POSITION TITLE	Exceptional Children Teacher Assistant
SCHOOL/DEPARTMENT	Assigned school
SALARY	Salary Grade 58
FLSA STATUS	Exempt
REPORTS TO	EC Teacher
SUPERVISES	None
WORK WEEK SCHEDULE	Monday – Friday
WORK HOURS	40
NUMBER OF MONTHS PER YEAR	10

 

POSITION PURPOSE:  

The job of the Exceptional Children (Special Education) Teaching Assistant (ECTA) was established for the purpose(s) of working in general and special education classrooms, non-classroom school settings (i.e. cafeteria, playground), and community based learning sites supporting individual, small groups, and/or whole classroom group of students with disabilities.  This support requires supervision of a certificated/licensed professional including administrators, teachers, and related services personnel with knowledge and skills to oversee the direct work of an ECTA.  Licensed professionals provide supervision and guidance to ECTAs to define roles, direct work, and determine best practices implemented to support students with disabilities. 

 

CORE COMPETENCIES

• Recognize and demonstrate respect for individual differences between culture, religion, gender, and sexual orientation of students with disabilities and their families within verbal and written interactions
• Maintain boundaries for relationships and communication with students and their families within the professional and ethical scope of responsibility.  Refer questions about student progress to appropriate licensed professionals 
• Conduct activities with integrity and in compliance with applicable local, state and federal standards, policies and guidelines
• Maintain the dignity, privacy, and confidentiality of all students with disabilities, families, and school personnel  
• Establish and maintain professional, collegial, and appropriate relationships with school personnel, students, and their families 
• Demonstrates flexibility, cooperation, and openness in scheduling activities throughout the day for growth and willingness to contribute in a team approach

EDUCATION, TRAINING, AND EXPERIENCE

• High School Diploma
• Minimum of 48 hours of college level coursework with a GPA of 2.0 or higher
• Any equivalent combination of training and experience that provides the required knowledge, skills and abilities
• Must possess a valid driver’s license issued by the NC Department of Motor Vehicles
• Ability to operate a computer and related software such as Microsoft Word, Excel, PowerPoint and/or Google documents (i.e. PC or Mac)

 

PREFERRED QUALIFICATIONS:

• Two (2) to five (5) years serving as a classroom teacher assistant
• Training in working with students with special needs
• Bilingual oral and/or written skills (such as Spanish)

 

ESSENTIAL DUTIES AND RESPONSIBILITIES

General 

• Establish and maintain rapport with learners 
• Consistently monitor the safety and well-being of students by performing monitoring duties in learning environments as assigned  
• Prepare and organize materials to support teaching and learning as directed by the instructional team
• Support student’s independence, self-advocacy, positive sense of identity, self-control, and self-reliance 
• Support students with disabilities in their use of self-assessment, problem-solving, and other cognitive strategies
• Understand and articulate common educational and medical terminology used in the school setting 
• Use and maintain adaptive equipment/materials and assistive technology to include augmentative and alternative communication devices for students with disabilities 
• Support a safe and equitable learning environment that honors diversity and inclusion. Responds to emergency situations (e.g. injured students, fights, etc.) for the purpose of resolving immediate safety concerns and/or directing to appropriate personnel 
• Proctor routine classroom and standardized tests following student accommodations 
• Attend meetings and participate with other team members
• Participates in staff development workshops (such as de-escalation training) and staff meetings as required 
• Perform other duties as assigned

 

Instructional Supports and Strategies 

• Demonstrate proficiency in academics including oral and written communication, literacy, and mathematical skills appropriate to the job assignment
• Follow written instructional plans to include but not limited to a student’s Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed 
• Communicate relevant information about the student with disabilities to the instructional team for the purpose of assisting in evaluating progress and/or implementing IEP 
• Support the use of effective and culturally responsive instructional strategies in literacy and mathematics as directed by the instructional team 
• Review and reinforce learning activities, essential concepts, and modified content as directed by the instructional team 
• Modify pace of instruction and provide organizational cues under the guidance of the instructional team 
• Provide least intrusive levels of support, fade support, and fade physical proximity from students with disabilities under the guidance of the instructional team 
• Provide feedback to students with disabilities regarding their performance under the guidance of the instructional team
• Adapt the physical environment and modify learning materials and activities under the direction of the instructional team for the purpose of supporting and reinforcing individual, small groups and/or whole classroom group objectives
• Provide opportunities and support for children to understand, acquire, and use verbal and nonverbal means to communicate thoughts and feelings under the guidance of the instructional team 

 

Functional Skills

• Use techniques to address personal care, medical care, and physical assistance to students with disabilities as directed or authorized by a licensed professional  
• Support daily living and functional skills such as feeding, toileting or other task’s students are not able to perform for themselves  
• Receive training for delegatable special health care needs

 

Social, Emotional, Behavioral Supports

• Follow written behavioral intervention plans (BIP) in accordance to a student’s Individualized Education Program (IEP) provided by the instructional team, seeking clarification and training as needed 
• Implement positive behavior supports outlined in a behavior support plan as determined by the instructional team
• Implement individualized reinforcement systems as determined by the instructional team
• Support the implementation of social-emotional and behavioral interventions as determined by the instructional teams
• Assist in teaching specific behaviors and procedures to facilitate safety and learning in each school setting as determined by the instructional team 
• Respond to student actions using strategies under the guidance and direction of the instructional team 
• Support development of social skills and facilitate proactive peer interactions for students with disabilities under the guidance of the instructional team 
• Support students with disabilities by modeling and facilitating the use of conflict resolution and collaborative problem solving under the guidance of the instructional team 

 

Community or Job Coaching 

• Use knowledge of student’s strengths and interests to encourage engagement in varied school and community activities
• Support students with disabilities in following established community, school and classroom expectations and routines to include procedures to support effective transitions within all environments 

 

Data Collection 

• Record objective and accurate data using collection procedures 
• As guided by the instructional team maintain standardized records and documentation concerning the progress of students
• Use universal precautions to assist in maintaining a safe, healthy environment in all settings