Paraprofessional

Description

Paulo Freire Social Justice Charter School
Job Description
Paraprofessional
QUALIFICATIONS:
All paraprofessionals shall meet the requirements of a |Highly Qualified| paraprofessional aide as described in Title I of the Elementary and Secondary Education act.
– Hold a High school Diploma of GED
– Completed two years of study at an institution of higher education; or
– Obtained an associates (or higher) degree; or
– Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).
REPORTS TO:

House Administrator or Designee

JOB GOAL:

Paraprofessionals work under the overall supervision of their house administrators with direct supervision provided by special education teachers. They are employed when required to implement special education or related services for a class and/or to provide direct assistance to students. Their duties will vary depending upon the nature and severity of the students disabilities.
Essential Functions
– Assist in the educational and social development of students under the direction and guidance of the facilitator and classroom Teachers.
– Assist in the implementation of Individual Education Plans for the students and monitor their progress.
– Provide support for individual students inside and outside the classroom to enable them to fully participate in activities
– Work with other professionals, such as speech therapist, social worker, occupational and physical therapists
– Assist classroom teachers with maintaining student records
– Support students with emotional or behavior concerns and assist them in developing appropriate social skills.
– Adapts classroom activities, assignments, and materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives.
– Administers a variety of activities (e.g. tests, homework, make-up work, special educational strategies, etc.) for the purpose of supporting teachers in the classroom.
– Attends meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.
– Communicates with supervising instructional staff and professional support personnel for the purpose of assisting in evaluating progress and implementing IEP objectives.
– Implements behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of presenting and reinforcing learning concepts under the supervision of assigned teacher.
– Maintains a variety of materials (e.g. instructional materials, files, records, charts, etc.) for the purpose of ensuring availability of items, providing written reference, and meeting mandated requirements.
– Models positive behavior for assigned students (e.g. inter-personal communication, homework processes, social interaction, etc.) for the purpose of providing educational and life skills training. Monitors students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive school environment.
Provides instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives; implementing IEP plans, and ensuring students success in school all under the supervision of assigned teacher.

TERMS OF EMPLOYMENT: The regular school year.
EVALUATION: Performance of this job will be evaluated in accordance with procedures established by the Board of Trustees on the evaluation of professional personnel.
SALARY: Per current contract.