Special Education Paraprofessional

Behavioral Support Specialist

Under the direction of the Team Leader, Director of Education and/or Assistant Director of Education, provides behavioral structure and academic guidance in supervising and monitoring students with crisis intervention and/or counseling; and other areas as appropriate.

• Promote Mission: Affirms and upholds the mission, philosophy, policies and vision of the agency.
• Diversity: Promotes and ensures equality, diversity, and inclusion in all aspects of our work by valuing our workforce, clients and community.
• Professional Behavior: Embodies professionalism and initiative in execution of job responsibilities.
• Growth: Receptive to feedback, willing to learn, and strives for continuous improvement.
• Integrity/Honesty: Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.
• Interpersonal Skills: Treats others with courtesy, sensitivity, and respect. Considers and responds appropriately to the needs and feelings of different people in different situations.
• Flexibility: Is open to change and new information; rapidly adapts to new information, changing conditions, or unexpected obstacles.
• Problem Solving: Identifies and analyzes problems; weighs relevance and accuracy of information; generates and evaluates alternative solutions; makes recommendations.
• Relationships: Forms RICH (respect, information, connection and hope) relationships with diverse children, youth and families.
• Respect for Clients: Respects and collaborates with and empowers clients and understand their symptoms as adaptations.
• Understands Special Ed Law: Demonstrates an understanding of state and federal laws pertinent to special education.
• Students with Disabilities: Demonstrates understand of and the capacity to work with students with a variety of disabilities.
• Teaching skill: Teaches and communicates at the students level of understanding.
• Use of Theory: Utilizes knowledge of theory of mental health and trauma to deliver effective interventions.
• Basic Knowledge: Understands pertinent principles of education and behavior management.
• Skill with Youth: Demonstrates skill in working with youth in individual and group situations.
• Special Needs: Shows appreciation of the special needs and capabilities of students.
• Documentation: Demonstrates ability to document interventions in well written documents e.g. treatment plans, progress notes, IEPs, and reports.
• Conflict Management: Encourages creative tension and differences of opinions. Anticipates and takes steps to prevent counter-productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner.

Use of capabilities: (illustrated by typical activities)

• Reinforces skills and educational goals as directed by the supervising teacher.
• Presents material accurately, in accordance with the student's emotional learning style, under the guidance of the classroom teacher.
• Follows the student's individual behavior program which is developed by the educational team.
• Communicates all relevant educational and emotional/behavioral information to the coordinating teacher.
• Completes weekly status reports to be turned in to the cooperating teacher on the first day of each week. Daily information is necessary. This and other documentation must be given to the cooperating teacher in a timely manner.
• Behaves in a professional manner (i.e. will be on time, be responsible, be available during the school day, and will use appropriate judgment regarding activities and conversations with students.)
• Is available to assist the educational program of all students, as designed by the coordinating teacher or administrator.

Use of capabilities is characterized by continuing concern for the well being of assigned students; and by a positive, service-oriented approach to the performance of duties.

Training:

Must complete 5 hours of professional development in addition to the required trainings each calendar year.

Physical Demands:

Sitting;
Standing;
Walking;
Lifting (up to 20 lbs);
Pulling;
Pushing;
Carrying (up to 20 lbs);
Grasping;
Bending. Ability to participate in physical restraints once trained.

Authority:

In the control of assigned students, authority is full and direct, subject to established policies and procedures, and the directives of the Team Leader, Teacher, Senior Director of Education Program and/or Assistant Director of Education. In providing classroom assistance, the exercise of authority is neither appropriate nor necessary.

Education/Experience requirements:

A high school diploma and 1-2 years experience with crisis prevention and/or counseling preferred. Acquisition and maintenance of certifications in Therapeutic Crisis Intervention and CPR/First Aid required.

Duration: 10 Month Position

* $1,000 Sign On Bonus!

8a-3:30p 37.5 a week