Critical features of this job are described below. They are subject to change at any time as duties, tasks and functions are assigned or re-assigned by the Head of School.

The Hope Academy believes the dignity of each person is paramount. We recognize that our school’s future strength rests firmly on our commitment to recognize, respect and uphold the dignity of all our students, their families and our faculty and staff. To uphold this commitment, we expect all members of our school practice a willingness to recognize, respond to and teach about racism and other forms of injustice.

SUMMARY OF MAIN DUTIES:

Assist the teacher in creating an intentional culturally responsive learning environment inclusive of students from all racial, ethnic, and socio-economic backgrounds, abilities and family structures. Encourages a sense of belonging and positive classroom community for students while developing skills for listening, speaking, reading, and writing to support effective communication. Motivates learning by validating students as asset-based individuals. All school staff are expected to be aware of microaggressions and redirect to amplify affirmations.

• Assist teacher in planning, preppring and implementation of the curriculum as adopted by The Hope Academy
• Provides individual and small group instruction with a socially conscious lens, to meet the needs of students, under the supervision of the teacher
• Assists teacher in supporting the continuous implementation of skills and goals associated with students’ educational, functional and therapeutic needs as dictated in their Individual Education Plan (IEP), when needed
• Implements sensory, mobility, equipment and self-care plans for students, when needed
• Assists teachers and therapists in maintaining appropriate data and records (i.e. attendance, progress monitoring data, alternate assessment data, etc.)
• Demonstrates culturally informed discipline practices and the ability to neutralize the pattern of inequitable discipline of children of color
• Uses positive guidance techniques such as redirection, modeling appropriate behavior and praise
• Facilitates interactions among students that provide opportunities for emotional, social, and cognitive growth and an understanding of each other by using positive language to acknowledge differences and similarities of all racial, ethnic, and socio-economic backgrounds, abilities and family structures
• Assist with student self-care needs, when applicable
• Relay what families are experiencing or sharing to supervisor and school leaders
• Maintains and cares for all classroom/school equipment
• Supervises students in out-of-classroom activities during the school day
• Actively seeks and participates in ongoing professional development as offered by the school or independently
• Assists in the evacuation of children during fire drills and other emergencies
• Performs all other duties as directed by direct supervisor or school leadership team

QUALIFICATIONS:

SKILLS

• Acknowledge racism and privilege
• Talk about racism with students
• When you see racism or other types of inequities, you addresss it
• Ability to work as a member of a team by actively listening to another’s point of view, sharing and being able to respectfully disagree
• Organizational skills and flexibility to changes in assignment
• Culturally influenced effective communication skills
• Proficient technological skills with platforms such as but not limited to Zoom, Google Classroom, MS Word, etc.

EXPERIENCE, TRAINING AND EDUCATION

• High school or general equivalency diploma.
• Completion of a Teacher Assistant Pre-Employment Training Program approved by the RI Department of Education and passage of the ParaPro Assessment. 
• Two (2) exceptions to this requirement:
• Certification as a Teacher Assistant in another state
• Associate or bachelor’s degree

PROFESSIONAL AND LEGAL STANDARDS

• Models the agency values of respect, compassion, integrity, inclusivity, and excellence in all activities
• Accesses Hope Academy student records only, as required or directed
• Uses and discloses PHI only as authorized, as necessary to carry out job duties
• Completes and maintains privacy and security training
• Reports suspected violations including those of a business associate or contractor
• Maintains professionalism in/outside the agency

WORK ENVIRONMENT AND PHYSICAL REQUIREMENTS

• Work environment and physical requirements consistent with those of a school
• Utilize the computer (10-20%) of the time and other office equipment
• Sit, stand, and walk continuously throughout the workday
• Bend, stoop, squat, push and pull (50-75% of the time)
• Lift, push, pull up to 50 pounds independently and up to 100 pounds with the assistance of another staff member or adaptive equipment
• Kneel and reach above shoulder level occasionally (1-33% of the time)
• Physically able to position physical/occupational therapy equipment, splints, etc.
• Ability to use various equipment (switches, cooking equipment, etc.)
• Has the use of upper extremities for light, repetitive fine motor tasks
• Ability to run 25 yards to secure students for safety reasons such as elopement
• Ability to participate in physical restraint of students as needed and trained