LOCATION:             St. Croix District

Interested persons should contact: DIVISION OF HUMAN RESOURCES

                                                        careers.stx@vide.vi

Deadline for applying:   June 16, 2017

Starting Salary:              $22,675-$34,607        

Union:               American Federation of Teachers

DESCRIPTION

The special education paraprofessional assists with providing appropriate educational opportunities and instruction for each student, according to the guidelines established by the VI Department of Education. Under the direct supervision of the principal, the special education paraprofessional performs routine and non-specialized work mainly related to the non-teaching activities in a school in order to supportive an inclusive and diverse learning environment, and to protect the safety, health, and well-being of learners and staff.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Assists by participating in the implementation of educational and other services designed for children with various degrees of disabilities;
• Accompanies students to and from their homes when required;
• Assists with personal and hygiene care of male and female students;
• Maintains open communication with parents, faculty and staff;
• Works closely with health services and guidance personnel to assist students with special problems;
• Supervises students with disabilities in various school settings such as the playground, lunchroom, and study periods;
• Instructs individual or small groups of learners following lesson plans developed by the teacher;
• Assists individual learners with supplementary/independent study projects as assigned by the teacher;
• Prepares learning/instructional materials and bulletin boards and maintain learning centers;
• Participates in regularly scheduled teacher and paraprofessional meetings that may also include other team members, which will facilitate the planning of learning experiences for individuals and groups of children;
• Maintains, as directed by an occupational or physical therapist, nurse, or speech-language pathologist, adaptive equipment required by learners with physical and sensory disabilities, or health-related needs;
• Assists teachers/providers with functional assessment activities to determine a child’s developmental level and learning needs, including documenting the data and maintaining learner records required by the state, district, or agency;
• Administers standardized assessment instruments scored and analyzed by teachers or other professional practitioners;
• Supervises students in community-based learning environments to prepare them to make the transition from school-to-work and to participate in the adult world (if required by learner or program needs);
• Familiarizes employers and other members of the community of the needs of individual learners (if required by the program or learner needs);
• Assists occupational and physical therapists, speech language pathologists, and nurses in providing related services (if required by learner or program needs);
• Assist student(s) with transportation needs such as pushing, guiding, and maintaining wheelchairs, walkers, etc;
• Participates in Individualized Educational Plan (IEP) and Individual Family Service Plan (IFSP) planning team meetings as required by learner needs;
• Performs other duties assigned by the supervisor.

FACTOR I: KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of basic school subjects and ability to communicate knowledge to others;
• Knowledge of the special behavior patterns pertaining to student age and growth process;
• Knowledge of and interest in the community and the welfare of its children;
• Knowledge and awareness of ethical and confidential conduct in personal relationships on the job;
• Knowledge, patience and understanding of mentally handicapped children and a sincere desire to assist in their educational development;
• Ability to read and write in grammatically correct sentences;
• Ability and willingness to work with professional and technical supervisors as a team in striving to provide the utmost for development of children;
• Ability to assume the role of teacher and playmate in directing the play of children toward desired objectives;
• Ability to follow clearly written lesson plans;

• Ability to establish and maintain effective working relationships with all persons contacted during the course of work;
• Ability to follow oral and written directions, maintain simple records, absorb training and apply learned skills;
• Ability to follow oral and written directions and to maintain simple records;
• Ability to manage class room time and group control;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to be tolerant, ant patient under stressful situations.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal, Counselor, Special Education Teacher or other designee;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through classroom visits, periodic reports and achievement of objectives.

FACTOR III: GUIDELINES

• Federal and state law, including HIPAA, and Departmental guidelines and procedures must be followed;

FACTOR IV: COMPLEXITY

• Responsible for supporting the continuance of a safe and healthy learning environment for assigned students. The work requires patience and diligence.

FACTOR V: SCOPE AND EFFECT

• Is responsible for supporting the planning and implementation of instructional programs so that special education students achieve individual maximum potential to redound to benefit of the student and the community.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOSE OF CONTACTS

• Personal contact is made with fellow employees, teachers, administrators, and parents/guardians for the purpose of obtaining, clarifying, or giving facts or information to aid in accomplishing daily tasks and long term objectives.

FACTOR VIII: PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to:

• Stand for long periods of time with intermittent walking, standing, sitting, and bending;
• Talk or hear within normal range;
• Reach with hands and arms;
• Read fine print;
• Lift/push/pull up to 70 pounds;

FACTOR IX: WORK ENVIRONMENT

• Requires performing regular job functions in a school working environment;
• Workers are required to adhere to standard safety regulations to ensure personal safety and the safety of others;

MINIMUM QUALIFICATIONS

• Graduation from a recognized college or university with an Associate of Arts Degree in Early Childhood Education, Education or a related field, or
• Completion of two (2) years of college to include sixty (60) college credits, or
• High School Diploma with fifteen (15) college credits, preferably with two (2) years working experience in youth-related or tutorial programs.

* Applicants with a High School diploma must first pass the state approved Paraprofessional Assessment Exam.