Teacher Aide II-IV; link opens in window

• Maintains familiarity with health and instructional information regarding assigned students and adheres to those specifications when implementing programming.
• Cooperates with other staff in implementing the instructional program for assigned students.
• Informs teacher of all significant events or changes related to students in classroom.
• Assists in the assessment of student needs as requested by teacher.
• Assists teachers in preparing IEP progress reports, behavior plans and other documentation for program monitoring.
• Participates in ARD and team meetings for students as required.
• Monitors, implements effective programming for, and documents student behavior in a prompt manner as required by teacher.
• Continues professional growth and development, including participating in all assigned in-service training.
• Utilizes effective teaching techniques and classroom strategies to accommodate the various learning styles and modes of students.
• Monitors the safety of students.
• Interacts and responds with verbal and non-verbal blind or visually impaired students.
• Attend work regularly in accordance with TSBVI leave policy.
• Comply with all applicable security and safety rules, regulations, and standards.
• Perform related work as assigned.

Teacher Aide II (0813 – A13):

• High school graduation or equivalent
  AND
• Completion of two years (60 hours if institution considers 15 hours/semester as full-time or 48 hours if institution considers 12 hours/semester as full-time) coursework from an accredited college or university [Original college or university transcript(s) required at time of interview]
  OR
• One-year full-time experience working with children with disabilities plus one year of college plus a passing score on a local or state paraprofessional assessment**
  OR
• Two years’ full-time experience working with children with disabilities plus a passing score on a local or state paraprofessional assessment

** If the applicant selected for the position has not passed a local or state assessment, the applicant will be offered the position contingent upon passing the TSBVI paraprofessional assessment administered during the interview.

• Must receive TEA certification as an Educational Aide III (at your own expense) within 6 months of beginning employment
• Must know or be willing to learn advanced sign language (for certain assignments)
• Must have sufficient physical strength to assist in lifting and/or transferring students up to adult age
• Ability to communicate, receptively and expressively, through both sign language and oral speech, or just oral speech, with ASL fluent and non-signing staff and students
• Good writing and data collection skills.

Teacher Aide III (0814 – A15):

• Teacher Aide II Qualifications
  AND
• At least two years full-time experience as a Teacher Aide II at TSBVI with an overall rating of exceeding expectations on last performance appraisal
  OR
• Three years of external classroom experience as a teacher or teacher aide
  OR
• Assists with training and mentoring other TAs

Teacher Aide IV (0815 – A17) :

• Teacher Aide II Qualifications
  AND
• Certification in Literary Braille Transcribing by the Library of Congress
  OR
• Certification as a sign language interpreter by the Texas Board for Evaluation of Interpreters (BEI)
  OR
• Certification as an interpreter of Spanish / English
  OR
• Certification by the Texas State Board for Educator Certification in special education or degree in special education.

• Intermediate Sign Language Proficiency:
  Able to discuss with some confidence routine social and work topics within a conversational format with some elaboration; generally, 3-to-5 sentences.Good knowledge and control of everyday/basic sign language vocabulary with some sign vocabulary errors. Fairly clear signing at a moderate signing rate with some sign mis-productions. Fair use of some sign language grammatical features and fairly good comprehension for a moderate-to-normal signing rate;
  
  a few repetitions and rephrasing of questions may be needed.
• Completion of college level coursework in child development, education, psychology, vocational or closely related field.
• Experience working with children and youth with disabilities in a classroom or work setting.
• Experience working with students with multiple disabilities.
• Approved to drive state vehicles.
• Familiar with Braille.
• Bilingual in English and Spanish.
• Completion of training related to students with visual and multiple impairments.