feeding/swallowing and appropriate response to medically-based (seizures) events and/or health and well-being situations.
15. Assists with student entrance/exit, and traveling (navigation of school/community based setting based on schedule); including the supervision of students in both instructional and non-instructional settings.
16. Helps and/or provides instructional guidance on independent manipulation of outdoor attire, shoes, personal grooming, self-help, etc.
17. Adjusts braces, walkers, and/or wheelchairs as needed.
18. Assists non-ambulatory students and/or students with disabilities who are not independent with bodily functions to include toileting, bathroom care and/or diapering.
19. Engages in open communication regarding student expectation and ability to achieve those expectations.
20. Adjusts student tasks and/or activities to meet the changes in the service/production needs of the employer/sponsoring organization and/or when evident the student meets /exceeds requirements. Immediately communicates adjustments to supervisor/job coach.
21. Performs a variety of tasks such as collating, supporting instructional modifications (curriculum or academic achievement standard), correcting work samples, inventorying, requisitioning materials, maintaining files, keeping daily records on attendance, and collecting data on student performance and functioning.
22. Demonstrates professionalism; including performing with the highest performance standards.
23. Engages in professional development opportunities to learn new skills and gain knowledge, including those provided on the job.
24. Maintains knowledge of appropriate policies and procedures.
25. Performs other duties as assigned.
Minimum Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made on request to enable individuals with disabilities to perform the essential functions.
Education
High School Diploma or Equivalent certificate (preferably supplemented by formal academic courses/training in the field of child development with specific applications to the area of special education.
- Achievement of Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the requirements of Title I as amended by the No Child Left Behind Act.)
- Appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings.
Experience
One (1) year experience working with children in an educational setting.
Knowledge, Skills, and Abilities
Ability to work collaboratively/professionally to support the efforts of teachers/service providers.
- Must be able to assist students with disability limitations that include lifting, pushing, moving wheelchairs, feeding, and aiding in bodily functions/hygiene as needed.
- Ability to employ business technology tools as required of all AACPS employees.
- Effective oral and written communication skills.
- Ability to maintain confidentiality.
QUALIFICATION REQUIREMENTS for employment in Grade 7 by new hire or transfer:
In addition to all the requirements of Grade 6 listed above
- Two (2) years of successful experience working with students in structured, instructional situations.
- Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings or other relevant coursework as evidenced by certificate cohort, ERO course summaries, or transcript from a certified college/university.
- Knowledge of and ability to work with Assistive and Instructional Technologies.
QUALIFICATION REQUIREMENTS for employment in Grade 8 by hire or transfer:
In addition to all the requirements of Grade 7 listed above:
- Two (2) additional years successful experience working with students in structured, instructional situations.
- Successful completion of 30 credit hours of post-secondary education including nine credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the 30 credit hours.
Licenses/Certifications
N/A
Career Ladder Requirements
Eligibility for Consideration for Advancement from Grade 6 to Grade 7 requires:
- One (1) year successful experience working in the position at the grade 6 level.
- Mastery of all responsibilities and assignments of the position.
- Successful completion of 16 credit hours of appropriate training for specialized care needs (medical conditions/seizures, disruptive behavior/support with BIP implementation, etc.) as provided by the Board of Education workshops/in-service trainings, or other coursework as evidenced by certificate, ERO course summaries, or transcript from a certified college/university.
- Achievement of a rating of Very Good or higher on the most recent performance evaluation as documented by the school-based principal.
- Achievement of identified goals as they relate to the needs of the Board of Education.
- Recommendation of the Principal.
Eligibility for Consideration for Advancement from Grade 7 to Grade 8 requires:
- Two (2) years successful experience working in the position at the grade 7 level.
- Mastery of all responsibilities and assignments of the position.
- Successful completion of 30 credit hours of post-secondary education including nine credit hours related to the area of special education. Special Education Support Certificate credits can be counted toward the 30 credit hours.
- Achievement of a rating of Very Good or higher on the most recent two performance evaluations as documented by the school-based principal.
- Achievement of identified goals as they relate to the needs of the Board of Education.
- Recommendation of the Principal.
Physical Requirements
As required by the duties and responsibilities of the job.
Established: 5/1/2014
Salary : $39,600 - $50,100
