Paraprofessional - Special Education Tier 4
Purpose Statement
The job of Paraprofessional - Special Education Tier 4 is done for the purpose/s of assisting in the supervision, care, and instruction of special needs students in the regular classroom or in a self-contained classroom; administer medical assistance as instructed by a health care professional; relieving teachers of clerical tasks; assisting students by modeling the skills necessary to perform assignments; assisting in implementing plans for instruction; monitoring student behavior during non-classroom time; and providing information to appropriate school personnel.
Essential Functions
- Adapts classroom activities, assignments, and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing classroom objectives.
- Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. toileting, diapering, feeding, colostomy bags, medication, diabetic management, transfer, navigating, etc.) for the purpose of meeting immediate health care needs.
- Implements behavior plans, intensive teaching for the purpose of supporting students and staff in the classroom.
- Maintains instructional materials, equipment, and technology and/or manual and electronic files/records for the purpose of ensuring availability of items; providing written reference; and/or meeting mandated requirements.
- Monitors individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, parking lots, library, drills, field trips, assemblies, etc.) for the purpose of maintaining a safe and positive learning environment.
- Monitors students during assigned periods within a variety of school environments (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, parking lots, field trips, assemblies, library, etc.) for the purpose of maintaining a safe and positive learning environment.
- Participate in meetings and in-service presentations for the purpose of acquiring and/or conveying information relative to job functions.
- Participates in crisis response team (if assigned) for the purpose of ensuring response readiness.
- Performs routine clerical duties (e.g. filing, typing, attendance, grading, bulletin board, etc.) for the purpose of supporting teachers in the instructional process.
- Promotes and models good study, social, and emotional habits for the purpose of improving the quality of student outcomes in the area of SEB.
- Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, assistive technology, etc.) for the purpose of reinforcing instructional objectives; implementing IEP plans; and ensuring students success in school.
- Responds to emergency situations (e.g. injured student, student development, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel for resolution.
- Responds to inquiries for the purpose of solving problems, providing information, and/or referral.
- Serves as chief source of information for substitute teacher or as the substitute teacher for the purpose of implementing defined course of study left by the teacher.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of instructional support.
Job Requirements: Minimum Qualifications
Knowledge, Skills and Abilities
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: instructional procedures and practices; age appropriate student activities; chronic health conditions; safety practices and procedures; conflict resolution; and stages of child development/ behavior.
SKILLS are required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
ABILITY is required to schedule activities; gather and/or collate data; and use job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data may require independent interpretation; 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; implementing Tier 3 Behavior Intervention Plans; working as part of a team; and working with constant interruptions.
Responsibility
Responsibilities include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of some resources from other work units may be required to perform the job's functions. There is some opportunity to impact the organization’s services.
Work Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, some climbing and balancing, some stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 30% sitting, 30% walking, 40% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.
Experience: Job related experience is desired.
Education (Preferred): A valid Missouri Teaching Certificate; Sixty college hours
Education: High School diploma or equivalent.
Equivalency: A minimum of thirty-six hours from an accredited college or university; or certificate of completion from approved Missouri 20-hour Online Substitute Training Program; or pass the Paraprofessional test in the State of Missouri.
Required Testing
None Specified
Certificates and Licenses
Medication Administration trained as needed
CPR/First Aid Certificate
MANDT trained
Substitute Certificate
Continuing Educ./Training
Maintains Certificates and/or Licenses
Clearances
Criminal Background Clearance
FLSA Status
Non Exempt
