SpEd Resource Paraeducator

Please note that this posting closes at 3:00 pm on the date listed above.



If you have questions regarding this position, please contact April Guardado, Assistant Principal, at (385)-646-3380 or email anguardado@graniteschools.org

Hours per week:  29 

 

Job Title Resource ParaeducatorDepartment Special EducationSupervisor PrincipalSalary ScheduleParaeducator (88)Lane Placement A1Contract Length HourlyFLSA Classification Non-exemptLast Review Date October 2020

To perform this job successfully, an individual must be able to perform each essential function satisfactorily, with or without reasonable accommodations.  The requirements listed below are representative of the knowledge, skills, training, education, responsibilities, abilities; the machines, tools and equipment used; background; and any licenses or certifications required.  Physical, punctual, reliable, and predictable regular attendance is an essential job function to perform the essential duties and responsibilities of the position.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions of this position.

Job Summary
The Special Education resource paraeducator assists the supervising teacher by performing a variety of task to support instruction and classroom programming.  The special education paraeducator always works under the direction of the supervising teacher.  The main responsibilities of the paraeducator is to provide direct services to students.  The special education teacher will design, supervise, and coordinate the activities of each special education paraeducator.  Attendance, physical presence, and timeliness are required and are essential functions of this position.
 
Essential Functions

• Implement drill and practice exercises designed by the teacher to groups, as well as individual students.
• Keep accurate data on assigned groups and/or individual students.  The teacher prepares the method to be used in data collection.
• Supervise and monitor student instructional activities within the school and in the assigned community settings. (Examples include, but are not limited to assisting students accessing public transportation, recess supervision, assisting students in acquiring employment skills, assisting students in development of self-help and personal skills, etc.)
• Provide personal maintenance care for students related to self-help and hygiene. (Examples include, but are not limited to gastronomy tube feeding, oral feeding, catharizing, toilet training, changing diapers, and personal care, such as tooth brushing, etc.)
• Implement appropriate procedures consistently in managing the behavior of students in accordance with district policies.
• Support a school environment that helps students develop and maintain a positive self-concept.
• Supervise students to help provide a safe learning environment.
• Appropriately use classroom materials/technology.
• Assist students in regular classes.
• Prepare and adapt instructional materials under the direction of the classroom teacher.
• Maintain professional confidentiality regarding student progress, physical/emotional limitations, discussing these only with supervising teacher, related service professionals, administrator, or program coordinator.
• Must be able to work assigned hours.
• Bus supervision may be included.
• Participate in professional development training required by the Special Education Department.
• Attend and physical presence are required and is an essential function of this position.

Non-Essential Functions

• Other duties as assigned

Required Education and Qualifications

• High school diploma or equivalent
• One of the following if working in a Title 1 school:
  • 48 hours of college credit; or
  • pass the ParaPro exam.

 
Required Prior Experience

• Prior work with those with disabilities preferred.

 
Required Knowledge and Skills

• Ability to follow the directions outline by the special education teacher and related service professionals for instructional practice, behavioral interventions, and functional skills development.
• Skilled in the operation of specific achievement testing and data collection.
• Ability to effectively manage stress.

Assigned Decision Making