Education Support Professional - Preschool - Special Education

Chicopee Public Schools•Chicopee, MA

1d•Onsite

About The Position

The primary function of a paraprofessional is to work with individual or small groups of children with special needs to facilitate learning and achievement. Under the direction of the special education teacher, this role supports specialized student instruction in academic, social, and motor skills through the delivery and assessment of the Individual Educational Plan. This support may include instructing students on rules of conduct, expected behaviors, and assisting with activities of daily living, including diapering and toileting needs if necessary. The paraprofessional is expected to demonstrate dependability, time management, and effective communication skills, while being flexible and adapting quickly to new situations. Maintaining effective, professional working relationships and a safe learning environment are also key aspects of this role.

Requirements

High School Diploma required.
Additional college level coursework required.
Must be trained or willing to be trained by the Chicopee Public schools in the knowledge and performance areas identified for the specific assignment (e.g., Implementation of a Student Behavior Plan, Use of Sign Basic Language, Use of a Communication Board, Physical Restraint and Verbal De-escalation Techniques).
Must be physically able to operate a variety of equipment including, but not limited to: computers, copiers, adding machines, etc.
Must be able to exert up to 10 pounds of force occasionally, and/or a negligible amount of force constantly to lift, carry, push, and pull or otherwise move objects, including the human body.
Must be able to stand, crouch and bend over for a long period of time at intervals throughout the day.
Ability to compare and/or judge the readily observable, functional, structural or composite characteristics of data, people or things.
Ability to speak and/or signal people to convey or exchange information. Includes giving instructions, assignments or directions to subordinates or assistants.
Ability to read a variety of correspondence including, but not limited to: reports, forms, newsletters, schedules, manuals, invoices, requisitions, menus, recipes, journals, etc.
Ability to prepare correspondence, reports, forms, evaluations, procedures, charts, surveys, articles, bid specifications, brochures, news releases, handbooks, budgets, etc., using prescribed formats and conforming to all rules of punctuation, grammar, diction, and style.
Ability to speak before groups of people with poise, voice control and confidence.
Ability to apply principles of logical or scientific thinking to define problems, collect data, establish facts, and draw valid conclusions; to interpret an extensive variety of instructions in mathematical or diagrammatic form; and to deal with several abstract and concrete variables.
Ability to record and deliver information, to explain procedures, to follow oral and written instructions.
Must be able to understand and communicate in a variety of technical or professional languages including medical, legal, accounting and marketing terminology.
Ability to utilize mathematical formulas; to add and subtract; multiply and divide; utilize decimals and percentages; and to apply the principles of basic mathematics, algebra and geometry.
Ability to inspect items for proper length, width and shape.
Ability to coordinate hands and eyes rapidly and accurately in using office equipment and assisting students in activities of daily living.
Minimal levels of eye/hand/foot coordination.
Ability to deal with people beyond giving and receiving instructions.
Must be adaptable to performing under stress and when confronted with emergency situations.
Ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear. Must be able to communicate via telephone. Must be able to use communication boards and devices to communicate with students as required.

Nice To Haves

Associates or Bachelor's degree preferred.
Bilingual (Spanish/English) preferred.
Previous experience preferred.

Responsibilities

Support specialized student instruction in academic, social, and motor skills through the delivery and assessment of the Individual Educational Plan.
Work with individual and small groups of students.
Administer, correct, and communicate basic analysis of student assessments.
Utilize conclusions derived from assessment analysis in subsequent instruction.
Instruct students on rules of conduct and expected behaviors.
Bring academic, social, and motor issues to the attention of the classroom teacher.
Update parents or guardians of their students’ academic performance and behavior.
Support class objectives and outlines that align with the district approved curriculum.
Maintain records, attendance, and assessments as required by the classroom teacher.
Assist in preparation of classroom materials.
Assist in the delivery of differentiated instruction in an appropriate manner consistent with district curriculum.
Provide timely feedback to the classroom teacher regarding student progress in academic, social, and motor skills.
Assist students with activities of daily living, including diapering and toileting needs if necessary.
Work independently by appropriately using the directions given by the special education teacher.
Demonstrate dependability, time management, as well as receptive and expressive communication skills.
Build on strengths and act on suggestions in areas needing improvement.
Be flexible and adapt quickly to new situations and an ever-changing educational environment.
Demonstrate sound judgment.
Maintain effective, professional working relationships with others (e.g., paraprofessionals, teachers, staff, parents, guardians, administrators, etc.).
Resolve conflict well, and seek assistance when appropriate.
Strive to maintain a learning environment that is both physically and emotionally safe.
Assist in the communication and enforcement of federal and state laws and regulations, as well as district policies and procedures.
Respect students, parents, guardians, and community.
Respect and embrace students of diverse backgrounds and experiences.
Assist in the protection of students and property.
Assist the classroom teacher in fire and other emergency drills.
Assist the classroom teacher in the management of students (e.g., dismissal, field trips, etc.).
Maintain a high level of personal integrity, confidentiality, and a strong work ethic.
Practice discretion and maintain confidentiality, particularly concerning the background, achievement, behavior, or other information about children with special needs.
Participate in professional development as assigned.