MiCI Special Education Teaching Assistant; LSFSS

MiCI Special Education Teaching Assistant

Lake Shore Public Schools is seeking a dedicated Special Education Teaching Assistant to support a diverse classroom environment with specific student needs. Under the direct supervision of a certified staff member, to assist certified professional staff and students in a Grades 3-5 Mild Cognitive Impairment classroom at Violet Elementary (approximately 7.5 hours per day).

Per the LSFSS CBA, this position is posted internally for five (5) business days from the date of posting (September 1, 2026).

• Assists and guides students to reinforce reading, language arts, mathematics, computer instruction, and/or other skills.
• Works with students individually and in small groups to reinforce basic learning and implement assigned programs.
• Utilizes assistive technology devices to support student learning and communication needs.
• Assists in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.
• Assists with record-keeping procedures to document student learning and performance.
• Assists with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.
• Assists students in non-instructional areas.
• Constructs, copies, distributes and uses educational materials as needed.
• Assists students with special needs in all aspects of classroom instruction to maximize inclusion, learning, and achievement of IEP objectives, etc.
• Participates in IEP process and serves as resource for the student personnel evaluation team as needed.
• Assists students with physical or mental disabilities with activities of daily living for the purpose of maximizing their ability to participate in school or learning activities.
• Follows all applicable safety rules, procedures and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs.
• Performs any other related duties as assigned.

Note:

The above description is illustrative of tasks and responsibilities. It is not meant to be all inclusive of every task or responsibility.

• Ability to assist with lifting and supporting students with physical impairments.
• Capability to accompany and support students during transitions, including toileting.
• Stamina and flexibility to manage a classroom with varying needs and behaviors.
• Willingness to undergo training in PBSP implementation and behavioral support techniques.
• Capacity to collaborate effectively with teachers and support staff to ensure student safety and engagement.
• Ability to carry out instructions furnished in written or oral form.
• Ability to add, subtract, multiply and divide, and perform arithmetic operations as needed to assist students.
• Ability to understand, apply and use personal computers and software applications (e.g., Word, Excel).
• Ability to work with a diverse group of individuals.
• Ability to maintain confidentiality of information regarding students, employees and others.
• Ability to establish a supportive and compassionate relationship with students with special needs.
• Ability to establish and maintain cooperative working relationships with students, staff and others contacted in the course of work.
• Effective writing and verbal communication skills.

The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions, consistent with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA).

• Works in standard elementary school classroom environment.
• Standing, walking, moving, climbing, lifting, carrying, bending, kneeling, crawling, reaching, handling, pushing, and pulling.
• Ability to lift and/or assist with transferring students up to 50 lbs, including support with positioning, mobility, and transitions between activities.
• Ability to respond quickly to student behavioral or safety needs, including bending, kneeling, or moving at floor level to support young students.
• Communicate successfully through speaking with a variety of persons.
• Sit and stand for extended periods of time; exhibit manual dexterity to dial a telephone, to enter data into a computer; to see and read a computer screen and printed material with or without vision aids; hear and…