Float Teaching Assistant

SUMMARY OF RESPONSIBILITIES

Supporting students with the following primary disabilities:

• Emotional Disability
• Autism

Substitute Instruction:

• Implement planned lesson plans under the supervision of a special education teacher that accommodate the range of learning styles and specialized needs of students in the classroom.
• Support a learning environment that encourages positive social interaction, active engagement, and self-motivation.

Monitoring and Reporting:

• Under the guidance of the Special Education teacher, track and maintain all appropriate information to suppor the IEP, and records mandated by regulation and district policy.

Collaboration:

• Engage in collaboration with a dynamic team of educators, clinicians, and administrators to support academic and social emotional progress for every student.

ESSENTIAL FUNCTIONS - 70%

Instruction

• Substitute Teaching(with direction and guidance of a Special Education Teacher)

Employ specialized instructional techniques appropriate to the diverse learning needs.

Show understanding of development and learning theory.

Identify students' needs and collaborate with professional staff members in assessing and helping students in all areas of their development.

Use current technology for instruction, assessment, and instructional management.

• Assessment(As directed by the Special Education Teacher)

Support the administration of state mandated tests annually (I.e. IAR, PSAT, SAT etc...)

• Classroom Management (In collaboration with the Special Education Teacher)

• Utilize strategies for classroom management that emphasize working relationships and cooperation and encourages students to resolve disagreements using problem-solving strategies.

• Create a learning environment that encourages social interaction, active engagement, mutual trust, and self-motivation.

• Facilitate the development of classroom rules, which establish and maintain a safe and secure environment that is conducive to learning.

• Maintain an efficient classroom through organized management of supplies.

• Maintain a current Therapeutic Crisis Intervention Certification (TCI). *This training is provided upon employment.

• Enforce Illinois State Board of Education policies and regulations and building procedures.

• Communications

• Utilize the supervision process to communicate, plan and problem solve classroom issues with direct supervisor.

• Actively participate with colleagues in school improvement activities, curriculum development, teaming, and collaboration.

• Collaborate with clinicians to understand and support students' social and emotional needs within the academic environment.

DOCUMENTATION - 20%

• Progress Reviews

Communicate relevant information to special education teacher that will inform the reports (written by Special Education Teacher) 3 to 4 times per year with updates on progress on annual goals

• Progress Monitoring

Under the supervision of a Special Education teacher, review each student's academic and IEP goal progress

• Grading

Support and/or maintain an updated gradebook

• Attendance

• Support and/or maintain daily attendance records

• Incident Documentation

• Complete all documentation of crisis situations (Unusual Incident Reports) by end of each workday

• Track 'time out of class' minutes

• Maintain communication logs

• Communicate pertinent information to case managers by end of day for parent notification

OTHER FUNCTIONS - 10%

• Meeting Attendance

Attend standing meetings weekly

• School Events

Attend school events as outlined in the annual contract

• Trainings

Attend and maintain compliance with required trainings and certifications (i.e., TCI, CPR/First Aid)

Education/Experience Minimum Requirements:

• Bachelor's degree required, preferably with a background in education or counseling
• Illinois State Certification, Type 39 - within 90 days of employment
• Academic background in elementary education and/or a core content in a secondary education area preferred
• Experience with students with Emotional Disabilities and/or Autism preferred
• Minimum of two years of experience working with severely emotionally disturbed students as a counselor or within a classroom setting preferred
• Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovativeness

SKILLS & KNOWLEDGE REQUIREMENTS

• Demonstrate the ability to read, write, and speak clearly and accurately in the English language at a professional level
• Computer Proficiency in Microsoft Office
• Function as a reliable and dependable staff member

MENTAL DEMANDS

Must be able to plan and implement lesson plans appropriate for students with severe emotional problems and identify and use appropriate instructional methodologies to meet the needs of children with learning disabilities. Must be able to implement appropriate classroom management and control and effectively communicate with the students, parents, and other professionals. Must be able to develop reports and maintain records. Applicants should possess a strong commitment to strength perspective, empowering families and a willingness to work in a high demanding work situation that requires flexibility and innovation. Applicants must possess cultural competency.

PHYSICAL DEMANDS

Must be able to lift a minimum of twenty pounds. Light moving is required from time to time. Must be able to supervise children, ages six through twenty-one, inside and outside of the School.