Instructional Assistant -Special Education, Regional

POSITION TITLE (Oracle title)

INSTRUCTIONAL ASSISTANT

Special Education Services Regional Instructional Assistant

Special Education Services

Central Office/Regional Assignment

Noncertified Grade 21

Nonexempt

No

Monday-Friday (occasional evenings and weekends) Position is not eligible for hybrid telework workweek

Provides support to establish effective classroom behavior and models skills to maintain positive relationships with all students. Supports Central Office Coordinating Teachers, classroom teachers at the building level, and SEL Learning Coaches throughout the district. Works throughout the district, based on student and school needs. Monitors programs of students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district.

Maintains an environment conducive to learning across multiple school settings.

• Working knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point;
  Google Apps;
• Working knowledge of successful instructional delivery methods;
• Working knowledge of general classroom activities and routines;
• Working knowledge of social-emotional learning strategies and positive behavioral supports;
• Ability to adapt quickly to different school environments, classroom settings, and student populations;
• Ability to work independently with minimal direct supervision while maintaining accountability;
• 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 across multiple school sites;
• Ability to motivate students and model positive relationship-building skills;
• Ability to constantly monitor and supervise the safety and well-being of students;
• Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles;
• Ability to de-escalate challenging behaviours and implement evidence-based behavioral intervention strategies;
• Ability to manage time effectively and prioritise needs across multiple school locations;
• Ability to maintain reliable transportation and travel independently throughout the assigned region;
• 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 establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

• High school diploma or equivalent, and shall hold or be working towards an associate or bachelor's degree in any field;
  OR
• 48 hours of college semester credits as evidence through transcript;
  OR
• 96 Professional Development hours and the successful completion of the Work Keys Assessments.

• Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed;
• Must hold and maintain a valid motor vehicle operator's licence according to the State of North Carolina requirements and maintain reliable transportation for travel throughout assigned region.

• Previous experience working with students with behavioural challenges or social-emotional needs;
• CPR and First Aid certification;
• Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as a physical, emotional, behavioural, or learning disability or impairment that causes an individual to require additional or specialised services or accommodations);
• Training or certification in social-emotional learning, trauma-informed practices, or positive behavioural interventions and supports (PBIS);
• Previous experience in multiple school settings or with diverse student populations.