Para-Educator (.80伯班克幼儿早期教育(2021-22)

参考：628715注：由于工会的限制，这是一个0.80 FTE的职位，该职位仅在公布日期后的前7天内提供给该学区的现有员工。目前未受雇于学区的求职者提交的申请在此特定时间内不予考虑。欢迎外部候选人申请。标题：准教育家，特殊教育报告：指定主管部门：指定分类：分类FLSA：非豁免工作年/小时：261天/7.5小时或指定工作日和小时发布：创建：2015年4月工资等级：AFSCME准基本职能：在指定主管的指导下，协助认证教师在指定的教育计划中为个人或小组学生提供指导；协助儿童实现其个性化教育计划（IEP）的目标；关注学生的身体和健康需求；监控并报告学生在教育方面的进步；履行与课堂活动和课堂管理相关的各种文书和支持职责。该职位与其他学生支持角色的区别在于，除了在认证教师的指导下为残疾学生提供教学支持外，这些职位的员工主要负责伴随的身体职责，以使残疾学生获得平等的教育机会，帮助残疾学生满足培训后的基本健康需求，并协助课堂教师创造、建立和维持引人入胜的学术环境。该职位可作为进一步专业发展机会的一个步骤，作为教学支持专家和/或认证职位。需要专业技能的显著特征：聋哑人和重听人辅助教育者：协助为聋哑人和重听人（DHH）个人或小组以及指定教室内的其他学生提供高质量的教学；必须能够使用美国手语（ASL）、Pidgeon签名英语（PSE）、手动编码英语（MCE）和适合学生理解水平的面部表情等签名系统进行熟练有效的沟通。视障准教育家：当被分配到支持盲人或视障学生的安置时，必须协助课堂教师进行教学，并达到有资格接受视障特殊教育服务的学生的目标和目的；必须能够阅读和演示盲文；必须能够操作支持设备，包括但不限于音频设备；盲文打印机计算机、触觉和盲文生产设备以及复印机；必须能够帮助学生穿过学校环境，并在适当情况下使用拐杖。代表性职责：（在职人员可执行以下所示的任何基本职能组合。本职位描述并非详尽列出与该分类相关的所有职责、知识或能力，而是旨在准确反映主要工作要素。）基本职能：协助认证教师在指定的教室或课程（包括但不限于特殊日班（SDC）或其他课程）中为学生提供指导（从学前教育到青少年）；帮助残疾学生实现IEP中的目标。阅读IEP目标，以支持教学，在适当员工的培训下最大限度地提高学生的进步。根据需要与教师和/或家长沟通，以协助评估进度和/或实施IEP目标。在需要时，由适当的员工进行培训，实施全班和个人行为策略，以有效维护安全的学习环境。与其他员工和家长进行专业的书面和口头沟通，在各方之间提供无缝和透明的沟通。在老师的指导下实施教学计划；协助学生个人或小组，按照老师的指示加强教学；监控和监督学生的练习、实践和作业，以展示和/或强化学习概念，帮助学生达到学业目标和年级标准。协助学生进行清洗、如厕（可能包括上下厕所）、尿布、穿衣和脱衣服、梳洗和其他保持个人卫生和整洁所需的活动。协助运送学生；对需要使用医疗设备、轮椅、支架和其他矫形设备的学生进行定位和重新定位；必要时对起重设备和其他设备进行微调；保证the safe use and operation of wheelchairs, prosthetic devices and other equipment. Assist with the loading and unloading of students on and from buses, automobiles, wheelchairs, stretchers and gurneys. May volunteer, on an annual basis, to be trained to administer Diastat and will administer Diastat as needed. May also volunteer to perform medical procedures when trained and supervised by appropriate staff. Provide basic first aid and specialized health care as needed and directed Assure the health and safety of students by following health and safety practices and procedures. Assist the teacher in monitoring, motivating and training students with disabilities; observe and manage behavior of students according to approved procedures; report progress regarding student performance and behavior; follow the behavior intervention plan. Perform a variety of clerical duties such as preparing, typing and duplicating instructional materials, scoring papers and recording grades; assist in keeping attendance; prepare and maintain student files as assigned. Provide support to the teacher by setting up work areas and displays, operating audio-visual equipment, and distributing and collecting papers, supplies and materials; confer with teachers concerning programs and materials to meet student needs. Administer, monitor and score a variety of tests and assignments to comply with established test criteria and provide a reliable testing environment; rephrase materials and explain instructions and words. Assist students in developing self-help, social and communication skills as assigned. Notify immediately appropriate personnel and agencies, and follow established procedures when there is reasonable suspicion of substance abuse, child neglect, severe medical or social conditions or potential suicide. Assist in monitoring lunchroom activities and mealtime procedures, including feeding and cleaning. Assist in carrying out positive reinforcement procedures and reactive strategies identified in a behavior support plan, such as prompting student to switch to functionally equivalent replacement behavior and debriefing during the school day. Respond to emergency situations to ensure immediate resolution and appropriate documentation of safety concerns by appropriate personnel. Assist with the supervision of students in and outside the classroom, recess and other playground activities and accompany students on field trips by helping students with physical needs, maintain discipline and reinforcing learning situations. Operate a variety of office, instructional and audio-visual equipment as assigned; provide technical assistance in the operation and maintenance of specialized instructional equipment as assigned. Maintain basic knowledge of computers including Microsoft Office. Assist with data collection; take data on goals and determine when a student has reached a benchmark to ensure continued and ongoing student progress when trained by appropriate staff. Work as part of a team of professionals for the betterment of the special education programs and site as a whole. Help keep classrooms and other school facilities neat, clean, orderly and safe. Direct group activities of students. Maintain confidentiality of student records and information. Adhere to site and department codes of conduct. Participate in staff meetings, professional development and attend various in-service meetings to acquire and/or convey information relative to job functions to support and maintain an effective educational environment. Perform related duties as assigned. QUALIFICATIONS: The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform the essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance-based assessments (if applicable) that demonstrate the candidate possesses the requisite knowledge, skills and abilities. Meeting prerequisites only satisfies the initial screening process and does not indicate the candidate is qualified to perform the essential functions of the position. KNOWLEDGE OF: Special needs, issues, and requirements of special education students Common Core Standards, Content Standards, District Curriculum, Response to Intervention, Full Service Community Schools Positive reinforcement systems and behavioral strategies to maintain