Pre-K 1:1 Special Education Paraeducator (WRMS)

WINDHAM CENTRAL SUPERVISORY UNION

JOB DESCRIPTION

JOB TITLE: Special Education Paraeducator

REPORTS TO: Supervising Special Educator, Director of Special Education, and Principal

APPROVED BY: Superintendent of Schools

UPDATED: 3/2019

FLSA STATUS: Non-Exempt

POSITION OBJECTIVES:

To assist and supervise assigned students instructionally, behaviorally and physically in school and classroom settings, working with individuals and/or small groups; to play a supportive role in assessing the progress and needs of assigned students, and participate in developing and modifying individualized educational programs. Assigned students may include students on the autism spectrum, students with low-incidence disabilities, students with social/emotional challenges and other students with various needs and services.

ESSENTIAL DUTIES AND RESPONSIBILITIES 

Under the direction of a professional, Special Education paraeducators will:

• Duties and Responsibilities:

  • Support a student with limited spoken language by facilitating the use of alternative communication systems (e.g., picture boards, AAC devices).

  • Assist with expressing needs, wants, and emotions in safe and appropriate ways.

  • Implement strategies to reduce frustration-related behaviors such as yelling, smacking, or headbanging.

  • Provide safety monitoring, including the use of protective equipment when necessary.

  • Support self-regulation by guiding the student to calming strategies or removing them from overstimulating environments as needed.

  • Model and encourage appropriate play skills, including functional use of toys and imitation-based activities.

  • Provide consistent guidance, redirection, and positive reinforcement to promote engagement in learning routines.

  • Collaborate with teachers, therapists, and families to implement individualized goals and strategies.

  • Maintain accurate documentation of progress, behavior, and communication attempts.

  • Foster positive peer interactions and inclusion within classroom and school settings.

SUPERVISION RECEIVED: 

Supervision is received from a special education case manager or as assigned by an administrator.

SUPERVISORY RESPONSIBILITIES:

No formal supervisory duties. 

QUALIFICATIONS: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily, in addition to the following:

• Education and Experience. Two years of higher education preferred plus one year of related experience, or a combination of education and experience from which comparable knowledge and skills are acquired. One year of directly relevant experience in a school setting desired. Good working knowledge of children.  Knowledge of students with special education needs, and special education teaching methods preferred. Basic health care or nursing nurse’s aid training/experience may be desirable. 
• Language Skills. Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively.  Ability to provide effective instruction and receive constructive feedback.
• Mathematical Skills. Ability to calculate figures and amounts such as discounts, interest, commissions, proportions, percentages, area, circumference, and volume. Ability to apply concepts of basic algebra and geometry may be necessary.
• Computer Skills and Experience. Good basic computer skills and experience with word processing programs required. Experience with Microsoft Office preferred.  Ability to use adaptive equipment desired.
• Reasoning Ability/Mental Requirements. Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.  Ability to anticipate and diffuse emotionally explosive situations.  
• Communication & Interpersonal Skills. Ability to communicate courteously, efficiently and effectively with a variety of individuals, including students, faculty, administrators, parents/guardians, and representatives of outside organizations. Ability to work cooperatively and effectively with peers, subordinates, supervisors, parents, and outside agencies. Ability to show patience, respect and compassion in working with students. Ability to effectively resolve conflicts and handle stress. 
• Other Qualifications. Training/experience working with children/adolescents desirable. Ability to assist students physically as required. Available to attend required or requested training, meetings, and professional growth activities outside of school hours (e.g., summers, teacher in-service days and after-school). Ability to remain calm and efficient in responding to emergencies. Licensed driver with a reliable personal vehicle, required level of automobile insurance and a clean driving record, if required by assignment.

• Additional Competencies.  The individual in this position must possess the following:

• Dependability – being reliable, punctual, responsible and fulfilling obligations.
• Self-Control – maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
• Stress Tolerance – accepting criticism and dealing calmly and effectively with high stress situations.
• Cooperation – being pleasant with others on the job and displaying a good-natured, cooperative attitude.
• Concern for Others – being sensitive to others’ needs and feelings and being understanding and helpful on the job.
• Attention to Detail – being careful about detail and thorough in completing work tasks.
• Integrity – being honest and ethical.
• Adaptability/Flexibility – being open to change (positive or negative) and to considerable variety in the workplace.
• Independence – guiding oneself with little or no supervision, and depending on oneself to get things done.
• Social Orientation - preferring to work with others rather than alone, and being personally connected with others on the job.

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This general outline illustrates the type of work, which characterizes the Job Classification. It is not an all-encompassing statement of the specific duties, responsibilities and qualifications of individual positions assigned to the classification. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.