SPED-Classroom Assistant

Florence School District 1•Florence, SC

3d•Onsite

About The Position

The Special Education Classroom Assistant works with individual students and small groups under the supervision of a certificated teacher. The role supports student supervision and instruction, reinforces learning by modeling skills and appropriate behaviors, follows educational and behavioral plans, and assists with students’ special health care needs. Assignments may include classroom, lunchroom, playground, transportation, and other school settings. The position is full-time, non-exempt, with a 190-day work year; salary and work year are established by the district. The assistant supports students’ social, academic, behavioral, and self-help growth; helps implement individualized education program (IEP) objectives and instructional plans; monitors student schedules and safety; documents daily activities; and collaborates with teachers, colleagues, supervisors, and other staff. Duties may include assisting with toileting and diaper changes, supporting wheelchair-bound students during bus loading and unloading, helping with student positioning under a physical therapist’s direction, and participating in physical activities that are part of students’ programs. The position involves working indoors approximately 85% of the time and outdoors approximately 15% in a generally clean and healthy environment. Usual physical demands include lifting, carrying, pushing, and pulling; frequent movement of items up to 50 pounds; fine finger dexterity; and approximately 20% sitting, 40% walking, and 40% standing. The role requires maintaining student and staff confidentiality, responding calmly to emergencies, and adapting to changing schedules and priorities.

Requirements

At least two years of study (60 semester hours) at an accredited institution of higher education, or an associate’s degree or higher from an accredited institution, or a qualifying score on a state-approved assessment of knowledge and ability to assist in instruction.
Ability to work with students who are emotionally, physically, and/or mentally impaired.
Ability to maintain confidentiality and composure under stressful situations, including emergencies and tight deadlines.
Ability to communicate with diverse groups, work as part of a team, adapt to changing work priorities, and work with frequent interruptions.
Ability to establish positive relationships and work effectively with adults and children; supervise, guide, support, and motivate students.
Ability to follow instructions and apply common-sense understanding to problems involving a few concrete variables in standardized situations.
Ability to present information effectively in one-to-one and group situations and to communicate effectively with people of varying educational backgrounds.
Ability to read and interpret lesson plans, instructions, student records, policies, procedures, and related materials.
Knowledge of district methods, procedures, policies, applicable laws and standards, and the characteristics of the assigned age group.
Knowledge of age-appropriate activities, health and safety standards, grammar and punctuation, and reading fluency and comprehension.
Ability to use standard office equipment and relevant software applications and perform basic mathematical operations, including calculations with whole numbers, fractions, decimals, rates, ratios, and percentages.
Ability to plan, organize, and prioritize daily assignments; take initiative; use independent judgment; and complete duties with minimal direct supervision.
Ability to react calmly and quickly in emergencies and make sound decisions.
Ability to maintain effective working relationships with district personnel, professionals, and the public.
Ability to perform physical duties that may include frequent movement of items weighing up to 50 pounds, and lifting, carrying, pushing, and pulling.
Ability to speak and hear, use office machinery, and demonstrate fine finger dexterity and hand-eye coordination.

Responsibilities

Adapt classroom activities, assignments, and materials under the classroom teacher’s direction to support classroom objectives.
Communicate with teachers and district personnel to assist with evaluating student progress and implementing IEP objectives.
Implement instructional programs and lesson plans under assigned teachers’ supervision, including activities in reading, math, language comprehension, writing, and computer use.
Maintain classroom equipment and work areas to support a safe learning environment and meet requirements.
Monitor individual students and groups in classrooms and other settings, including restrooms, playgrounds, hallways, bus loading zones, cafeterias, assemblies, and field trips.
Promote good study habits and student independence.
Provide supervised instruction in individual and group activities, including self-esteem, behavioral, and daily living skills.
Document students’ daily activities, behaviors, assignments, and on-task or off-task times.
Implement behavioral plans designed by the IEP team under the assigned teacher’s supervision.
Model conversation, manners, cleanup, listening, and everyday interactions to demonstrate appropriate, culturally sensitive social behavior.
Monitor students’ daily schedules and behavior plans, including class schedules, toileting, medication, and appetite.
Respond to emergencies such as student injuries or fights and direct concerns to appropriate personnel.
Assist assigned staff with daily programming, including students’ social, academic, behavioral, and self-help development.
Supervise children in assigned programs as directed, including bus loading, classroom activities, lunch, and recess.
Assist with loading and unloading wheelchair-bound students on buses and wait with students for transportation as needed.
Participate in physical activities that are part of students’ programs and assist with student physical needs, including positioning under a physical therapist’s direction.
Assist students in restrooms as necessary, including changing diapers when required.
Demonstrate flexibility, teamwork, cooperation, and effective communication with colleagues, supervisors, and students.
Maintain confidentiality concerning work with special education students and staff.
Attend meetings, training programs, and in-service sessions as assigned by building or district administrators.
Perform other related duties assigned by building or district administrators.