Paraprofessional

Paraprofessional

Reports to: Chief Administrative Officer (CAO) and Intervention Specialist Coordinator

General Responsibilities

Under general supervision on the Intervention Specialist team, the Paraprofessional/Teacher’s Aide performs a variety of non-teaching classroom support and student personal care services as directed, including assisting the classroom teacher with daily classroom activities and assisting student learning in small groups or one-on-one. The Paraprofessional/Teacher’s Aide will work as part of an intervention team on behalf of the student with regular classroom teachers and administrators to ensure that students, especially with disabilities are educated in the least restrictive environment possible..

Specific Responsibilities

1. Assists the Intervention Specialist and classroom teachers in routine classroom and school activities, implementation of IEP services, behavior plans, student assessment, playground and lunch duty.
2. Communicate regularly, weekly at a minimum, with the assigned Intervention Specialist to provide feedback related to their assigned students. 
3. Assists in the preparation of classroom materials, displays, and individual student accommodations and modifications.
4. Assists special education students in regular education classes, including attending class with students and providing student support as needed and or indicated on IEP.
5. Assists Intervention Specialists and classroom teachers in maintaining a good learning environment, including classroom management.
6. Assists students with personal health care needs such as toileting, personal hygiene and use of adaptive equipment.
7. Participates in professional growth activities.
8. Ensures the safety of students.
9. Establishes and maintains cooperative professional relationships.
10. Exhibits professional behavior, emotional stability, and sound judgment.
11. Serves as a role model for students in how to conduct themselves as citizens and as responsible, and intelligent human beings.
12. Understands the legal responsibility to help instill in students the belief in, and practice of, ethical principles and democratic values.
13. Maintains confidentiality and respect for confidential information at all times.
14. Other duties as assigned by the appropriate Grade-level Director, Intervention Specialist Coordinator, or his/her designee.

Qualifications

1. A Must hold an educational aide permit in the State of Ohio. 
2. According to the “Elementary and Secondary Education Act of 1965,” 20 U.S.C. 6301 et seq. and Ohio Revised Code 3319.074, at least one of the following criteria must also be satisfied: 
   • Have a designation of “ESEA qualified” on the educational aide permit; or 
   • Have successfully completed at least two years of coursework at an accredited institution of higher education; or
   • Hold an associate degree or higher from an accredited institution of higher education; or
   • Meet a rigorous standard of quality as demonstrated by attainment of a qualifying score on an academic assessment specified by the Department of Education.
3. Excellent organizational and time management skills.
4. Strong communication and interpersonal skills.
5. Ability to work independently and collaboratively in a team environment.
6. Knowledge of Federal and State laws affecting human and social services related to education.

Indicators of Effectiveness

1. Collaboration and Professional Development: Actively engages in professional collaboration with colleagues, participating in team meetings, sharing best practices, and pursuing ongoing professional development opportunities.
2. Professional Conduct and Ethical Practice: Upholds high standards of professional conduct, ethics, and professionalism, demonstrating.
3. Collaboration with Support Staff: Collaborates effectively with support staff, such as instructional coaches, school counselors, and other special education staff, to meet the diverse needs of students and provide appropriate support.
4. Commitment to Continuous Improvement: Shows a growth mindset and actively seeks opportunities for self-reflection, professional growth, and continuous improvement, staying updated with current research and best practices in education.
5. Commitment to CSA-Xenia: Demonstrates a strong commitment to the core values and goals (learning expectations) of CSA-Xenia by incorporating them into daily instructional practices, fostering a positive and inclusive learning environment, and promoting workforce skills among students.