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  1. Model teacher’s instructional methods when working with individual and groups of students.
  2. Provide tutorial help for students.
  3. Observe teacher’s interaction with children who have special learning needs, and engage in similar instructional practices.
  4. Observe student academic and social-emotional behaviors, monitor charges, and report these observations to the certified classroom teacher.
  5. Assist with maintaining order within the classroom by following established procedures for behavior management.
  6. Assume responsibility for the safety and well being of the students while on school grounds and in non-academic activities (such as lunch, hallway passing, etc).
  7. Attend meetings and participate in professional development programs.
  8. Assume clerical functions as needed, to include, but not limited to taking attendance, duplication of materials, preparation of newsletters, record keeping and monthly reports.
  9. Communicate with students’ parents/guardians as requested.
  10. Perform other duties and assume other responsibilities as may be assigned by the certificated classroom teacher.
  11. Assists students by enabling them to access their electronic communicators, switches, pointers, feeders, etc. for the purpose of ensuring equipment is hooked up properly and functioning properly.
  12. Applies and removes therapy appliances as instructed (e.g. body braces, leg braces, sensory devices, etc.) for the purpose of ensuring the student has the proper equipment according to the IEP plan.
  13. Assists with pre-lunch and lunch activities (e.g. heat food, grind food, feeding, etc.) for the purpose of helping the teacher and lunch personnel get the student fed.
  14. Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, lift/transfer safety, behavior management, CPI, IEPs, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
  15. Participates in the implementation of IEP goals and student behavior plans and communicates with supervising instructional staff and/or professional support personnel for the purpose of meeting IEP goals; fostering effective and safe student learning; and/or district benchmarks.
  16. Assists students in and out of wheelchairs; loading and unloading on the bus; transporting students in their wheelchairs in and around school and on field trips for the purpose of ensuring the student gets to and from school and to the proper places safely.
  17. Assists students with diapering and/or toileting for the purpose of meeting and/or developing children's daily living activities, personal hygiene and behavioral skills.


ABILITY is required to schedule activities and work with a wide diversity of individuals; gather and/or collate data use basic math and job-related equipment. Flexibility is required to work with others in a variety of circumstances and work with data utilizing defined but different processes. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as a team; and working with constant interruptions.

SPECIAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Essential duties require the following physical skills and work environment.  Standing and walking short distances frequently on a daily basis; sitting, bending, twisting, squatting, and pushing/ pulling regularly to occasionally; lifting 50 to 100 lbs. maximum with frequent lifting and/or carrying objects weighing 10-25 lbs. Frequent use of hands, vision, hearing, speech/ language processes; physical strength and emotional stamina sufficient to organize and coordinate a variety of activities; ability to use a variety of special educational materials and supplies, telephone, computer and teaching aids. Assigned work is normally performed in a variety of settings including classroom, school, community, vocational, domestic, and recreational/leisure environments. Continuous contact is required with administrators, teachers and parents. The specialized programs (such as MCA, DC, Jamieson and the Autism classrooms/schools) may require mandatory special training to meet student needs.




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