Early Childhood Aide - Blended Classroom

Early Childhood Aide - Blended Classroom Primary Purpose

Assist special education and regular education teachers in providing for the instructional and physical needs of learners with disabilities in both general and special education settings. Assist in implementing classroom programs including self‑help, behavior management, and instructional programs. Works under the general supervision of the campus principal and the immediate direction of the certified special education or general education teacher.

• High School Diploma or GED certificate
• Have met formal academic assessment, associate degree, or two years of study at an institution of higher learning; a bachelor’s degree preferred
• Valid Texas Educational Aide Certificate—may be applied for once employed
• For positions funded by Title monies or on campuses identified as Title campuses, an associate degree, two years of study at an institute of higher learning, or a formal academic assessment is required by the Every Student Succeeds Act (ESSA)

• Ability to work with children with disabilities
• Ability to follow verbal and written instructions
• Ability to communicate effectively

• Experience working with school‑aged children preferred

• Assist educator in preparing instructional materials and classroom displays
• Assist in maintaining a neat and orderly classroom
• Help with the inventory, care and maintenance of equipment
• Assist teacher in collecting data to document learner IEP progress
• Assist teacher in keeping administrative records and preparing required reports
• Provide orientation and assistance to substitute teachers
• Work with learners as directed by teachers to support their access to the grade‑level curriculum and extracurricular activities
• Support learners in general and special education settings as assigned
• Support learners’ use of digital devices for learning and assessment as assigned

• Assist learners with physical disabilities, including transferring to and from wheelchairs, lifting or positioning if needed
• Assist learners with personal care including feeding, bathroom needs, and personal hygiene
• Help manage learner behavior, intervene in crisis situations, and apply de‑escalation or physical management techniques as required
• Adapt to each learner’s special medical, physical, communicative, and emotional needs
• Work with individual learners or small groups to develop motor skills and conduct instructional exercises assigned by the teacher
• Help supervise learners throughout the school day inside and outside the classroom, including lunchroom, playground, and safe movement throughout the building

• Participate in staff development programs, faculty meetings, and special events as assigned, including training on management of aggressive behaviors
• Assist teachers in maintaining communication with campus staff working with learners
• Redirect parent queries to the educator

None

• Digital technology;
  Microsoft Office (Word, Excel, PowerPoint, Outlook); printer, copier, fax machine;
  Google Apps; learner‑specific equipment for communication and/or physical needs

Maintain emotional control under stress. Frequent creative problem‑solving with team members. Frequent standing, stooping, bending, kneeling, pushing, and pulling. Move small stacks of textbooks, media equipment, desks, and other classroom or adaptive equipment. May be required to lift and position learners with physical disabilities and to assist non‑ambulatory learners. Exposure to biological hazards.