Substitute Special Education Paraeducator

Integrated Social Emotional Program (ISEP)

Serve students who have significant behavior needs in a self-contained classroom and as they are included in General Education environment. Students may have limited interpersonal skills or other emotional difficulties.

Integrated Communication & Sensory Program (ICSP)

Serve students who have high functioning autism/Asperger's syndrome or related disabilities with significant social communication, organizational, sensory needs and a variety of learning opportunities as they are included in the General Education environment.

Life Skills - Developmental & Transition Skills - (Elementary/Secondary)

Intensive Academic Classroom (IAC) - (Secondary)

Serving a continuum of students with intellectual disabilities, to students with multiple disabilities in a self-contained environment. Students receive physical and/or occupational therapy for their gross and/or fine motor deficits. Students require support as they access General Education opportunities. Student have adaptive needs. The Transition Skills program prepares students for adulthood by teaching skills such as cooking, budgeting, bus riding, and providing work experience.

Intensive Academic Classroom (IAC)/Developmental Skills (elementary/middle)/Transition Skills (secondary)

Serving a continuum of students with intellectual disabilities to students with multiple disabilities in a self-contained environment. Students receive physical and/or occupational therapy for their gross and/or fine motor deficits. Students require support as they access General Education opportunities. Students have adaptive needs. The Transition Skills program prepares students for adulthood by teaching skills such as cooking, budgeting, bus riding, and providing work experience.

Transitional Kindergarten

Serving kindergarten aged students who need more help than they would receive in a general education classroom.

Special Education Preschool

Children ages three to five may be served in a variety of program models. Children receive individualized educational programs in small class settings for communication, motor skills, cognition, self-help and/or social skills.

Fair Labor Standards Act Status:
Non-Exempt

* We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation.

Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumés should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their degree, education or credits, experience, training, etc., as it relates to qualifications described on job postings.

Failure to submit a full application package will result in disqualification.

Qualifications:

* Documentation verifying a high school diploma or GED

* One year of related experience working with children in an educational setting preferred

* Successful experience as part of an educational team preferred

* Experience which demonstrates excellent interpersonal skills and skills in working effectively in a team environment, providing support to achieve the desired goal(s) for the classroom and/or program area

* Possess excellent problem solving, analytical, and conflict resolution skills and ability to think quickly

* Experience working with children with moderate to severe disabilities preferred

Knowledge, Skills, and Abilities:

* Ability to effectively communicate with and appreciate individuals from diverse, socio-economic backgrounds

* Ability to act upon evasive and aggressive behavior of students

* Ability to attend mandatory training on the weekends and successfully pass the district CPI, de-escalation/physical restraint training

* Ability to learn and use a computer monitor, keyboard, and appropriate adaptive technologies

* Ability to successfully implement educational programs and manage student behavior with direction from the teacher

* Ability to be flexible with assigned tasks and schedules

* Ability to maintain confidentiality

* Ability to develop relationships and supportive roles with children who possess mental or physical disabilities

Other Requirements:

* Ability to lift, move, physically restrain a child of the size required by the job

* Ability to independently and safely escort students around the school building, grounds, and in the community

* Ability to observe the behavior of students, both…