K4 -K5 Special Education Teacher Assistant

UNITED COMMUNITY CENTER•Milwaukee, WI

3d•Onsite

About The Position

The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.

Requirements

Ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment.
At least one year of working with individuals with disabilities in an educational setting.
Must be creative, flexible, tech-savvy, and ready to be part of a team.
Must have a valid driver’s license and reliable transportation.
The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated.
Must display effective multi-tasking and time management skills.
For staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire.
Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.
Visual and auditory acuity to supervise students and respond to classroom needs.
Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range
Ability to receive and respond to oral communication.
Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.
Attention to detail and problem-solving skills
Enthusiasm towards students, parents and staff from diverse backgrounds.
Ability to adapt to any situation inside and outside the classroom.
Organizational skills for the classroom and school environment.
Effective verbal and written communication skills with students, families, school staff, and administration.
Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
Ability to multitask and prioritize work.
Ability to self-reflect, and seek feedback to improve practices.
A growth mindset committed to continuous learning, growth, and development.
Ability to work as a team as well as independently.
Respect towards the students, parents, colleagues, and administrators.
Knowledge to work with students’ special needs and parents.
Handle sensitive information in a confidential manner
Ability to listen to others and remain receptive to new ideas.
Ability to address criticism in an appropriate manner and develop constructive outcomes.
Sustained effort and enthusiasm in the quality and quantity of work.
Ability to establish and maintain positive, effective working relationships with staff, students, and the community.
Effective time management, organizational skills, and prioritization of work to meet the needs of the users.
Motivation, initiative, flexibility, and the ability to work independently.
Excellent human relations and interpersonal skills.
Honesty, dependability, and the ability to meet deadlines and other professional expectations.
Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.
Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.
Support and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.
Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.
Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.
Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.
Participate in required professional development and training hours to meet federal, state, and accreditation requirements.
Ensure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines.
Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.
Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.
Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.

Nice To Haves

Bilingual (Spanish) preferred.

Responsibilities

Works collaboratively with Special Education Teacher assist students towards goals in IEP
Teach students to think through problems in Mathematics, Reading and other areas identified in IEP
Administers test, and records results while collaborating with Special Education and classroom teachers
Assigns lessons corrects paper, and hears oral presentations
Teaches rules of conduct
Maintains order in classroom
Counsel’s pupils when adjustment and academic problems arise
Discusses pupil’s academic and behavioral attitudes and achievements with parents
Keeps attendance and records as required by school and IEPs
Participates in class field trips with identified students as needed
Attends meetings, conferences, and in-service, and participates in special events of the school and the agency
Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum.
Creates partnerships with families to establish positive interaction patterns in program, school, and home.
Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.
Establishing and maintaining a safe, healthy learning environment.
Supporting the social and emotional development of children.
Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families.
Assisting in ensuring that the written curriculum includes: goals for children’s development and learning; the experiences through which children will achieve these goals; what staff and parents can do to help children achieve these goals; the materials needed to support the implementation of the curriculum towards achieving the stated goals
Collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom
Assisting in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.
Following program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
Providing positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
Implementing daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
Implementing Individual Family Services Plans (IFSPs) for children with disabilities.
Providing children with a consistent classroom routine.
Providing supervision and ensuring the safety and security of children at all times in accordance with Head Start and day care licensing requirements.
Supervising and eating nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social.
Supervising all classroom field trips and outdoor activities.
Understanding regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.
Inviting parent involvement in the development of the program’s curriculum and approach to child development and education.
Providing opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
Encouraging parent participation in staff-parent conferences and home visits discussing their child’s development and education.
Establishing positive and productive relationships with families focusing on building trust and rapport.
Working with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.
Participating in parent orientation and ongoing parent trainings as required.
Identifying and referring parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate.
Supporting parent volunteers in the classroom as needed.
Sharing pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families.
Participating in conferences as appropriate.
Maintaining regular contact with parents and completing appropriate documentation.
Forwarding classroom updates to the teacher to be included in the monthly newsletter.
Directing developmental concerns to the Health, Nutrition and Disabilities Coordinator.
Requesting supplies as needed and participating in classroom/program inventory as requested.
Gathering and maintaining individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
Conducting daily health checks.
Assessing children on an on-going basis.
Gathering and organizing anecdotal notes into the key goals and objectives and documenting in TS-Gold.
Working with the teaching team to analyze child outcomes on a classroom basis twice yearly, consulting with the education coordinator and adjusting curriculum planning and implementation as needed.
Modeling appropriate classroom practices.
Working with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.
Assisting the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
Maintaining the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
Participating actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.
Participating actively in Special Education Assistant Meetings.
Participating in assigned meetings, events and training as required.
Creating a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
Using proactive, positive reinforcement strategies to encourage appropriate behavior.
Recognizing and celebrating student successes to build confidence and motivation.
Fostering a safe and supportive atmosphere where students feel valued and encouraged to participate
Effectively monitoring and supervising students at all times.
Maintaining order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.
Managing student behavior proactively and respectfully using positive behavior supports across the school environment.
Modeling and teaching empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.
Fostering a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.
Modeling and reinforcing emotional regulation, empathy, problem-solving, and responsible decision-making
Building trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
Modeling professional and ethical standards when dealing with students, parents, peers and community.
Establishing and maintaining cooperative working relationships with students, parents and other professionals.
Sharing academic and behavioral updates in a clear, empathetic, and strengths-based manner.
Collaborating with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
Participating in family-teacher conferences and contributing to school events or family engagement opportunities.
Participating in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
Participating in all required training and meetings, as well as school and UCC training, and meetings.
Reflecting on teaching practices and seeking opportunities for continuous improvement.
Engaging in professional learning communities and schoolwide initiatives.
Upholding ethical practices and professional conduct.
Collaborating with colleagues, support staff, and administration to support student success.
Contributing to a positive school culture and shared leadership.
Collaborating with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.
Working closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs
Meeting professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
Collaborating with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.
Supporting classroom behavior through proactive management strategies and, when appropriate, restorative practices.
Translating school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.
Assisting in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.
Fostering positive relationships with students, parents, and colleagues by bridging language barriers.
Performing any and all other duties as assigned.
Supervising students and providing support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building.