Life Skills Classroom Assistant

Life Skills Classroom Assistant

Assist with the needs of the special education students, classroom teachers, and other staff members. The ideal candidate will have an associate degree or higher, or at least two years of postsecondary study, or qualified status via the PDE Para educator Credential of Competency. Ability to work with children, demonstrate aptitude for the tasks involved, proficiency in Microsoft Products and other office equipment or software, and the ability to work in a diverse environment and handle changing priorities.

Responsibilities include providing one-to-one and small group assistance and redirection to maintain task focus and minimize disruptions to class instruction; implementing strategies as indicated in the student's IEP/Positive Behavior Support Plan; assisting/supervising students with disabilities as directed by classroom teacher or administrator with reinforcement of skills introduced by the classroom teacher; assisting assigned student(s) who have identified needs for self-help or self-care/personal hygiene skills such as toileting, diapering, dressing, feeding, and other personal care needs as designated in the IEP;

assisting the student(s) in the use of Assistive (Use the "Apply for this Job" box below). prescribed by the IEP team; monitoring, supervising, and assisting the students throughout the day in the classroom, lunch, field trips, assemblies, from class to class, bathroom, recess, therapies, regular education classes, and his/her transportation if applicable; assisting the teachers by directing the movement of regular and special needs students during emergency drills, assemblies, and special classes;

assisting with clerical and organizational tasks and data collection related to IEP progress monitoring, records and file maintenance, arranging bulletin boards, displays and materials and completing daily service logs for ACCESS billing as appropriate; functioning as a source of information and assistance to any student or substitute teacher assigned during the classroom teacher’s absence; communicating information to the regular teachers from the special education teachers regarding the student(s) assigned;

checking notebooks, correcting papers, and supervising testing and make-up work as assigned by the teacher; accumulating a minimum of 20 professional development hours each school year; and performing other duties as directed by the building principal or classroom teacher.