EI Paraeducator

Oakland Schools•Auburn Hills, MI

19d•Onsite

About The Position

Avondale School District is hiring an Emotionally Impaired (EI) Paraeducator at Avondale High School. The paraeducator supports eligible special education students with academic, educational, personal, health, and behavioral needs under the direction of teachers. Support may also extend to other students in the classroom when directed by the general education teacher. The role includes assisting with classroom routines, student supervision, individualized learning and behavior plans, assessments, records, and instructional materials. The position is listed as 1.0 FTE. Pay and terms of employment are per the applicable Master Agreement. Paraeducators serving in EI and certain other qualifying assignments receive a $2.00 Critical Need Base Rate in addition to their current base rate, effective October 24, 2022. The role requires the ability to support students’ needs with flexibility, composure, and appropriate communication, including assistance with self-care and mobility when needed. The employee has direct responsibility for student safety and well-being and may assist with lunch, recess, standardized testing, and other duties assigned by school or district leadership.

Requirements

ETS Parapro Assessment required.
Ability to relate positively to children and adults.
Training or coursework in early childhood, education, or child development.
Successful experience working with groups of children.
Skills to support the school district’s curriculum.
Basic computer skills.
Physical ability to participate in program activities; occasionally lift or move up to 50 pounds and push or pull up to 100 pounds, such as students or students in wheelchairs.
Ability to meet deadlines with severe time constraints and interact with the public and others.
Ability to tolerate unique eating and sensory issues, including gag reflex demonstrations.
Ability to remain composed under stressful conditions and understand that behavior is communication.

Nice To Haves

Associate degree preferred (60 or more college credits).

Responsibilities

Provide classroom-based academic reinforcement to eligible special education students as directed by the special education teacher; support other students with similar needs when directed by the general education teacher.
Assist with student orientation and with students’ educational, personal, health, and behavioral needs, including self-care, daily living skills, mobility, and toileting as needed.
Dispense medication to students when trained and authorized.
Communicate with the special education teacher about students assigned paraprofessional support and maintain confidentiality of school-related information.
Assist teachers with routine classroom operations and carry out their instructions within required time limits.
Assist and supervise students using computers and supervise students in activities outside the basic classroom.
Attend meetings and functions when specifically directed, excluding MET and IEPC meetings.
Participate in and apply information from appropriate staff development and assigned paraeducator professional development.
Assist special education teachers with developing and maintaining special education records.
Interact appropriately with students, parents, and employees, and follow teaching staff instructions and classroom procedures.
Use initiative and creativity in implementing individual student programs and follow prescribed behavioral management programs.
Assist with classroom housekeeping, supplies, bulletin boards, and preparing, setting up, and putting away classroom materials and equipment.
Keep records, write lessons on the board, prepare classroom materials, correct student work, maintain instructional materials and supplies, and obtain resource materials as required.
Assist with developing instructional materials as directed and assist in regular education classes as assigned by a special education teacher.
Hear students recite, read, and complete other curriculum tasks, guiding and helping them without teaching them.
Initiate actions required without specific teacher direction and supervise students in activities outside the basic classroom.
Participate in physical activities that are part of the basic program or specific classroom program.
Follow students’ individualized learning styles and behavior plans, maintain flexibility in assigned roles, and remain composed under stressful conditions.
Assist with lunch and recess support.
Assist with NWEA or other assessments under the direction of a certified staff member and complete standardized testing training to support testing facilitation and accommodations.
Perform additional duties assigned by the teacher, principal, or Assistant Superintendent of Student Services.