SUMMARY: Under the daily direction of a licensed Special Education Teacher experienced in Autism, PDD, Developmentally Delayed, Social Emotional Learning, and other severe neurological disorders or disabilities, and the general supervision of the building principal, team chair or designee, administers tutoring and support services to students in a classroom setting, small group setting or 1 on 1 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 position will include providing direct services to students in the community for a large portion of the school day, and may involve serving as an educational coach at a local College. 

 

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 therapy, 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, tutoring, mainstreaming, playground, eating activities, 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, recreation, sports, arts and crafts, personal hygiene, and other designated activities.
• Assists and supervises in transferring children to and from buses, special equipment, classrooms and events, supervising students during lunch, transition, and recess time, ensuring student safety at all times.
• Assists and supervises in the toilet training, toileting, diapering, dressing, cleaning, feeding, and lifting of children as necessary.
• 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.

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

• Assists in crisis intervention procedures and restraints.

• 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.

• Assists children in instruction, communication, social activities and integration, recreation, sports, arts and crafts, personal hygiene and other designated activities.

• Follows any health plans as directed by the school nurse, and any behavior plans as directed by classroom teacher. Notifies nurse and teacher of any injuries or potentially unsafe situations

• Maintain knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.

• 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, Developmentally Delayed, 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/aggression, seizure activity, 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, restraint, 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:

The employee must be able to remain stationary for extended periods and occasionally move throughout the school building as needed. Regular use of hands for typing, handling objects, and operating tools is required, along with sufficient grip strength for various tasks. The role involves frequent use of a computer and standard office equipment such as a calculator, copier, and printer. The employee must be able to enter data, read from screens, and review handwritten or printed materials, with or without visual aids. Clear and effective communication with students, parents, and colleagues—both in person and over the phone—is essential. Strong visual and auditory awareness is necessary to ensure student safety and provide meaningful feedback to instructional staff.

 

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.