READING PUBLIC SCHOOLS

READING, MASSACHUSETTS

Position:                   Paraprofessional, Special Education Instructional Classroom, Program

Department:             High School

Reports to:               Principal

FLSA Classification: Non-Exempt                          

Approved by:           John F. Doherty, Ed.D                                  

Revision Date:         September 2017

SUMMARY: Reading Memorial High School is in search of a 61.5 hour biweekly long term substitute special education program paraeducator to cover a leave of absence. Under the daily direction of a licensed Special Education Teacher experienced in Autism, PDD, Social Emotional Learning, and other neurological disorders or disabilities, and the general supervision of the building principal, team chair or designee, administers support services to students in a classroom setting, small group setting in acquiring learning, behavior, and social skills. Goals are established by the collaborative educational team and the student’s individualized educational plans (IEP). This is a non-benefits eligible position.

ESSENTIAL DUTIES AND RESPONSIBILITIES: The essential functions or duties listed below are illustrations of the type of work that is performed and is not an exhaustive list of the duties performed for by this position. Other duties may be assigned.

• Provides a variety of responsible instructional support activities to enhance the educational environment of students and to meet the educational/training objectives of the program and the educational team.
• Implements the needs of the students IEP and implements program modifications as directed by certificated staff. Maintains awareness of the disability of the child.
• Conducts specific behavioral supports, reviews data, reports concerns, and provides progress information and outcomes to certified staff.
• Collects data and records notes in designated student program data collection systems.
• Oversees students during class, mainstreaming, emergencies and preparedness drills, etc.
• Uses instructional technology appropriately with students and works with students to facilitate their use of instructional technology.
• Supervises students in a variety of situations under the direction of certified staff, the collaborative educational team, and parents, always observing students’ behaviors carefully to ensure personal and group safety.
• Assists assigned children in instruction, communication, social activities and integration, and other designated activities.
• Provides demonstration and instruction to less experienced aides through modeling and/or shadowing techniques (a skill taught in training).
• Prepares materials for use in classroom and therapy.
• Assists in maintaining a disciplined, neat, orderly, and attractive learning environment.
• Within the framework of established policies and procedures, assists students in classroom activities in the absence of the teacher.

• Models appropriate behavior for students.

• Maintains appropriate standards of behavior, mutual respect, and safety in classroom.

• Takes steps to intervene when students are not in control or may be in dangerous or unsafe situations.

• Reports observations of student skills, behaviors, and abilities to appropriate personnel

• Assists in crisis intervention procedures.

• Communicates with parents and legal authorities, collaborative educational team, and Special Education to facilitate crisis intervention.

• Engages in physical and sometimes strenuous activities with students.

• Meets on a regular basis with Special Education staff, collaborative partner staff, and others working with assigned students.

• Participates in training sessions as provided by the Reading Public Schools.

• Uses feedback to reflect critically upon his or her classroom experience and identify areas for further skill and professional development.

• Performs related duties and responsibilities as assigned. 

SUPERVISORY RESPONSIBILITIES: Exercises no supervision.

QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. The Superintendent may waive or modify the qualification requirements.

REQUIRED KNOWLEDGE, SKILLS & ABILITIES:

• Basic understanding of the general needs and behavior of children
• Knowledge of the physical requirements and emotional needs of children with disabilities and unique needs of children with disabilities such as Autism, PDD, Social/Emotional and other neurological disorders and learning disabilities
• Knowledge of child development theory and principles
• Demonstrate an understanding, patient, and receptive attitude toward children

• Ability to react professionally and objectively to unpredictable situations (e.g. environmental changes, behavior, etc.)

• Ability to carry out assigned duties safely and effectively
• Ability to successfully use behavior management techniques
• Ability to follow written and oral directions of classroom teacher, building administrator, and IEP requirements
• Ability to successfully complete basic first aid, CPR, and other required training
• Basic clerical and record keeping skills
• Ability to operate a computer and related software including but not limited to Microsoft Office Suite
• Ability to develop effective working relationships with students, staff and the school community
• Ability to communicate clearly and concisely both in oral and written form
• Understanding of confidentiality requirements regarding student academic, special education, and medical records
• Understands his/her responsibilities as a mandated reporter under state law
• Ability to implement emergency preparedness procedures when circumstances require
• Ability to perform duties with awareness of all district requirements and Board of Education policies

EDUCATION/EXPERIENCE:

Any combination equivalent to experience and training that would provide the required knowledge, skills and abilities would be qualifying. A typical way to obtain the knowledge, skills and abilities would be:

Education: High school diploma or general education degree (GED) required; associates degree or above preferred. Additional specialized training in child development, education or a related field is desirable.

Experience: Some experience working with special education students and/or children with Autism, PDD or other neurological disorders is desirable.

LICENSES/CERTIFICATIONS:

Possession of, or ability to obtain, CPR and first aid certifications.

PHYSICAL DEMANDS:

While performing the duties of this job, the employee is regularly required to move about to provide services and may be required to occasionally traverse throughout the school building. While performing the duties of this job, the employee will have essential duties requiring him/her to work in a classroom with the ability to sit, stand, walk, kneel, crouch, stoop, squat, bend or twist at the neck and trunk. The employee must frequently use hands to finger, handle, or feel; and use hand strength to grasp tools. Workday may include providing limited personal care to students. The employee must also occasionally lift or position students to provide services. Occasionally operates a computer and other office productivity machinery (i.e., a calculator, copy machine, and computer printer). The employee must be able to input information into a computer and as well as read material from a computer monitor as well as handwritten or printed matter with or without visual aids. The employee must be able to communicate effectively with students, parents and other staff members in person and on the telephone. The employee will be exposed to volatile and assaultive behavior. In the classroom, the employee must be able to see and hear on a continuous basis in order to ensure the safety of students as well as speak frequently to provide instruction. On rare occasions, it may be necessary to move quickly across even or uneven surfaces. The employee must occasionally lift and/or move fifty (50) pounds without assistance.

WORK ENVIRONMENT:

The employee will be working in a normal school environment with an acceptable level of noise. The employee interacts with students, parents and other staff members and occasionally must meet multiple demands from several people. While the majority of the work day is spent inside, the employee must spend time outdoors for recess, fire drills, and special activities.

The physical demands and work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. This job description does not constitute an employment agreement between the employer and employee, and is subject to change by the employer, as the needs of the employer and the requirements of the job change.