POSITION:              Substitute Paraprofessional 

POSITION GUIDE:   Non – Certificated Personnel 
                                On-Call as Needed 
                                Non-Bargaining Unit Position
                                Exempt

REPORTS TO:           Principal
                                 Assistant Principal 
                                 Student Advisor 
                                 Program Coordinator
                                 Student Services Coordinator 
                                 Classroom Teacher

RELATES TO:            School Principal 
                                 Coordinators
                                 Parents 
                                 Other Faculty and Office Staff

 JOB SUMMARY:   

Under the direction of the Principal or Assistant Principal and assigned classroom teacher, assists in providing instruction to individuals or small groups of students in a classroom or instructional setting; performs various tasks in assisting with the educational needs associated with the particular program to which assigned.
Classroom paraprofessionals, paraprofessionals, and one-to-one paraprofessionals may function in a variety of roles: those which are instructional-based, those which are physically-management based and those which are medically-based. Job responsibilities may shift among these roles dependent upon the needs of the student/s.  The information contained in this job description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of the duties performed for this position. Additional duties performed by the individual holding this position may be assigned.

EDUCATION, EXPERIENCE, AND/OR CERTIFICATION:

1. Illinois Professional Educator License (PEL) with Self Contained General Education Endorsement or Educator License with Stipulations ELS (PARA)
2. High School Diploma or minimum of 30 semester hours of college credit/Degree preferred
3. Must be NCLB highly qualified
4. Demonstrates concern for child’s well being
5. Willingness to accept instruction

ESSENTIAL DUTIES AND RESPONSIBILITIES:

1. Prepares for classroom and/or other assigned activities under the direction of the teacher and/or principal.
2. Assist the classroom teacher with the instruction and supervision of students during classroom activities.
3. Work with individual students or small groups to reinforce new skills initially introduced by the classroom teacher.
4. Assist the classroom teacher in devising and implementing strategies for reinforcing skills based on data.
5. Maintain anecdotal notes, written observations, and other approved forms of documentation for students when instructed to do so by the classroom teacher.
6. Assist with critical daily activities.
7. Ability to work harmoniously with others and to communicate effectively (both orally and in writing) with the public and district personnel using tact, courtesy, and good judgment.
8. Ability to perform support functions requiring independent judgment, decision-making, and problem-solving in accordance with established policies and regulations.
9. Ability to maintain the privacy of sensitive and confidential information.
10. Ability to follow oral and written instructions.
11. Perform general clerical duties such as preparation of instructional materials, scoring student work, prepares materials for classroom use, etc.
12. Operate a variety of office equipment such as copy machines, computers, and printers.
13. Possess language skills including composition, punctuation, spelling and correct usage.
14. Attend building meetings and in-service training.
15. Maintain a commitment to ongoing professional development.

Is responsible for instructional-based activities:

• understands the typical developmental characteristics of the age group and exceptional students
• is familiar with the teaching strategy the teacher wants to be used
• is able to provide reinforces in the way the teacher has planned
• is aware of students' strengths and weaknesses
• provides the teacher with feedback on the success/failure of an understanding of the students' skills and knowledge
• follows lesson plans developed by the certified staff member
• clarifies directions and procedures
• uses spoken/written/sign language and vocabulary that are clear and age-appropriate
• asks questions of high quality, with adequate wait time for the student to respond
• promotes classroom interaction
• assists individual students or small groups with tasks
• engages all students in discussion and encourages students to formulate questions
• links content to students' prior knowledge and experience
• works with a variety of instructional grouping patterns to foster students engagement in learning
• uses a variety of instructional strategies to meet the variety of learner needs
• provides feedback in a timely manner and specific to the learner
• helps assess student progress through observing and recording data
• Is responsible for one or more students with specific medical needs:
• may assist with toileting, which may include diapering and/or assisting students in any stage of the toileting process
• may assist with feeding, including g-tube feeding
• may catheterize
• may need to lift students and position them

Is responsible for monitoring a student's behavior under the direction of the supervising teacher:

• establishes a positive working relationship with the student
• monitors appropriate physical behavior
• monitors appropriate on-task behavior
• charts behavior data
• implements and follows any Behavior Management Plans
• keeps the teacher informed of behavior
• follows teacher's lead/guidelines in the implementation of behavior controls

Is responsible for assisting special education students within the general education classroom:

• assists general education teachers with modification of instruction according to the IEPs
• works with small groups and individual students to support general education classroom instruction
• prepares instructional materials
• assists with the administration of general education assessment
• assists with the implementation of student Behavior Management Plans
• works with small groups and individual students to support classroom instruction
• supports special education students in the general education curriculum in areas in which they have no IEP goals

SUPERVISORY ROLE:   Small groups of children or individuals, as assigned, under the supervision of a certified teacher.

 

COMMUNICATION SKILLS:

• Strong communication and interpersonal skills.
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure appropriate flow of information, collaborative efforts, and feedback.
• Ability to compose correspondence, reports, and/or other required written materials.
• Ability to read, analyze, and interpret information.
• Ability to effectively present information and respond to questions, inquiries, and/or complaints.
• Displays courtesy, tact, and respect when dealing with others.

MATHEMATICAL SKILLS:
Ability to perform basic math using whole numbers, common fractions, and decimals consistent with the duties of this position.

REASONING ABILITY:
Ability to interpret a variety of instructions and information furnished in written, oral, diagram, or schedule form.

OTHER SKILLS AND ABILITIES:

• Knowledge of basic child guidance, principles, and practices.
• Maintains appropriate confidentially.
• Knowledge of safe practices in the school environment.
• Promotes a harassment-free environment.
• Establishes and maintains effective working relationships; demonstrates a commitment to teamwork.
• Ability to learn and utilize office equipment, computers, and software especially as systems are upgraded.
• Ability to learn and upgrade job skills in order to meet the changing demands of the position.
• Excellent computer and keyboarding skills.
• Excellent grammatical, spelling, and punctuation skills.
• Ability to react well under pressure, handle and balance multiple demands at one time, work with frequent interruptions, and perform duties and tasks at expected levels of professionalism.
• Knowledge of and ability to perform duties in compliance with all district, Board, state and federal laws, methods, requirements, policies, procedures, and activities pertinent to the duties of this position.
• Ability to work independently with minimum supervision.
• Ability to use independent judgment and demonstrates initiative to act without being asked.
• May assist with a student with toileting, which may include diapering and/or assisting students in any stage of the toileting process.
• May assist with feeding.
• May need to lift students and position them in their seats.
• Perform other duties and responsibilities as assigned by the Assistant Superintendent, Principal and or his / her designee.

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

While performing the duties of this job, the employee is regularly required to stand, walk, sit, talk, and hear.

The employee is frequently required to reach with hands and arms, stoop, kneel, crouch, or crawl. The employee must occasionally lift and/or move up to 20 pounds. Specific vision abilities required by this job include close vision, distance vision, and the ability to adjust focus.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Employee experiences constant interruptions and inflexible deadlines. The noise level in this environment is quiet to moderate. Duties are performed primarily indoors and occasionally outdoors. In-district and out-of-town travel required as necessary for training and/or to carry out duties and responsibilities.