Paraprofessional Instruction

JOB DESCRIPTION 

 

PARAPROFESSIONAL – INSTRUCTION   

 

GENERAL PURPOSE 

 

Under direct supervision of the Special Education Teacher, the Paraprofessional – Instruction assists in the implementation of students’ Individual Education Plans (IEP), providing academic and vocational instruction and support for individual students inside and outside of the classroom. The Paraprofessional in this role focuses on creative teaching strategies and instructional techniques that will empower students to progress, impact quality of their life, and self-direction. Individual must be able to work effectively with the education team to provide positive instruction supports to and for students to maintain a positive learning community for students by promoting student engagement, independence, and interdependence through alignment with Connecticut Common Core of Teaching (CCT) Rubric. 

SUPERVISORY AND OTHER CONTACTS 

 

Role reports up to the Special Education Teacher. Additionally, reports to the Program Assistant for all job responsibilities that are administrative in nature, e.g., scheduling, timekeeping, etc. Within the scope of the Paraprofessional - Instruction, individual will interface with internal and external contacts as it pertains to meeting the needs of student educational programming. 

 

ESSENTIAL JOB DUTIES AND RESPONSIBILITIES

1. Classroom Environment, Student Engagement and Commitment to Learning:

 

2. 1. Assists the teacher in the implementation of academic and/or vocational instruction to students individually or in small groups to implement Student Educational Plans; assists the teacher with the development and presentation of learning materials and instructional exercise, supervises students during classroom activity; provides differentiated instructional support in integrated settings in accordance with state and federal regulations and Oak Hill School philosophies and practices.
   2. Creates and maintains a supportive learning environment and models appropriate behaviors to assist students in developing appropriate social skills.
   3. Safely assists students into and out of school transportation, transporting students to and from school as needed.

 

3. Supporting planning for Active Learning:

 

4. 4. Assists the teacher in planning of instructional content and activities that are aligned with standards, build on students’ prior knowledge and that provide for appropriate level of challenge for all students.
   5. Supports planning of instruction to cognitively engage students in the content and use behavioral strategies as necessary.
   6. Assists the teacher in selecting appropriate instructional materials for all students, and use assessment strategies when needed.

 

5. Supports Instruction for Active Learning

 

6. 7. Assists the teacher with ongoing observation and assessment, records instructional and behavioral data, and assists in developing appropriate techniques to reinforce LEARNING; documents daily progress towards annual goals/objectives; assists in the development of a variety of instructional materials; operates a variety of instructional media, office machines and equipment; files, types, duplicates materials as needed.  All assessments, observations, and recordings requirements must be completed daily.
   8. Modifies materials and implements instructional and behavior management strategies for students under the direct supervision of the Special Education teacher.
   9. Assists the teacher with implementing a specialized curriculum and behavior interventions; organizes instructional and other materials including state of the art technology and augmentative devices.
   10. Assists students as needed in learning self-care techniques, including toileting and personal cleanliness; assist in diapering, toileting, feeding, dressing and other self-help skills; assists in responsibility for procedures related to physical and medical needs, lifting, and transferring students as needed.

 

7. Professional Responsibilities and Paraprofessional - Instruction Leadership:

 

8. 11. Maintain V-endorsement and other specialized knowledge that will support the development of student progress; and other duties as assigned.
   12. Engages in continuous professional development and professional learning opportunities to impact instruction and student learning.
   13. Works with colleagues, students, and families to develop and sustain a positive school climate that support student learning.