safe learning environments The 13 disability categories outlined in California Education Code and how they affect students' ability to access education Utilization of various forms of assessment to guide and design instruction Basic concepts of child growth and development and developmental behavior characteristics Methods, techniques and procedures for lifting and moving children incapable of providing assistance The special needs of students who have behavioral, and/or learning disabilities Child guidance principles and practices Safe practices in classroom and playground activities Instructional methods and techniques Effective pedagogy for ethnic populations, English, and Standard English Learners Applicable federal, state, and District codes, regulations, policies and procedures governing work scope Planning, organization and coordination needed for assigned program Diverse academic, socio-economic, cultural, ethnic, and disability backgrounds of District students Basic record-keeping techniques Classroom procedures and appropriate student conduct Safe contact with bodily fluids, blood-borne pathogens, and communicable diseases Effective student management techniques Technology and computer software applications relative to instruction, administration, and education Accepted record keeping and reporting methods and strategies Operation of office, instructional and audio-visual equipment ABILITY TO: Assist with instruction and related activities in a classroom or assigned learning environment Reinforce instruction to individual or small groups of students as directed by the teacher Add, subtract, multiply and divide quickly and accurately Communicate effectively in the English language, both orally and in writing Assist students with disabilities in areas related to activities of daily function, such as feeding, toileting, exercises, and positioning Reinforce instruction to students with disabilities, communication, and behavioral problems Demonstrate an understanding, patient, and receptive attitude towards children with special needs Understand and follow oral and written directions Learn the procedures, functions and limitations of assigned duties Remain calm and exercise judgment in dealing with emergencies and special health needs Gather data and prepare reports, as directed Establish and maintain cooperative relationships with students, school personnel, parents, co-workers, and the public Work independently with appropriate direction and follow established policies and practices Work confidentially and with discretion Analyze situations accurately and adopt an effective course of action Supervise and discipline students according to approved policies and procedures Learn and use technology and computer software applications as appropriate to the work environment Use tact, patience, and courtesy when dealing with people, and discretion in handling of confidential records Understand and be sensitive to those of culturally and linguistically diverse backgrounds Use initiative and judgment in discussing problems involving practices and policies with the public and District staff Read, understand, interpret, and follow laws, rules, regulations, processes, policies, and methods of the office, the District, and the State of California in accordance with assigned duties Qualify for a Standard First Aid and CPR certificate Apply integrity and trust in all situations PREREQUISITES: Meet Highly Qualified requirement of No Child Left Behind: A high school diploma or equivalent AND a) an Associate of Arts degree or higher, or b) 48 or more college units, or c) a passing score on a test (CBEST, ParaPro or CODESP) and relevant training or course work in child growth and development, instructional technology or closely related field. One year of experience working with children of various age levels in a classroom setting and experience attending to students with physical needs preferred Possess and maintain a valid First Aid Certificate and CPR Certificate Willingness to complete at least 15 hours of additional training as required to perform the duties of the job; including, without limitation, annual training describing the duties as mandated reporters of child abuse Valid California Driver's License, if applicable WORKING CONDITIONS ENVIRONMENT: Office, diverse school site and classroom environments; driving a vehicle to conduct work; fast-paced work; constant interruptions; may need to physically guide or restrain students; potential contact with blood and other body fluids and communicable diseases. PHYSICAL REQUIREMENTS: Consistent mental alertness; sitting or standing for extended periods of time; walking on uneven terrain, play yards and school grounds; lifting, carrying, pushing, and pulling objects up to 50 pounds, must be able to lift, carry, push or pull objects that are greater than 50 pounds, with assistance; bending and twisting at the waist, reaching overhead, above the shoulders and horizontally; dexterity of both hands and fingers while performing duties; seeing to read, write, use a computer; use educational materials, books and other printed materials, with or without vision aids; seeing to monitor students; hearing and speaking in audible tones to exchange information in normal classrooms, outdoors, in person or on the telephone. NON-DISCRIMINATION POLICY: The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.

主要地点:伯班克幼儿教育(803)
薪水范围:$20,872.84 - $ 34370.34 /按比例每个BU工资表
转换类型:每FTE

工作联系信息
名称:特蕾莎LOZACH
标题:PreK特殊教育协调员
电话:510-879-5004
电子邮件:theresa.lozach@ousd.org