Instructional Assistant - Special Programs, Pre-Kindergarten

Overview

INSTRUCTIONAL ASSISTANT-PRE-K (General Education, Special Education, or Title I)

INSTRUCTIONAL ASSISTANT-PRE-K (General Education, Special Education, or Title I)

Instructional Assistant-Pre-K Blended (Assignment could be divided and be in a Pre‑K General Education classroom, Pre‑K Special Education assignment, and/or Pre‑K Title I school site assignment)

Office of Early Learning (OEL)

School Site

Noncertified Grade 20 or 21 (Dependent upon assignment(s))

Nonexempt

No

Monday‑Friday (occasional evenings and weekends)

Performs instructional support work assisting classroom teachers in classroom activities as well as general administrative support tasks. Implements goals and objectives established by licensed teachers and works directly with students. Assists in the instruction of individual students or groups of students in all curricular areas as directed by teachers or administrators. Plans and collaborates with teachers in devising special strategies related to childcare licensure requirements, if applicable.

Position can be utilized in more than one assignment (blended).

• Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point;
  Google Apps;
• Working knowledge of successful instructional delivery methods;
• Working knowledge of the core subjects at the grade level to which employment assignment is made;
• Ability to recognize and support students of diverse backgrounds, learning abilities, and learning styles;
• Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
• Ability to work in a team environment and effectively collaborate with others;
• Ability to motivate students;
• Ability to constantly supervise the safety and well‑being of students;
• Ability to work with a diverse student population and recognize variations in student backgrounds, abilities, and learning styles;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to implement academic and behavioral interventions, as needed;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

• High school diploma or GED and shall hold or be working towards an Associate’s degree in birth‑through‑kindergarten, child development, early childhood education, or an early childhood education related field or a Child Development Associate (CDA) credential. Instructional assistants working toward the minimum of an associate degree shall make progress by completing a minimum of six documented semester hours per year;
  AND
• For Title I schools, meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Public Law 114‑95.

• High school diploma or equivalent;
  AND
• For Title I schools, meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Public Law 114‑95.

• Maintain a Crisis Prevention and Intervention (CPI) certification (specific program to be determined based off position; maintain that certification through the proper renewal process; adhering to all timelines; CPI training will be provided through WCPSS, if needed).

• CPR and First Aid certification.
• For Pre‑K Special Education and Blended programs, experience working with or assisting individuals with special needs (an individual with one or more difficulties such as a physical, emotional,…