Kansas Employer Special Education - Paraeducator (Multiple Positions) in Valley Center, Kansas
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Valley Center USD 262
Position Title: Paraeducator High Incidence Instructional Support Classroom
Department/Location: Building Assigned
Position Qualification: Classified 9 month (student contact days as determined by BOE)
Reports To: Supervising Special Education Teacher
Terms of Employment: At-Will
FLSA Status: Non-Exempt
Annual Evaluation By: Building Principal
Approved By: BOE
Revised: December 18, 2020
Provides classroom support under the direction and supervision of a licensed staff member, to the instructional program by assisting
in the supervision, care and instruction of special needs students in a general classroom and special resource classroom; assisting in
implementing plans for instruction; monitoring student behavior during non-classroom time; providing information to appropriate
school personnel; and attending meetings, as scheduled.
DESIRED SOFT SKILLS
? Judgment-makes logical, common sense decisions for a given situation.
? Ability to build rapport-proactively builds relationships and gets along well with others.
? Energy-maintains a high productivity level for long periods of time.
? Teamwork-actively participates as a member of a team in a positive, encouraging, and goal-focused manner.
? Adaptability-adjusts to new conditions and demonstrates flexibility in thinking with tasks, responsibilities, and people.
? Ability to learn-uses new job related information and training accurately and appropriately to increase skills and positive
? Safety awareness-demonstrates knowledge of issues related to equipment and work safety and takes steps to prevent injury
to self and others.
? Tolerance for stress- manages challenging situations in a calm and productive manner.
? High school diploma or equivalent. Some college hours preferred.
? One year job related experience with increasing levels of responsibility preferred.
? Knowledge of Special Education terms (legal, medical, educational); Special Education processes and programs; and protocol
in confidential translation and interpretation.
? Ability to prepare and maintain accurate records.
? Master Teacher Para Educator assessments (in lieu of 60+ college hours/transcript) if assigned to a Title 1 building.
? Good communications skills (written/verbal).
? Ability to perform basic math calculations; read technical information, compose a variety of documents, and/or facilitate
group discussions; and solve practical problems.
? Ability to effectively use Microsoft Office software; including the use of Excel spreadsheets and district email.
? Ability to use Google Apps for Education.
? Ability to establish and maintain effective working relationships with faculty, staff and school community; and communicate
with diverse groups.
? 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 situation.
? Ability to work in a fast-paced environment and maintain confidentially at all times.
? Must support district mission, goals and objectives.
? Adapts classroom activities, assignments and materials under the direction of the licensed staff member for the purpose of
supporting and reinforcing classroom objectives.
? Administers a variety of activities (e.g. tests, homework, make-up work, etc.) for the purpose of supporting teachers in the
? Attends a variety of meetings (e.g. staff meetings, in-services, workshops, first aid, CPI, emergency procedures, etc.) for the
purpose of acquiring and conveying information relative to j ob functions.
? Communicates with a variety of individuals (e.g. supervising instructional staff, professional support personnel, etc.) for the
purpose of implementing IEP objectives and assisting in the evaluating progress.
? Maintains instructional materials, files, and records (e.g. student records, daily logs, etc.) for the purpose of ensuring
availability of items, providing written reference, and recording progress towards IEP goals and objectives.
? Models desired behaviors (e.g. conversation, manners, cleaning activities, listening, everyday interactions, etc.) for students
for the purpose of demonstrating appropriate social behavior in a culturally sensitive manner.