POSITION: Teacher Aide
DEPARTMENT: Comprehensive Programs
POSTING #: 24-044
TWC JOB ORDER #: 16592128
MONTHLY SALARY: Depending on Qualifications
SHIFT: Monday-Thursday, 7:15am-4:00pm; Friday 7:15am-2:45pm
OPENING DATE: 05/20/24
CLOSING DATE: 05/25/24
CLASSIFICATION / GROUP #: 0813, 0814, 0815 / A11, A13, A17

ESSENTIAL JOB FUNCTIONS

• Maintains familiarity with health and instructional information regarding assigned students, and adheres to those specifications when implementing programming.
• Cooperates with other staff in implementing the instructional program for assigned students.
• Informs teacher of all significant events or changes related to students in classroom.
• Assists in the assessment of student needs as requested by teacher.
• Assists teachers in preparing IEP progress reports, behavior plans and other documentation for program monitoring.
• Participates in ARD and team meetings for students as required.
• Monitors, implements effective programming for, and documents student behavior in a prompt manner as required by teacher.
• Continues professional growth and development, including participating in all assigned in-service training.
• Utilizes effective teaching techniques and classroom strategies to accommodate the various learning styles and modes of students.
• Monitors the safety of students.
• Interacts and responds with verbal and non-verbal blind or visually impaired students.
• Attend work regularly in accordance with TSBVI leave policy.
• Comply with all applicable security and safety rules, regulations, and standards.
• Perform related work as assigned.

MINIMUM QUALIFICATIONS

Teacher Aide II (0813 – A11):

• High school graduation or equivalent
  AND
  Completion of two years (60 hours if institution considers 15 hours/semester as full-time or 48 hours if institution considers 12 hours/semester as full-time) coursework from an accredited college or university [Original college or university transcript(s) required at time of interview]
  OR
  One-year full-time experience working with children with disabilities plus one year of college plus a passing score on a local or state paraprofessional assessment**
  OR
  Two years’ full-time experience working with children with disabilities plus a passing score on a local or state paraprofessional assessment
  ** If the applicant selected for the position has not passed a local or state assessment, the applicant will be offered the position contingent upon passing the TSBVI paraprofessional assessment administered during the interview.
• Must receive TEA certification as an Educational Aide III (at your own expense) within 6 months of beginning employment.
• Must know or be willing to learn advanced sign language (for certain assignments).
• Must have sufficient physical strength to assist in lifting and/or transferring students up to adult age.
• Ability to communicate, receptively and expressively, through both sign language and oral speech, or just oral speech, with ASL fluent and non-signing staff and students.
• Good writing and data collection skills.

Teacher Aide III (0814 – A13):

• Teacher Aide II qualifications
  AND
  At least two years full-time experience as a Teacher Aide II at TSBVI with an overall rating of exceeding expectations on last performance appraisal
  OR
  Three years of external classroom experience as a teacher or teacher aide
  AND
  Assists with training and mentoring other TAs

Teacher Aide IV (0815 – A17):

• Teacher Aide II Qualifications
  AND
  Certification in Literary Braille Transcribing by the Library of Congress
  OR
  Certification as an intervener by the National Intervener Credentialing Program or the National Intervener Certification E-Portfolio
  OR
  Certification by the Texas State Board for Educator Certification in special education or degree in special education
  OR
  Certification as a Registered Behavior Technician by the Behavior Analyst Certification Board

PREFERRED QUALIFICATIONS

• Intermediate Sign Language Proficiency: Able to discuss with some confidence routine social and work topics within a conversational format with some elaboration; generally, 3-to-5 sentences. Good knowledge and control of everyday/basic sign language vocabulary with some sign vocabulary errors. Fairly clear signing at a moderate signing rate with some sign mis-productions. Fair use of some sign language grammatical features and fairly good comprehension for a moderate-to-normal signing rate; a few repetitions and rephrasing of questions may be needed.
• Completion of college level coursework in child development, education, psychology, vocational or closely related field.
• Experience working with children and youth with disabilities in a classroom or work setting.
• Experience working with students with multiple disabilities.
• Approved to drive state vehicles.
• Familiar with Braille.
• Bilingual in English and Spanish.
• Completion of training related to students with visual and multiple impairments.