CI Paraeducator

Oakland Schools•Auburn Hills, MI

3d•Onsite

About The Position

AVONDALE SCHOOL DISTRICT Join the Avondale Team! At Avondale, we're more than a school districtâwe're a supportive community dedicated to personal growth, resilience, and discovery. We invest in our staff through strong professional development and a collaborative network, empowering educators to create exceptional, individualized learning experiences where every student matters and every story counts . Learn more about us at www.avondaleschools.org . Join the Avondale Team! At Avondale, we're more than a school districtâwe're a supportive community dedicated to personal growth, resilience, and discovery. We invest in our staff through strong professional development and a collaborative network, empowering educators to create exceptional, individualized learning experiences where every student matters and every story counts . Learn more about us at www.avondaleschools.org . POSITION OPENING: CI Paraprofessional AHSâ Inspire and Empower Young Minds! Job Goal: Support special education students to allow them to function successfully in the students' least restrictive environment, as assigned. Reports to: Special education paraprofessionals work under the direction of special education teachers and are supervised by the building principal in matters concerning day to day operations. They are responsible to the Assistant Superintendent of Services for program coordination and development.

Requirements

Associates Degree preferred
Regular, reliable and punctual attendance is an essential function of this job.
Relate to children and adults in a positive manner
Training or coursework in the area of early childhood, education or child development
Successful experience working with groups of children
Skills to support the school district's curriculum
Basic computer skills

Responsibilities

Provides general education classroom based academic support (reinforcement) to eligible special education students as directed by the special education teacher. Such support may extend to non special education students in the same classroom who, as directed by the general education teacher have similar need.
Assist in student orientation.
Assist disabled students in their educational, personal, health, and behavioral needs as self-care, daily living skills, physical mobility, toileting, etc., as needed.
May assist disabled students by dispensing medication after being trained
Maintain open and meaningful communication with the special education teacher regarding all disabled students assigned paraprofessional support.
Maintain confidentiality of school related information.
Assists teacher with routine classroom operation; follows through on teacher's instructions within time limits.
Assist and supervise students in the use of computers, as assigned.
Attend meetings/functions as specifically directed.
Does not attend MET and/or IEPC meetings.
Participate in and utilize information gained in appropriate staff development.
Assist special education teachers in development and maintenance of special education records.
Demonstrates understanding of students' needs, and interacts appropriately with students, parents, and other employees.
Follows instructions of teaching staff and reinforces program philosophy and consistency in classroom procedures.
Demonstrates initiative and creativity with individual children and their program implementations; follows through with prescribed behavioral management programs.
Assists with classroom housekeeping, such as distributing paper and supplies, preparing bulletin boards, setting up and putting away appropriate materials and equipment.
Keeps records, writes lessons on the board, prepares tapes or materials for classroom use, corrects students' work, maintains instructional materials and supplies, and procures necessary resource materials, as required.
Assists with the development of instructional materials as appropriate and directed.
Assists in regular education classes as assigned by special education teacher.
Hears the student in recitation, reading, and other curriculum tasks, and guiding and helping them but not teaching them.
Initiates actions which are required without specific direction from the teacher.
Supervises students involved in activities other than the Basic classroom.
Is physically able to participate in physical activities which are participate in physical activities which are part of the basic program and which may be unique to his/her specific classroom.
Maintains composure under stressful conditions.
Demonstrates an innate ability to realize that behavior is communication and not to be taken personally.
Demonstrates the ability to follow individualized styles of learning and/or behavior plans.
Ability to tolerate unique eating/sensory issues (gag reflex demonstration).
Maintain flexibility (switching roles/positions within the program).