Paraeducator - and Transition Program

Secretary II Employment Transition Program

The Employment and Transition Program (ETP) is designed to teach employment personal management and recreation/leisure skills to 18 to 21 year old students with developmental disabilities. Under the general supervision and direction of a certificated teacher, specialist or principal, the Para educator performs instructional/tutorial assignments, student supervision, clerical tasks, and may perform health-related procedures as needed. Paraeducators work in a large team-teaching approach to serve the individual needs of each student.

The Para educator must also be able to work with small groups of students in work experience and/or vocational settings.

Essential duties and responsibilities include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Accomplish tasks specific to special assignment while working within legal and special program parameters.
• Work directly under the supervision of a certificated teacher or specialist and follow such directions as given.
• Instruct individuals or small groups, supervise groups for periods of time.
• Perform clerical tasks.
• Perform health-related procedures, as needed, which may include hygiene and diapering issues, and administer special programs and tests, only when properly trained.
• Practice effective safety and security within individual work routines.
• Responsible for assisting students in the pool. Travel with students using local transit options or District vehicles

Other responsibilities include performing instructional clerical tasks, working collaboratively with District staff and promoting teamwork with co-workers, and assisting substitute teacher with helpful information pertinent to the classroom.

Required qualifications include a high school diploma or equivalent, and one of the following: AA degree, 48 college-level semester credits, 72 college-level quarter credits, or passing the state approved Para Pro Assessment. Additional requirements include proficiency in basic spelling, math and grammar skills, experience and/or training in reading instruction, remediation, and assessment.

Preferred qualifications include experience working in an employment and transition setting with young adults.

Condition of employment includes passing a criminal background check, fitness for duty examination, Washington State driver's license, possessing and maintaining Type II driver's license, completing the district's para educator core competency requirements, possessing and maintaining Positive Behavior Interventions and Supports (PBIS) certificated course, successfully completing the FWPS district-approved Right Response training at the advanced level at the next available time; maintaining current certification at the advanced level through an annual recertification class, possessing and maintaining American Heart Association or American Red Cross CPR and first aid training, traveling with students as needed, and working scheduled hours on a consistent basis.

Knowledge of individual education plans (IEPs), English grammar and spelling, basic math, positive behavior interventions, Right Response and de-escalation techniques, School Board Policies, and the ability to demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency, work independently and work collaboratively with others fostering a team approach whenever appropriate, maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences, demonstrate enthusiasm, flexibility and a commitment to students, practice effective safety and security within individual work routines, develop and maintain positive relations with staff and service providers, follow written and verbal directions with minimal supervision, speak, read and follow written communications in English, perform basic spelling, math and grammar skills, demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior, demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning, exercise judgment as to when to act independently and when to refer to higher authority, practice ethical and professional standards of conduct including the requirements of confidentiality, communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community, interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success, continue professional growth.

Required knowledge, skills and abilities related to cultural competence and equity include…