Paraeducator - Social Emotional Behavioral

Para educator Position

The para educator in the social emotional behavioral (SEB) core program performs instructional/tutorial assignments, student supervision, clerical tasks, and may perform health-related procedures under the general supervision and direction of a certificated teacher, specialist or principal. The SEB program is for students with identified disabilities that demonstrate primary learning needs in the social emotional skills domain. Paraeducators plan their work with their supervising teacher, and planning time will be set aside when required by either the program's regulations or the para educator's supervising teacher and principal.

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.

• Provide support to the classroom teacher for the purpose of accomplishing 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 by student(s) program.
• Instruct individuals or small groups; supervise groups for periods of time.
• Perform clerical tasks.
• Perform health-related procedures, as needed, which may include hygiene issues, and administer special programs and tests, only when properly trained.
• It is important for Paraeducators to be cooperative and flexible as they are often asked to adjust in the ever-changing educational program.
• Practice effective safety and security within individual work routines, including implementation of behavioral de-escalation techniques and crisis management.

Other responsibilities include transporting students in school district van, preparing and ordering meals, performing instructional clerical tasks, working collaboratively with District staff and promoting teamwork with co-workers, assisting substitute teacher with helpful information pertinent to the classroom.

Required qualifications include a high school diploma or equivalent and one of the following: an associate degree, or a high school diploma (or equivalent) and 48 college-level semester credits or 72 college-level quarter credits, or a high school diploma (or equivalent) and pass the state approved para educator assessment test. Additional requirements include being proficient in basic spelling, math and grammar skills, and experience and/or training in reading instruction, remediation, and assessment.

Preferred qualifications include experience working with students with disabilities.

Condition of employment includes passing a criminal background check, completing the district's para educator core competency requirements, possessing and maintaining a Washington State driver's license, and possessing and maintaining a Type II driver's license.

Knowledge of individual education plans (IEPs), English grammar and spelling, basic math, positive behavior interventions, Right Response and de-escalation techniques, and school board policies is required.

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 is required.

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.

Perform the essential functions of the job with or without reasonable accommodations.

Required knowledge, skills and abilities related to cultural competence and equity include knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the…