This is a part-time 7 hour/ .875 FTE per day position working on the CL-192 (192 days per full school year) schedule, Mon-Fri.
Minimum Requirements
Minimum Requirements for the position require you to meet Highly Qualified status, as defined by the state of Oregon, ORS 581-037-0006. You are required to attach documentation to your application to show you meet the Highly Qualified requirement. For details about requirements for Highly Qualified, please see the Minimum Requirements below. Incomplete applications may not be processed.
Documentation for Highly Qualified status:
1. Official or Unofficial transcripts with your name, showing 2 years of post-secondary study consisting of 72 credit hours or 48 semester credits (attach transcripts with your name displayed).
2. Obtaining an associate's or higher degree (attach college diploma).
3. Meeting a rigorous standard of testing through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (attach test scores).
The Vocational Education Assistant provides instructional, behavioral, and community-based support to students with disabilities, including those with intellectual, developmental, physical, and emotional support needs. This role is designed to help students successfully develop the skills necessary for increased independence, employment, and life after high school. This position is distinguished by its strong emphasis on independent work in the community with adult-age students (ages 18–21) who are developing vocational, functional, and life skills. While under the supervision of a licensed special education teacher, staff in this role frequently operate on their own at job sites, in community-based learning environments, or on public transportation with students. Unlike classroom-based paraprofessional roles, this position requires sound judgment, initiative, and the ability to support students in real-world environments with limited direct oversight. This position requires adaptability, strong communication, and a commitment to equity and student well-being.
Essential Functions
This is not necessarily an exhaustive or all-inclusive list of responsibilities, skills, and duties associated with this position. The supervisor of this position may modify this list at any time it’s deemed necessary.
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Confer with licensed teachers to prepare and deliver instruction tailored to student goals in employment readiness, life skills, and functional academics.
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Independently follow and implement behavior support plans, structured activities and lesson plans in school and community settings, adapting as needed to meet student strengths and needs, coaching to manage frustration, anxiety, and interpersonal challenges under the guidance of a special education teacher.
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Provide direct instruction and guided practice to individuals or small groups, using visual supports, communication tools, and prompting strategies as appropriate in various settings such as a kitchen, bus station, or job site.
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Participate in team meetings, IEP meetings, and transition planning as requested by supervising staff.
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Maintain regular communication with licensed special education staff to report student progress, safety concerns, and instructional needs.
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Support and supervise students in navigating various real-world settings, including classrooms, work sites, and community locations, ensuring safety, engagement, and appropriate behavior.
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Support students in developing appropriate workplace behavior, emotional regulation, and decision-making.
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Monitor tasks initiated by vocational training staff or job coaches and reinforce expectations with students as needed.
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Support and assist students during travel training and transitions to and from school, work sites, and community-based instruction, including transportation boarding and deboarding while using public transit or school-provided transportation.
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Accurately collect and record data related to student progress toward IEP and transition goals, including employment, social, and life skills development.
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Document student behavior, engagement, and areas needing additional support; communicate this information regularly to the supervising teacher.
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Reinforce routines and expectations at job sites, provide coaching on soft skills (e.g., communication, punctuality), and model appropriate behavior in adult settings.
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Instruct students in appropriate dress, grooming, and personal care for professional or community environments.
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Encourage respectful, cooperative behavior and model conflict resolution and emotional regulation strategies.
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Orient substitute staff to student routines, expectations, and instructional materials when needed.
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Maintain orderly learning environments and systems, including job site logs, student portfolios, and community activity records.
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Assist students with personal care tasks when required, including feeding, hygiene, toileting, and use of assistive equipment.
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May supervise students in preparation for physical education and monitor activities so that safety precautions are upheld and unruly behavior does not transpire.
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Develop, prepare and organize instructional and vocational materials, visual supports, schedules, checklists, posters, and task prompts to facilitate student understanding and independence.
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May assist with budgeting, stocking, and organizing educational or vocational resources under the direction of certified staff. Support inventory tracking and ordering of supplies and materials used in instruction or transition programs.
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Follow established safety protocols and participate in necessary training for specialized health needs.
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Maintain regular and prompt attendance and follow established procedures for absences.
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Engage in ongoing professional development related to disability services, job coaching, inclusive practices, and trauma-informed care.
This position has the following expectations and prerequisite abilities.
1. Present self and 4J in a professional manner including: in oral and written communication, professional disposition when working with others and maintaining professional dress standards.
2. Ability to work with or lead students in group or individual instructional activities.
3. Knowledge of grammar, math, language arts, social sciences, health, penmanship and reading principles.
4. Ability to adapt standard educational curriculum to the specialized needs of students with learning disabilities.
5. Ability to present instructional material in a clear, sequenced manner while sensitive to the needs of students and to adjust material according to their ability to comprehend.
6. Ability to respond to specialized health care requirements.
7. Ability to observe, interpret and record data involving the academic record and behavior of students.
8. Ability to type, prepare classroom materials or artwork, operate current office technology and equipment (e.g., computer systems, fax, copiers, etc.), or perform other clerical duties.
9. Ability to work independently and work harmoniously with other teachers and assistants.
10. Ability to assess situations and act swiftly and appropriately and with sound judgment for the safety and well-being of students and teachers.
11. Physical ability to support students in active environments, including standing for long periods, walking distances in excess of a mile, climbing stairs, assisting with mobility or transfers, and lifting up to 50 pounds when needed.
12. Ability and willingness to walk up to one mile at a time with students in the community or between locations, and to work outdoors in various weather conditions.
13. Commitment to maintaining professional boundaries, confidentiality, and inclusive, strengths-based support for students with disabilities.
14. Ability to effectively communicate, disseminate, and effectuate verbal or written communication and directives to a diverse group of administrators, staff, and the broader district community.
15. Maintain a high degree of professionalism, integrity, dependability and maintain a high level of confidentiality in accordance with FERPA and adherence to the competent and ethical educator practices.
16. Promotion of equity and diversity in all settings and processes and a commitment to anti-racist principles.
17. Maintain compliance with state and federal laws governing all aspects of our agency including ORS, OAR, IDEA, FOIA, and CIPA.
18. Exceptional prioritization of tasks, timely completion of work assignments, ability to take the initiative and work independently with minimal supervision.
19. Demonstrates respectful, flexible and effective teambuilding skills of cooperation, communication and active participation.
20. Ability to understand and follow oral and written directives, find requested data and present in user-friendly formats for internal and public distribution.
21. Maintain regular attendance at work. Be punctual in meeting deadlines, attending meetings, and following schedules.
