Part-Time (25 hour) Teacher Assistant (Title I)
Job Description
NOTE: This job description is divided
into four categories as listed below:
TEACHER ASSISTANT � INSTRUCTIONAL (pages 2-4)
TEACHER ASSISTANT � PRESCHOOL (pages 5-7)
TEACHER ASSISTANT -
SPECIAL EDUCATION EXTENDED RESOURCE (pages 8-10)
TEACHER ASSISTANT -
ENGLISH AS A SECOND LANGUAGE (ESL) (pages 11-13)
TITLE TEACHER ASSISTANT - INSTRUCTIONAL
QUALIFICATIONS
Minimum high school diploma or G.E.D.
48 semester hours of college credit or score of 456 on ParaPro Assessment
Meets health and physical requirements
Nonviolent Crisis Intervention/Restraint Training
JOB GOAL
To aid teachers, secretaries, and clerical personnel when needed
ESSENTIAL FUNCTIONS
Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students
Operates and cares for equipment used in the classroom for instructional purposes
Distributes and collects workbooks, paper, and other materials for instruction
Assists with supervision of students during emergency drills, assemblies, play periods, and field trips
Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher
Works with individual students or small groups of students to reinforce learning of material or skills
Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job
Checks and records attendance
Arranges bulleting boards
Types and duplicates tests, worksheets, and supplementary materials
Assists in supervising children in lunchroom, playground, and loading buses
Assists the teacher in assimilating materials for class displays
Performs other duties as assigned
PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:
Pushing
Pulling
Climbing
Stooping
Kneeling
Crawling
Reaching
Talking
Hearing
Seeing
VOCATIONAL PREPARATION
The required vocational preparation may come from any of the following:
Vocational education
Apprentice training
On-the-job training
Essential experience
TEMPERAMENT (Personal traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
Adaptability to accepting responsibility for the direction, control, or planning of an activity
Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria
Adaptability to dealing with students
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.
Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments
Verbal: Ability to understand meanings of words and ideas associated with then
Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately
Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures
Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color
WORK CONDITIONS
Normal working environment
TERMS OF EMPLOYMENT
185-day contract
Teacher assistant salary scale
IMMEDIATE SUPERVISOR
Classroom teacher and/or principal
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.
Adopted 07/01/93
Revised 11/2010
Revised 03/21/17
TITLE TEACHER ASSISTANT - PRESCHOOL
QUALIFICATIONS
Minimum high school diploma or G.E.D.
Early childhood education experience (preference given for Child Development Associate certification or associate's degree in early childhood education or active pursuit of either)
Meets health and physical requirements
Nonviolent Crisis Intervention/Restraint Training
JOB GOAL
To aid preschool teachers
ESSENTIAL FUNCTIONS
Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students
Operates and cares for equipment used in the classroom for instructional purposes
Distributes and collects workbooks, paper, and other materials for instruction
Assists with supervision of students during emergency drills, assemblies, play periods, and field trips
Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher
Works with individual students or small groups of students to reinforce learning of material or skills
Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job
Checks and records attendance
Arranges bulleting boards
Types and duplicates tests, worksheets, and supplementary materials
Assists in supervising children in lunchroom, playground, and loading buses
Assists the teacher in assimilating materials for class displays
Performs other duties as assigned
PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a preschool child, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:
Pushing
Pulling
Climbing
Stooping
Kneeling
Crawling
Reaching
Talking
Hearing
Seeing
VOCATIONAL PREPARATION
The required vocational preparation may come from any of the following:
Vocational education
Apprentice training
On-the-job training
Essential experience
TEMPERAMENT (Personal traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
Adaptability to accepting responsibility for the direction, control, or planning of an activity
Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria
Adaptability to dealing with students
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.
Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments
Verbal: Ability to understand meanings of words and ideas associated with then
Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately
Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures
Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color
WORK CONDITIONS
Normal working environment
TERMS OF EMPLOYMENT
185-day contract; 5-hour workday
Teacher assistant salary scale prorated from 7.5-hour to 5-hour workday
IMMEDIATE SUPERVISOR
Classroom teacher and/or principal
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.
Adopted 07/01/93
Revised 11/2010
Revised 03/21/17
TITLE TEACHER ASSISTANT -
SPECIAL EDUCATION EXTENDED RESOURCE
QUALIFICATIONS
Minimum high school diploma or G.E.D.
48 semester hours of college credit or score of 456 on ParaPro Assessment
Meets health and physical requirements
- Nonviolent Crisis Intervention/Restraint Training
JOB GOAL
To assist teachers in giving specialized academic and physical training to students with disabilities
ESSENTIAL FUNCTIONS
Maintains student records
Performs instructional activities
Administers diagnostic tools
Prepares the classroom and organizes instructional materials and equipment
Monitors the classroom when the teacher must attend staffings, provides consultation, etc.
