PARA SPED JOB COACH; Secondary

Para educator
- Community Transition/Job Coach

Positions may be filled on a full-time or part-time basis, depending on candidate preference and organizational needs.

Location:

TBD

FTE:

- Part-Time / Full-Time

HOURS/DAY:

- Part-Time / Full-Time

DAYS PER YEAR:

- 185

Purpose Statement

The job of Para educator
- Community Transition/Job Coach is done for the purpose of assisting participating students in developing life and social skills. This includes the implementation of high-quality instruction, behavior intervention, and daily care for students with extensive learning, communication, behavioral, and personal care needs in their vocational and learning environment. This position works under the direction of special education teachers and related service providers to deliver individualized supports, promote student independence, ensure safety, and maintain a structured and responsive learning and work environment.

The para educator role contributes to inclusive and specialized settings by implementing IEP-aligned strategies, collecting data, supporting communication needs, and assisting with personal care and behavioral supports to ensure each student can access their educational program, in the areas of daily living, independent living and employment.

• Adapts job/work site activities to individual's unique needs and abilities for the purpose of ensuring program success.
• Assists students requiring daily care/personal procedures (e.g. toileting, diapering, administering medications, seizure protocol, lifting, positioning, etc.) for the purpose of providing appropriate care and/or developing student's daily living activities and behavioral skills.
• Communicate with student, coordinator, and work site for the purpose of ensuring a positive work experience for all involved.
• Evaluates student to employer job matches for the purpose of ensuring program success by monitoring job requirements versus student skills.
• Help student develop pre-vocational, vocational skills for the purpose of transferring these skills to their area of employment.
• Implements vocational / life skills instruction and behavioral plans, as assigned for the purpose of assisting in meeting special education students needs, developing new skills and providing a consistent and safe environment.
• Intervenes calmly and purposefully in difficult and/or crisis situations, following emergency safety intervention policies and procedures for the purpose of creating a safe environment for students and adults and complying with district, state and federal regulations.
• Maintains a wide variety of records, schedules, files, rosters, etc. (e.g. weekly work assignments, trip calendars, activity logs, etc.) for the purpose of documenting and/or providing reliable information.
• Maintains a professional appearance and behavior for the purpose of being a positive representative of the school district.
• Monitors program participant activities for the purpose of developing student life and social skills.
• Organizes onsite activities and off-site trips (e.g. morning chores, exercise activities, cultural site visits, etc.) for the purpose of exposing students to an independent living and life skills environment.
• Supports assigned students and employer participants (e.g. arranging work schedules, coordinating transportation, etc.) for the purpose of ensuring program and student success.
• Trains program participants in appropriate social skills and work behavior for the purpose of ensuring student success in community and work environment.
• Transports self and individual/small groups of students in district vehicles for the purpose of meeting scheduling requirements of field trips and life skills activities.
• Tutors students in daily living and vocational skills for the purpose of enhancing their readiness for employment.

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
• Participates in in-service workshops and training for the purpose of receiving and/or conveying information related to job functions.

Knowledge,

Skills and Abilities

KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; understand written procedures, write routine documents, and speak clearly; and solve practical problems. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: working with persons with disabilities.

SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including pertinent software applications; and preparing and maintaining accurate records.

ABILITY is required to schedule activities and/or meetings; gather and/or collate data; and use basic, job-related…