 

TARGET OUTCOMES/MEASURES OF SUCCESS

 

• Positive learning environment
  • Students are taking intellectual risks and are encouraged to respectfully challenged ideas.
  • Creates opportunities for students to set high goals and take responsibility for their own learning.
  • Students are encouraged to independently utilize proactive strategies and take responsibilities for their actions.
  • Increase student learning engagement and reduce behavioral incidents
• Increase in students’ independence and their Active Engagement in the Learning Process
  • Plans for and anticipates challenges and considers multiples ways of how to address students’ needs in advance; designs and delivers opportunities to allow and encourage students to identify their own learning needs; plans to include students in developing criteria for monitoring their own success.
  • Opportunities for students to work collaboratively and generate their own questions and problem-solving strategies.
  • Implements instruction that supports and challenges students to identify various ways to approach learning tasks that will be effective for them and will result in quality work.
• Culture of support and accountability
  • Support and assistance to colleagues in gathering, synthesizing, and evaluating data to adapt planning and instructional practices that support professional growth and student learning
  • Collaborates with colleagues to deepen the learning community’s awareness of the moral and ethical demands of professional practice

 

 

IMPACT ON ORGANIZATION

 

Paraprofessional - Instruction support model classrooms that set the standard in providing education and lifelong learning opportunities to enhance independence and quality of life for students with disabilities.

                                                                                                

CRITICAL WORK RELATIONSHIPS AND WORKFLOW INTERDEPENDENCIES

 

• Works directly with students as a team member, understanding the interdependency of all roles within the educational team including parents and other stakeholders.
• Demonstrates flexibility and willingness to interact cooperatively and effectively within the interdisciplinary team. 

 

COMPLEXITY

 

• Ability to contribute thoughts and ideas in a positive and actionable way.
• Uses many techniques to gain and hold students’ attention; knows students’ strengths/weaknesses and can explain student needs as identified by the IEP
• Addresses students emotional and physical behaviors identified in the Individualized Education Plan (IEP).

 

QUALIFICATIONS

 

MINIMUM REQUIREMENTS:

 

Education:  Associates degree in education, child development or related field or enrolled in a higher education program that leads to a degree in education, child development or related field and at least 5 years of experience and completed required OHS curriculum within 3 months of hire.

Skills/Training/Experience:   5 years of experience in childcare, education or related field without an associate degree as specified.

Competency:  functional technical proficiency; excellent interpersonal and teamwork skills, active listener with good verbal/written communication skills; ability to motivate others and develop quick rapport with students, colleagues, and stakeholders, time management skills a must. 

 

PREFERRED REQUIREMENTS:

 

Education:  Bachelor’s degree in education, child development, or related field.

Skills/Training/Experience:   experience in the field of education and at least one year of experience working with children with disabilities in an educational or childcare setting.

 

PHYSICAL DEMANDS 

 

The following physical activities are performed in this job within the frequency listed below:

Key:  Occasionally = 0-33% / Frequently = 34 – 66% / Constantly = 67-100% 

 

Sitting:  occasionally                           Standing:  frequently                          Driving, Traveling:  frequently 

Walking:  frequently                           Hearing:  constantly                            Grasping, Turning:  frequently 

Talking:  frequently                             Balancing: occasionally                      Keyboarding:  frequently 

Using hands:  frequently                   Working Inside:  frequently              Restraining: occasionally

Using fingers: frequently                   Repetitive Posture:  constantly        Blocking: occasionally

Seeing: (close), constantly                 Squatting, stooping, bending, twisting: occasionally 

Reaching:  occasionally                      Climbing:  occasionally                       Driving:  frequently

Lift: 50lbs vertical lift from 0 inches to 36 inches from the floor: occasionally

Lift: 50lbs vertical lift from 12 inches to 36 inches from the floor: occasionally

Lift: 30lbs vertical lift from 36 inches to 60 inches from the floor: occasionally

Lift: 30lbs vertical lift from 36 inches to 72 inches from the floor: occasionally

Lift-Carry: 50lbs vertical lift from 0 inches to 36 inches from the floor horizontally transfer 30 feet: occasionally

Lift-Carry: 25lbs vertical lift from 0 inches to 36 inches from the floor horizontally transfer 2 feet: occasionally