Attends in-service and faculty meetings when requested by principal or supervisor of special services
Adheres to the established work hours
Maintains confidential information in a professional manner
Performs other routinized duties as assigned by the building-level administrator, subject to approval of the supervisor of special services
Assists students with toileting, catheterization, feeding, and other self-help activities as required
Changes or helps spina bifida students
Supervises students on bus trips as required
Assists with bus duty
Assists with lunch duty
Assists with disabled students at lunch or in regular class
Helps with specific regular classes in which extended resource students are involved
Performs other duties as assigned
PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:
Pushing
Pulling
Climbing
Stooping
Kneeling
Crawling
Reaching
Talking
Hearing
Seeing
VOCATIONAL PREPARATION
The required vocational preparation may come from any of the following:
Vocational education
Apprentice training
On-the-job training
Essential experience
TEMPERAMENT (Personal traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
Adaptability to accepting responsibility for the direction, control, or planning of an activity
Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria
Adaptability to dealing with students
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.
Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments
Verbal: Ability to understand meanings of words and ideas associated with then
Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately
Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures
Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color
WORK CONDITIONS
Normal working environment
TERMS OF EMPLOYMENT
185-day contract
Teacher assistant salary scale
IMMEDIATE SUPERVISOR
Classroom teacher and/or principal and supervisor of special services
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.
Adopted 07/01/93
Revised 11/2010
Revised 03/21/17
TITLE TEACHER ASSISTANT -
ENGLISH AS A SECOND LANGUAGE (ESL)
QUALIFICATIONS
Minimum high school diploma or G.E.D.
48 semester hours of college credit or score of 456 on ParaPro Assessment
Fluent in spoken and written Spanish and English
Conversational in Spanish preferred
Meets health and physical requirements
- Nonviolent Crisis Intervention/Restraint Training
JOB GOAL
To enhance the learning experiences of limited English proficient students by providing additional vocabulary support, academic support, cultural support, and access to extracurricular activities, and to more fully engage families in their children's educational process
ESSENTIAL FUNCTIONS
Prepares daily lesson plans under supervision of the ESL teacher; makes instructional presentations
Conducts discussions, encourages practice, and corrects student work in a manner that promotes language competence
Cooperates with the ESL teacher in completing ESL forms
Assists teachers in administering and recording such assessment and achievement as recommended for ESL students
Seeks advice and assistance of ESL and classroom teachers to make changes in the instructional plan when evaluation indicates a need
Confers with the ESL and classroom teachers concerning individual student needs on a daily basis under the guidance of the ESL teacher
Adjusts instruction to objectives and individual student needs on a daily basis under the guidance of the ESL teacher
Provides individual students with positive and prompt feedback on their progress
Helps develop and use language resources to support and supplement instructional activities
Renews competence and keeps abreast of new knowledge, research, and practice in language instruction and applies this knowledge to improve the instructional program
Attends appropriate and required staff development to enhance instruction
Attends PTO/PTA open houses, conference nights, and other school-related events as needed to support limited English proficient students and families
Establishes positive rapport with students, parents, and school personnel
Sets high standards for student performance and achievement
Adheres to established laws, rules, and regulations of the school system and the ESL program
Works one-on-one and with small groups to remediate diagnosed weaknesses
Works to remove cultural barriers for limited-English students
Works to fully integrate limited-English students into all aspects of the extracurricular program;
Provides written and/or verbal vocabulary support with English language learner students
Assists in the planning and implementation of activities designed to increase parent participation in the education process
Performs other duties as assigned
PHYSICAL DEMANDS
This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:
Pushing
Pulling
Climbing
Stooping
Kneeling
Crawling
Reaching
Talking
Hearing
Seeing
VOCATIONAL PREPARATION
The required vocational preparation may come from any of the following:
Vocational education
Apprentice training
On-the-job training
Essential experience
TEMPERAMENT (Personal traits)
Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
Adaptability to accepting responsibility for the direction, control, or planning of an activity
Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria
Adaptability to dealing with students
CAPACITY AND ABILITY REQUIREMENTS
Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.
Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments
Verbal: Ability to understand meanings of words and ideas associated with then
Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately
Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures
Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color
WORK CONDITIONS
Normal working environment
TERMS OF EMPLOYMENT
185-day contract
Teacher assistant salary scale
IMMEDIATE SUPERVISOR
ELL teacher and/or principal
GENERAL REQUIREMENTS
The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.
Adopted 07/01/93
Revised 11/2010
Revised 06/2011
Revised 03/21/17