Assistant Teacher - Preschool Special Education @ Early Learning Center

Moses Lake School District 161•Moses Lake, WA

21h•Onsite

About The Position

Special Education Assistant Teacher Preschool Program at Early Learning Center 6.25 hours per day/180 days per year Shift time is subject to building needs. Special Education Assistant Teacher Preschool Program at Midway Elementary Assistant Teacher Summary: Performs specialized duties to assist in providing instruction to and supervision of behaviorally challenged students in a variety of instructional and non-instructional programs throughout the district. Will be part of a cadre of assistant teachers who will help in the behavior classroom or be assigned to work one on one or in small groups with behaviorally challenged students in various locations district-wide. Required training will take place this summer and throughout the year to prepare the paraeducators for this position.

Requirements

All persons serving in the role of MLSD/ECEAP Assistant Teacher must meet one of the following qualifications:
High school diploma or GED and a minimum of 72 college quarter credits from a nationally accredited institution or pass ETS test required.
Initial or higher Washington State Early Childhood Education Certificate (ECE); or DCYF equivalent
Previously qualified as an ECEAP Assistant Teacher in the electronic workforce registry before July 1, 2020; or
AA or BA degree in early child education
Establish a Merit Account
10 hours of Teaching Strategies Gold (TSG)
10 hours of Creative Curriculum
10 clock hours a year
20 hours of in-service training
CPR/First Aid
Food Handlers Card
TB Test
Mandatory Reporting
Portable Background Check
Current MMR Vaccination
Meet performance expectations as outlined in MLSD #161 Classified Employee Performance Evaluation.
Always punctual. If absences are required, inform the supervisor early enough so that the normal workflow is not interrupted.
Ability to communicate effectively with students, staff, parents, and community in a diverse environment.
Well-groomed and has a neat and clean appearance. Dresses appropriately for the job assignment.
Follows a duty schedule as assigned.
Promptly and accurately follows specific instructions, and performs duties with a positive attitude.
Works independently and solves problems with minimal supervision.
Works well with special needs children individually or in small groups to communicate the appropriate learning objectives as outlined in their individualized educational program (IEP) under the supervision of certified staff.
Builds a positive relationship with special needs students.
Encourages special needs students to develop positive relationships with their peers.
Willing to receive Non-violent Crisis Intervention and Non-violent Restraint training.
Effectively intervenes and controls students when they are out of control (e.g. fighting, acting out, having tantrums, etc.) by using the appropriate restraining methods approved by the district.
Receives training to gain an understanding of specific disabilities and methods of intervention for behaviorally challenged students.
Responsibly supervises special needs students throughout the school setting.
Monitors activities to ensure safety and compliance with school rules.
Willingness to provide emergency first aid as necessary.
Willingness to receive training in crisis intervention and/or restraining techniques, and use those skills as determined by certified staff.
Applies appropriate discipline according to district procedures and behavior plans.
To use a positive attitude and work cooperatively with others in a team approach.

Nice To Haves

Early Childhood Education and/or experience.
Experience and/or training in working with children with disabilities.
Bilingual in English and Spanish language preferred, but not required
Proactive self-starter.
A strong sense of taking initiative moving forward without waiting to be told what to do and how to do it.
Flexible and can thrive in a fast-paced environment where you may have to wear several hats.
Possess confidence while being Humble – lack excessive ego or concern about status. Willing to share credit, emphasize team over self, and define success collectively rather than individually.
Hungry – always looking for more. More things to do, learn and take responsibility for. Constantly thinking about the next step or opportunity.
Smart – have common sense about people. Good judgment and intuition around the subtleties of group dynamics and the impact of your words and actions

Responsibilities

Curriculum Planning: Responsible for the teacher in designing, implementing, and collaborating with Special Service staff and specialists. Assist with documentation in accordance with ECEAP Performance Standards and ECERS Rating Scale. Collaborate with the teacher in incorporating the use of Creative Curriculum and Teaching Strategies Gold for documenting student’s development.
Collaborate with the implementation of the daily classroom program, including music, meals, group projects, free choice time, and supervision of students.
Classroom Preparation: Assists with the preparation and organization of the classroom and classroom materials in accordance with the planned classroom program. Includes: room arrangement, center-based organization and multicultural environment. Assist with maintaining classroom equipment, work areas/playground, etc… for the purpose of ensuring the availability of items, providing reliable information, and /or ensuring a safe and sanitary environment.
Parent Interactions: Along with the teacher will encourage and support family involvement in all aspects of the program.
Guidance: Interacts positively with all children to support their individual learning and meet their emotional needs. Helps instruct children (e.g. nutrition, self-care, social, motor skills, cognitive, language skills, etc.) for the purpose of optimizing the development of each child. Facilitates small group activities for the purpose of providing classroom activities and routines that support individual/group needs and/or delivering services in compliance with established guidelines.
Family-Style Meal Services: Assists in serving snacks and meals; participates in and facilitates mealtime service and conversation.
Health/Safety Supervision: Along with the teacher’s support the para educator has knowledge of all health plans, medications. Administers first aid as needed. Be familiar with safety procedures and emergency protocols. Oversee health habits in the classroom, i.e., hand washing, tooth brushing, etc..
Record Keeping: Assists with completing daily attendance/meal count. Responsible to assist with record-keeping on individual children and families in accordance with federal and ECEAP Performance Standards. Assist the teacher in observing and assessing children’s development. (ASQ-3, ASQ-SE). Complete written observations of individual children throughout the year. Collaborate with the teacher to develop a learning plan for each child within 90 days of school entry. Maintains complete confidential records on each child. This includes Teaching Strategies Gold, IEP’s, and COS (Child Outcomes Summary).
Collaboration: Be willing to participate actively and cooperatively with others on the staff in the shared decision making management process.
Supervision: Monitors classroom students in a variety of educational settings (e.g. classroom, playground, field trips, etc.) for the purpose of providing a safe and positive learning environment.
Team Player: Contributes to good communication, teamwork, and mutual support among staff and families. Responsible for keeping informed of ongoing program changes and updates.
Attendance: Maintains regular attendance; adheres to the MLSD absence protocol to maintain the adult-child ratios.
OTHER : Perform related duties as assigned.