Carry: Transfer 25lbs a distance of flight of stairs: occasionally

Push-Pull: Horizontally transfer 100 lbs. on a sled a distance of 25 feet: occasionally

Repetitive Posture (Forward bend to reach a point 6 inches from the floor): occasionally

Driving Automatic Equipment: occasionally

Use of equipment (e.g., machine tools):  occasionally   

Pivot: lbs. =75-90 (client stand pivot transfer from chair to chair:  occasionally

Transfer: lbs. = 0-90 (Client stand pivot transfer from chair to chair:  occasionally

Drag:  Carry (150lbs) out of door and back to chair:  occasionally

 

WORK ENVIRONMENT 

 

Exposures to biological, mechanical, and electrical hazards:  low

Chemicals (household cleaners, pesticides, paint, etc.):  low

Weather – exposed to marked changes in temperature:  low

Physical abuse:  low                                            Vibration:  low                                     Dust:  low

Caustics:  low                                                       Noise:  moderate                                 Molds:  low          

Odors:  low                                                           Muscular Strain:  moderate              Fumes:  low

 

BEHAVIORAL/MENTAL REQUIREMENTS

 

Ability to concentrate/focus:  constantly                                                      Ability to understand:  constantly

Ability to maintain composure:  constantly                                                  Ability to recall information:  constantly

Ability to function in work environment:  constantly                                 Ability to receive supervision:  constantly

Ability to comprehend and follow instructions:  constantly                     Ability to make decisions:  constantly

Ability to relate to co-workers/clients effectively:  constantly                Ability to cope with stress:  constantly

 

Position Title:  Paraprofessional - Instruction 

(Union/Non-Union):  Union 

Exempt/Non-Exempt:  Non-Exempt

 

Date Created/Modified:   October 5, 2022

 

The above statements are intended to describe the general nature and level of work being performed by the people assigned to this job.  They are not intended to be an exhaustive list of responsibilities, duties and skills required of employees so classified. 

 

Employee Signature:		Date:
Note:  Employee signature required upon initial review and acknowledgement of job requirements at hire, updates, and revisions of essential job functions and/or performance reviews as necessary.

 

OAK HILL SCHOOL RUBRIC AT A GLANCE

Evidence Generally Collected Through In-Class Observations	Evidence Generally Collected Through Non-Classroom/Reviews of Practice
Domain 1: Classroom Environment, Student Engagement and Commitment to Learning PIs promote student engagement, independence      ,       and                  interdependence in learning and facilitate a positive learning community by: 1a. Creating a positive learning environment that is responsive to and respectful of the learning needs of all students. 1b. Promoting developmentally appropriate standards of behavior that support a productive learning environment for all students. 1c. Maximizing instructional time by effectively managing routines and transitions.	Domain 2: Supporting planning for Active Learning PIs plan instruction to engage students in     rigorous and relevant learning and to promote their curiosity about the world at large by: 2a. Supporting planning of instructional content and activities that is aligned with standards, builds on students’ prior knowledge, and provides for appropriate level of challenge for all students. 2b. Supporting planning of the instruction to cognitively engage students in the content. 2c. Assisting in selecting appropriate assessment strategies to monitor student progress.
Domain 3: Supports Instruction for Active Learning: PIs implement instruction to engage students in rigorous and relevant learning and to promote their curiosity about the world at large by: 3a. Implementing instructional content for learning. 3b. Leading students to construct meaning and apply new learning  through the use of a variety of differentiated and evidence-based learning strategies. 3c. Assessing student learning, providing feedback to students, and  adjusting instruction.	Domain 4: Professional Responsibilities and Leadership PIs maximize support for student learning by developing and demonstrating professionalism, collaboration, and leadership by: 4a. Engaging in continuous professional learning to impact instruction and student learning. 4b. Collaborating to develop and sustain a professional learning environment to support student learning. 4c. Working with colleagues, students, and families to develop and sustain a positive school climate that supports student learning.