Special Education Paraprofessionals and Registered Behavioral Technicians

Special Education Paraprofessionals and Registered Behavioral Technicians

• Position Type:
  Special Education and Related Services/ Special Education Para-Educator
• Date Posted: 2/12/2016
• Location:
  
  Greenland Central School
• Date Available:
  
  Immediately

Greenland Central School is seeking multiple Special Education Paraprofessionals and Registered Behavioral Technicians. Qualified candidates should have a growth mindset. It is preferred that candidates also have an understanding of child development and trauma informed instruction.

Implements modifications and accommodations for students with special needs under the supervision of the classroom teacher, special education case manager, and other specialists.

• High School Diploma, Associate Degree in Education, or related field preferred.
• Must pass a background check.

Special Education Coordinator and/or Building Principal

• Adapt classroom activities, assignments and/or materials under the direction of the classroom teacher/special education case manager to meet Individual Education Plan (IEP) goals.

• Monitor individual and/or groups of students in a variety of settings (e.g. rest rooms, playgrounds, hallways, bus zones, cafeteria, assemblies, field trips, etc.) for the purpose of maintaining a safe and positive learning environment.
• Monitor student's daily schedule and behavior plan for the purpose of maintaining a safe and positive learning environment.

• Implement instructional programs and lesson plans for the purpose of presenting and/or reinforcing learning concepts under the direction of the classroom teacher/special education case manager.
• Provide instruction to students in a variety of individual and group activities for the purpose of implementing IEP goals under the direction of the classroom teacher/special education case manager.
• Implement behavioral plans for students with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning concepts and meeting IEP goals.

• Communicate with teachers and other district personnel for the purpose of assisting in evaluating progress and/or implementing IEP goals.
• Attend meetings and in-service presentations as assigned for the purpose of acquiring and/or conveying information relative to job responsibilities.
• Engage in reflective practice.
• Document student progress with accurate and accessible systems for tracking student learning and other records; use these systems efficiently and effectively.
• Contribute to school community and culture by participating in events, programs, or activities that further the culture of learning in the school and bring the values of the school to life through modeling and positive action.
• Regularly seek out and identify high-quality opportunities to grow and learn, identifying problems of practice or areas of inquiry that inform individual and collaborative learning opportunities.
• Exhibit high standards of ethical practice and wise decision making on behalf of students, families, and colleagues.
• Perform other duties as assigned by the Special Education Coordinator, or Principal.

• Ed. 510:
  Code of Conduct for New Hampshire Educators
• Guiding Principles:
  The Code of Ethics for New Hampshire Educators
• All district school board policies and procedures
• All district handbooks

• Lift, move, and operate adaptive equipment.
• Assist students with personal care tasks, including but not limited to, lavatory, clothing, hygiene, diapering, toileting, and wash-up routines.
• Assist students with mobility needs such as, lifting and positioning students, lifting in and out of wheelchairs; loading and unloading on the bus; transporting students in and round the school.
• Assist with breakfast, lunch, snack, including clean-up.

• Dependability
• Concern for others
• Self-control
• Adaptability/flexibility
• Integrity
• Initiative
• Cooperation
• Persistence
• Innovation
• Analytical thinking
• Establishing and maintaining interpersonal relationships
• Updating and using relevant knowledge
• Making decisions and solving problems
  
  Thinking creatively
• Communicating with supervisors, colleagues, families, community, and students
• Developing and building teams
• Resolving conflicts and negotiating with others
• Analyzing data or information
• Performing administrative activities such as paperwork

• Electronic mail software
• Multi-media educational software
• Google applications

• Reach with hands and arms and use hands and fingers to handle objects and operate computers, hand-held learning devices and other office equipment.
• Regularly required to sit, stand, walk, talk, and hear.
• Occasionally lift and/or move up to 15 pounds.
• Exposure to a variety of childhood and adult diseases and illnesses.
• Occasional exposure to various weather conditions.
• Exposure to a range of heating, air conditioning and…