Teacher Assistant - ESY- SUBSTITUTE

Pawtucket School Department•Pawtucket, RI

1d•Onsite

About The Position

This job description applies to Teacher Assistants in various assignments within the Pawtucket School District, including special education Early Learning classrooms, support for students with significant intellectual impairments or autism spectrum disorders, community-based settings for transition goals (ages 14-21), support for medically fragile or multi-handicapped students, students with behaviors that interfere with learning, English language learners, and support for multiple classrooms. The goal is to work as part of an Instructional Team with teachers and related services personnel to assist in implementing program activities and collecting data to ensure high levels of learning and performance for identified students.

Requirements

High school diploma or general equivalency diploma (GED)
An Associate’s Degree or beyond in any area, OR Two years of study at an institution of higher education (48 college credits), OR Meet the standard of performance set by the State of Rhode Island on the ParaPro Test, AND Complete a State of Rhode Island Approved Teacher Assistant Training course.
Demonstrated aptitude for working with a special needs population.
Ability to perform other duties as assigned by the Superintendent or their designee.
Must hold and maintain CPI certification.

Responsibilities

Exhibit an understanding of different programs and the roles of personnel in the learning environment.
Demonstrate an understanding of school policies and procedures.
Exhibit attributes of reliable attendance, promptness, and dependability.
Use a cooperative approach by working as an effective team member.
Respect confidentiality and other professional ethics.
Exhibit sensitivity and understanding of individual and cultural differences.
Provide an appropriate role model for students in areas of dress, language, and behavior.
Use effective communication skills with students, colleagues, families, and related agencies.
Select and use appropriate channels for resolving concerns.
Demonstrate knowledge of the legal and human rights of students and their families.
Engage in planning for communication and collaboration.
Share professional strategies, techniques, and materials within the school or district.
Participate in on-going professional development specific to classroom needs.
Provide/receive information from school personnel and related agencies through the teacher assistant’s supervisor.
Assist the teacher in communicating with parents of students via phone calls, meetings, school/home notebooks, etc. with teacher approval or direction and supervision.
Assist in the planning and implementation of school-wide activities to support the educational programming of all students.
Attend monthly staff meetings to obtain program information and participate in goal-setting for school-wide activities.
Assist teachers in implementing IEP goals, 504 accommodations, and ELL accommodations aligned to appropriate RI Standards and assessments.
Assist students in completing assignments and printed materials provided or adapted by the teacher.
Note student frustration level and use appropriate strategies to relieve anxiety and deescalate student.
Maintain a daily performance chart as determined/developed by the Instructional Team.
With specific teacher direction, instruct small groups of students in specific subject areas (e.g. RTI).
As determined by the Instructional Team, share information and participate in IEP meetings.
Use computer technology to support instruction at the student’s instructional level.
Use assistive technology to support students’ communication needs.
Assist students in transitions and in organization and promptness of daily schedule.
Assist in student’s accountability for homework and school assignments.
Administer classroom tests e.g., weekly spelling tests, state and local assessments.
Assist the teacher in planning and executing the daily schedule.
Assist in sharing information with the teacher regarding the student’s physical, auditory, social and visual limitations.
Recognize and facilitate appropriate environments for individual students and classmates in testing and in behavior.
Encourage the team to address students with special needs with the same inclusion, respect and consequences as classmates.
Act as a scribe for the student when appropriate.
Assist in the implementation of recommendations from Social Workers (SW), Occupational Therapists(OT), Physical Therapists(PT), speech/language pathologists(SLP) and psychologists as determined appropriate by the instructional team.
Assist in sharing information with the teacher regarding student’s social and emotional limitations.
Assist in implementing teacher designed curriculum modifications.
Maintain the classroom in the absence of the teacher.
Support students’ transitional goals by providing instruction and supervision in community settings and worksites, including transportation.
Assist teacher in implementing a reduced academic workload when behavioral and emotional needs are most significant.
Assist in instruction of activities of daily living (ADLs) as appropriate, including feeding, dressing, toileting, and diapering; prevocational skills and vocational skills.
Assist in the engagement of students in play activities, demonstrating an understanding of various levels of play.
Provide support to students upon initial transition back to school district as directed by classroom supervisor.
Recognize appropriate and inappropriate behaviors.
Model appropriate behavior.
Implement behavior intervention strategies.
Use techniques of de-escalation and physical restraints (Non-violent Physical Intervention) and complete associated documentation if and when necessary.
Monitor the behavioral progress of the class and individual students, including maintaining a daily behavior chart.
Foster social interaction.
Assist the teacher in formulating, implementing, and collecting data with regards to individual behavior plans.
Participate in Instructional Team meetings as requested.
Support the student in rejoining the group after a behavior intervention.
Monitor in class behavioral interventions.
Assist the teacher in using appropriate techniques for crisis management.
Use universal health care precautions.
Demonstrate understanding and use of appropriate body mechanics to ensure safety of both student and teacher assistant.
Sustain a clean, healthy, and safe learning environment.
Follow school procedures for reporting signs of abuse (substance, physical, sexual, emotional).
Use appropriate positioning, handling, transitioning and lifting techniques specific to the student’s medical condition or physical disabilities.
Use appropriate mobility devices (e.g., wheelchair, walker, crutches, etc.).
Use of supportive therapeutic equipment, including the appropriate use of Rifton chairs.
Use appropriate evacuation equipment as needed for fire drills and other emergency procedures.
Take precautions as needed to address medical concerns, i.e., allergies, seizures.
Take precautions as needed to address work safety relating to students’ specific behaviors, including but not limited to: wearing protective clothing, wearing appropriate clothing & footwear.
Perform emergency procedures, i.e., fire drills, emergency exits.