EC Teacher Assistant-Adapted Curriculum

Exceptional Children Teacher Assistant

The job of the Exceptional Children (Special Education) Teaching Assistant (ECTA) was established for the purpose(s) of working in general and special education classrooms, non-classroom school settings (i.e. cafeteria, playground), and community based learning sites supporting individual, small groups, and/or whole classroom group of students with disabilities. This support requires supervision of a certificated/licensed professional including administrators, teachers, and related services personnel with knowledge and skills to oversee the direct work of an ECTA.

Licensed professionals provide supervision and guidance to ECTAs to define roles, direct work, and determine best practices implemented to support students with disabilities.

Core competencies include:

• Recognize and demonstrate respect for individual differences between culture, religion, gender, and sexual orientation of students with disabilities and their families within verbal and written interactions
• Maintain boundaries for relationships and communication with students and their families within the professional and ethical scope of responsibility. Refer questions about student progress to appropriate licensed professionals
• Conduct activities with integrity and in compliance with applicable local, state and federal standards, policies and guidelines
• Maintain the dignity, privacy, and confidentiality of all students with disabilities, families, and school personnel
• Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and their families
• Demonstrates flexibility, cooperation, and openness in scheduling activities throughout the day for growth and willingness to contribute in a team approach

Education, training, and experience required:

• High School Diploma
• Minimum of 48 hours of college level coursework with a GPA of 2.0 or higher
• Any equivalent combination of training and experience that provides the required knowledge, skills and abilities
• Must possess a valid driver's license issued by the NC Department of Motor Vehicles
• Ability to operate a computer and related software such as Microsoft Word, Excel, PowerPoint and/or Google documents (i.e. PC or Mac)

Preferred qualifications:

• Two (2) to five (5) years serving as a classroom teacher assistant
• Training in working with students with special needs
• Bilingual oral and/or written skills (such as Spanish)

Essential duties and responsibilities:

General:

• Establish and maintain rapport with learners
• Consistently monitor the safety and well-being of students by performing monitoring duties in learning environments as assigned
• Prepare and organize materials to support teaching and learning as directed by the instructional team
• Support student's independence, self-advocacy, positive sense of identity, self-control, and self-reliance
• Support students with disabilities in their use of self-assessment, problem-solving, and other cognitive strategies
• Understand and articulate common educational and medical terminology used in the school setting
• Use and maintain adaptive equipment/materials and assistive technology to include augmentative and alternative communication devices for students with disabilities
• Support a safe and equitable learning environment that honors diversity and inclusion. Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel
• Proctor routine classroom and standardized tests following student accommodations
• Attend meetings and participate with other team members
• Participates in staff development workshops (such as de-escalation training) and staff meetings as required
• Perform other duties as assigned

Instructional supports and strategies:

• Demonstrate proficiency in academics including oral and written communication, literacy, and mathematical skills appropriate to the job assignment
• Follow written instructional plans to include but not limited to a student's Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed
• Communicate relevant information about the student with disabilities to the instructional team for the purpose of assisting in evaluating progress and/or implementing IEP
• Support the use of effective and culturally responsive instructional strategies in literacy and mathematics as directed by the instructional team
• Review and reinforce learning activities, essential concepts, and modified content as directed by the instructional team
• Modify pace of instruction and provide organizational cues under the guidance of the instructional team
• Provide least intrusive levels of support, fade support, and fade physical proximity from students with disabilities under the guidance of the instructional team
• Provide feedback to students with disabilities regarding their performance under the guidance of the instructional team
• Adapt the physical environment and modify…