Job Coach​/Paraeducator

Job Coach/Para educator

Job Summary:

Under the direction of the Transition Program Supervisor and in collaboration with the coordinator(s), job coaches support individuals with disabilities in developing, refining and generalizing skills necessary for successful employment. As a Para educator is responsible for assisting the teacher/therapist in providing instruction and support to assigned students in an educational setting, which is designed to promote intellectual, behavioral, emotional, and social growth.

Paraeducators can be assigned to individual students or to multiple students. All functions are performed under the direction of the teacher/therapist. The position requires the employee to support students with a variety of needs, which may include individuals who exhibit aggressive behaviors and/or self-injurious behavior. The Para educator will be trained to meet the individual needs of the students that they are assigned to with the classroom or setting.

This position is not eligible for remote work, telecommuting, or off-site work arrangements.

Classified Core

Essential Functions:

Primary duties and responsibilities an employee must be able to perform, with or without reasonable accommodation, to successfully fulfill the requirements of a position. Job Coach Responsibilities:
Regular attendance and reliable on-site presence. Provides on site- job support so that student(s) can perform work duties Provides accommodations and adaptations to work site in order to facilitate student independence Maintain accurate student data (hours worked, performance on job) Utilize and assesses student preferences, skills, aptitudes, and strengths to identify potential employment opportunities Para educator Responsibilities:
Assist with Activities of Daily Living (ADL) (e.g. feeding, grooming, bathing, toileting, diapering, etc.). Monitor the incidence and prevalence of designated health problems or medical conditions (e.g., seizure precautions or extreme lethargy). Accompany student on school bus or other vehicle. Cue, redirect or monitor to ensure that the student performs ADL tasks when a cognitive impairment prevents a student from knowing when or how to carry out the task (e.g., a student may not be able to dress without instruction on how to do so or need reminders of what to do and when).

Observe/monitor and redirect/intervention to assist with completion of ADL's. Other Duties:
Additional duties, responsibilities, and special projects may be assigned as needed to support departmental and organizational needs. This job description is not intended to include all duties of the position, and responsibilities may change at any time, with or without notice, as directed by the immediate supervisor. Supervisory Responsibility:
This position does not include direct supervisory responsibilities but may provide guidance, support, and collaboration with colleagues and team members as needed to support departmental and organizational goals. Physical Demands:
This position requires regular on-site presence and includes a combination of sedentary and active physical duties. Employees are regularly required to sit, communicate effectively, use hands for fine motor tasks, and move throughout the work environment. Frequent activities may include walking, standing, reaching, bending, kneeling, crouching, and positioning at student level for extended periods of time. Depending on assignment and student needs, employees may also be required to assist with transitions, mobility support, and instructional or daily living activities.

The employee must be able to lift up to 10 pounds frequently and up to 25 pounds occasionally. Certain assignments may require assisting students with mobility or physical support needs that exceed 25 pounds, with appropriate training and support provided in accordance with program expectations and safety procedures. This position requires active supervision of students across various educational settings and the ability to respond appropriately and efficiently to students, classroom, or safety needs.

Responsibilities may include implementing approved crisis intervention techniques, supporting students with diverse educational, behavioral, communication, and personal care needs, and maintaining a safe and supportive learning environment. Employees may work in environments with elevated noise levels and varying behavioral or emotional support needs. Specific vision abilities required for this position include close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.

Employees must also be able to hear and interpret sounds within the environment, including student communication, alarms, and other potential safety concerns. Regular attendance, dependable onsite presence, and the ability to perform the essential functions of the position are required. Reasonable accommodations may be made to enable qualified individuals with disabilities to perform the…