Instructional Paraeducator, Self-Contained

Self-Contained Instructional Para educator

Paraeducators are integral to the success of students placed in self-contained settings. Self-Contained Instructional Paraeducators support a student's activities of daily living as well as instructional support/supervision. Collaboration and independence are equally important in this setting due to the significance of student need and the type of support needed. Paraeducators in a self-contained setting frequently support occupational and physical therapy goals under the direction of the OT/PT.

Likewise, supporting language via assistive technology may be included in a self-contained instructional para educator's daily tasks.

An instructional para educator may perform all or some of the responsibilities defined below:

• Support implementation of teacher designed instructional activities and classroom routines
• Conduct teacher/therapist-designed instructional experiences
• Work with individual and small groups of students
• Supervise, model, and teach expected behaviors across educational settings, including classrooms, lunchroom, playground, hallways, etc.
• Implement individual and school wide behavior support plans and positive interventions
• Implement district-adopted de-escalation and restraint strategies
• Foster social and language development through play activities and active engagement with children
• Promote students' best interests through positive role modeling and student advocacy
• Administer assessment materials as trained or delegated
• Assist in preparation of instructional materials and perform clerical duties associated with general instruction program
• Consistently and respectfully respond to student needs while maintaining confidentiality
• May administer medications pursuant to Board policy and pursuant to state and federal law
• Assist with care and hygiene needs, as required
• Monitor highly structured environments
• Perform first aid
• Implement teacher-directed programs with students on a one-to-one and/or small group basis in special education classroom as well as during general education inclusion time.
• Lead or support de-escalation/restraint procedures.
• Assist student(s) with diet, feeding, personal care, hygiene, movement, and mobility needs.
• Assist with learning tasks/activities appropriate to students with moderate to significant disabilities and aligned to IEP goals, under direction of special education teacher.

The preceding list of duties and responsibilities is not exhaustive and may be supplemented as necessary. Each of the positions at the specific school serves as one unit of the whole team, and as such, is subject to assignment to tasks in other areas within the classification.

Must be able to work in a team setting and take direction

Ability to balance firm and consistent discipline with positive behavior intervention and supports (PBIS)

Ability to remain calm in times of high stress

Ability to move quickly to meet student needs, maintain safety and respond to crisis

Ability to maintain confidentiality

Ability to supervise recess/unstructured activities, including ability to respond quickly to an emergency or student need

Must possess organizational skills and the ability to work independently

Ability to build and maintain positive relationships with students, parents, and co-workers

Ability to learn and apply both positive and corrective behavior management techniques

Ability to use proper grammar, spelling, and language in both oral and written communication, as well as basic math skills

Willingness to be trained in district-approved de-escalation and restraint procedures at the first available opportunity

Demonstrate basic computer skills, including the ability to create and modify documents and to adapt to new technologies

Ability to learn and operate a variety of educational/office equipment

Must have access to reliable transportation

Willingness/ability to be trained in lifting techniques and fine/gross motor skills

Physical ability to participate in student restraint and ability to move quickly to evade

Required to deal with a wide range of student, staff and public behaviors and needs in a positive and service-oriented manner

May experience shifts in work schedule and/or work site according to district needs

May routinely deal with distraught or difficult students or parents

Ability to lift up to 50 pounds

Amount of sitting, standing and walking may vary depending on the age of students and classroom assignments. Generally, the job requires 20% sitting, 40% walking, and 40% standing.

The usual and customary methods of performing the job's functions require the following physical demands: the employee frequently will stand and walk and use hands for repetitive grasping and significant fine finger dexterity. The employee is occasionally required to sit, bend at neck and back, use hands to push/pull and lift/carry; squat, kneel, climb stairs or ladders, reach overhead, lift overhead, and knee stand.

High school diploma or equivalent (documentation required prior to beginning employment)

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