Instructional Assistant - Shamrock Connections Job Coach

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Openings as of 6/12/2026

Instructional Assistant - Shamrock Connections Job Coach

• Position Type:
  Support Staff/ Instructional Assistant
• Date Posted: 6/9/2026
• Location:
  
  Westfield High School
• Date Available:
  
  08/17/2026

The job coach supports students in vocational training in the areas of job readiness, in school jobs and community jobs.

Must meet all qualifications set for instructional assistants for Westfield Washington Schools. Knowledge of the needs of students with significant disabilities required. Training and/or experience in vocational needs preferred.

• I. Complete filing for each of the following:
  • A. Regular files - filed by order of procedure (see list)
  • B. Employer files
    • 1. File in alphabetical order
    • 2. Inside front cover:
      • a. diary visits, phone calls, letters
      • b. date and your initials
    • 3. Include any applications, instruction booklets etc. from establishment
  • C. Student files - in alphabetical order according to school
    • 1. See Student File – Filing Procedures
    • 2. Students in classes other than Life Skills – top drawer
• II. Job Readiness Training:
  • Support job attitudes and behaviors of students being coached in the areas of grooming, appropriate apparel for designated job, communication skills (receptive, expressive, augmentative communication device and manners on the job).
  • Assist in the development of the ability to ask for help, frame questions, and problem solve.
  • Support the student in following directions and in reliability on the job i.e. attendance punctuality, etc.
  • Assist in the job applications in each of the following areas:
    • personal information
    • references
    • educational background
    • vocational experience – accurate and complete
  • Supervise students in Contract Labor Jobs; expecting competitive work quality, assisting students unable to perform independently, and fading out as feasible.
• III. In School Job Training:
  • A. Initial development and placement:
    • 1. assist in task analysis development
    • 2. take students to interviews
    • 3. train and monitor students as indicated by progress
    • 4. collect data
    • 5. report student in school performance to Transition Coordinator
  • B. Document independent job performance for minimum of two months prior to rotation to new experience of higher level of difficulty (initial placement must be at appropriate level of difficulty according to individual's needs).
  • 1. During independent job performance, observe student without student's knowledge of observation.
  • 2. Check regularly with job supervisor on student's performance.
• IV. Training Student in the Community:
  • A. Student Packet - always take with you
  • B. Forms included in student packet (top to bottom):
    • 1. Vocational/community experience checklist – check the appropriate squareseach day student goes to work.
    • 2. Emergency procedure.
    • 3. Emergency form – to be completed by parents.
  • Task analysis – completed each workday to determine needs of student and skill development (follow key at top of TA):
    • a. I–independent – if a student has performed this step completely on his/her own
    • b. V–verbal cue – if at anytime the student needed some kind of verbal assistance
    • c. P–physical prompt or cue – if at anytime student needed some physical assistance
    • d. D–demonstrate – when a student is shown how to do the step or part of it
    • e. NA-not applicable – not necessary to perform step on given day
    • f. Count total number of steps for the day, divide total steps into number of independent steps to compute % age of independence
  • 2. Trainer feedback:
    • a. top left hand corner – student's name, page number, date of job initiation
    • b. comments on any outstanding performances, difficulties, or significant occurrences (date, initial, do not include info addressed on TA), can be used when not using TA daily
  • 3. Monthly trainer evaluation – completed last day of each month student is placed.
    • a. Report weekly to transition coordinator on student progress, needs, etc.
    • b. Contact transition coordinator with problems, concerns, outstanding performances as necessary
    • c. File student's former charts as completed
• V. Additional Team Responsibilities
  • Client Assessments
  • Packets – presentation/transition 1 and 2
  • Provide moral support to team members as needed

• Follow district calendar for students
• Salary based upon Westfield Washington Schools Schedule

• Annual evaluation by the building based principal or by his/her designee