Instructional Assistant - Special Education, Special Assignment
for section headings like About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must include only sections when posting has real specific content. We need to extract content.
We have:
- Position Purpose: Provides support and assists in coordinating instructional programs relating to special education students and their IEP. Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
That could be "About the role" or "Position Purpose". Use heading "About the role".
- Essential Duties and Responsibilities: list of duties (multiple sentences). Could be "Responsibilities". Use - for list.
- Minimum Qualifications: includes Knowledge, Skills, and Abilities (KSAs) and Education, Training, and Experience, Certification and License Requirements. Could be "Requirements" or "Qualifications". We need to decide.
We have sections: Knowledge, Skills, and Abilities (KSAs) list; Education, Training, and Experience; Certification and License Requirements; Preferred Qualifications.
We can combine into "Qualifications" maybe with sub-sections? But we only allowed headings from list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We could use "Requirements" for minimum qualifications (including KSAs, education, certification). Could also use "Qualifications" for preferred qualifications? But we should avoid thin sections. Perhaps combine all qualification-related info under "Qualifications". But we need to decide.
The instruction: "Prefer a few substantive sections over many thin ones." So maybe we have About the role, Responsibilities, Qualifications (covering KSAs, education, certification, preferred). No Benefits, Pay, Schedule as not provided.
Thus output:
About the role
Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students.
- Assists teachers with strategies related to the implementation of students’ behavioral intervention plans.
- Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan.
- Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program.
- Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times.
- Provides in-class support while promoting progress towards independence and self-determination for all students.
- Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
- Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality.
- Participates in the district staff development program and continued professional growth in the area of assignment.
- Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills.
- Performs other related duties as assigned.
Qualifications
Knowledge, Skills, and Abilities (KSAs): Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; Working knowledge of successful instructional delivery methods; Working knowledge of general classroom activities and routines; Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; Ability to work in a team environment and effectively collaborate with others; Ability to motivate students; Ability to constantly monitor and supervise the safety and well-being of students; Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
Education, Training, and Experience: High school diploma or GED. For Title I schools: Must meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
Certification and License Requirements: Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
Preferred Qualifications: CPR and First Aid certification; Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations).
We should not include sections like Pay, Benefits, Schedule because not provided.
We must not repeat job title as heading. Already not.
We must not include Job ID etc.
We must output only HTML fragment.
Check for any boilerplate: we removed disclaimer? The disclaimer at end: "EFFECTIVE DATE: 3/2025 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time." This is boilerplate; we should remove it. Also "Work Environment/Physical Requirements" maybe could be included? It's substantive but not in allowed headings. Could we include under Responsibilities? It's about work environment. Might be considered part of responsibilities? But we could add a section "Requirements"? However we already used Qualifications. The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." So we could also use "Requirements" for work environment/physical requirements? But we already used Qualifications for qualifications. Perhaps better to split: Use "Requirements" for minimum qualifications (education, certification) and "Qualifications" for KSAs and preferred? But we need to avoid thin sections. Let's think.
We have a lot of KSAs; we could put them under "Skills". The list includes skills like Microsoft Office, etc. Could be "Skills". Then "Qualifications" for education and certification. Then "Responsibilities" for duties. Then "About the role" for purpose. That seems good.
Thus sections:
- About the role (position purpose)
- Responsibilities (essential duties)
- Skills (KSAs)
- Qualifications (education, training, experience, certification, preferred)
We could also include "Requirements" but we already have Qualifications covering requirements. Might be okay.
But we need to ensure we don't create empty sections. All have content.
Let's extract KSAs into Skills section as list? Could be - each ability. But the instruction: Use
- for any list of duties/requirements/benefits. KSAs are a list of abilities; could be list. We'll do list.
Qualifications: education, training, experience, certification, preferred qualifications could be list as well.
Let's format.
Skills:
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps
- Working knowledge of successful instructional delivery methods
- Working knowledge of general classroom activities and routines
- Ability to protect the confidentiality of personally identifiable information in accordance with FERPA and other applicable federal and state laws, policies, and regulations
- Ability to work in a team environment and effectively collaborate with others
- Ability to motivate students
- Ability to constantly monitor and supervise the safety and well-being of students
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public
Qualifications:
We can list:
- High school diploma or GED.
- For Title I schools: Must meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
- Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
- Preferred: CPR and First Aid certification; Experience working with or assisting individuals with special needs.
Now Responsibilities we already have list.
About the role paragraph.
Check for any leftover boilerplate: we removed effective date and disclaimer. Also removed "Work Environment/Physical Requirements". That's substantive but not in allowed headings; we could incorporate into Responsibilities maybe as a bullet about physical demands? But we already have many responsibilities; we could add a bullet about physical requirements. However the instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." So we must include that info. If we don't have a heading for it, we need to embed it somewhere else. Could add a bullet under Responsibilities about physical demands. Or we could create a section "Requirements" for physical requirements? But we already used Qualifications for qualifications. Perhaps better to add a section "Requirements" for physical/ work environment, and keep Qualifications for KSAs etc. But we already used Skills for KSAs. Let's restructure:
- About the role (position purpose)
- Responsibilities (essential duties)
- Requirements (minimum qualifications: education, certification, etc.)
- Skills (KSAs)
- Qualifications (preferred qualifications?) But we might be splitting too thin.
We need to keep sections substantive. Perhaps combine Requirements and Qualifications into one "Requirements" section that includes education, certification, preferred qualifications. And Skills separate for KSAs. That yields three sections: About the role, Responsibilities, Requirements, Skills. That's four
About the role
Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning.
Responsibilities
- Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students.
- Assists teachers with strategies related to the implementation of students’ behavioral intervention plans.
- Aids teachers with planning and organizing, evaluating instructional activities, developing classroom procedures, and preparing necessary materials; ensures materials for students are readily available according to the needs of the lesson plan.
- Demonstrates professional and technical skills necessary to function effectively in the classroom and to support student achievement and the school program.
- Maintains a positive disposition, exercises good judgement, and remains calm when dealing with students at all times.
- Provides in-class support while promoting progress towards independence and self-determination for all students.
- Assists teachers with implementation of low- and high-tech assistive technology and augmentative communication devices in the classroom to meet both class-wide and individual student needs.
- Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality.
- Participates in the district staff development program and continued professional growth in the area of assignment.
- Coordinates, assists, and facilitates student transitions between classes; assists students by providing for special health care needs, which could include: Personal hygiene, restroom functions, diapering, etc.; Mobility assistance including lifting, positioning or transferring student; Activities related to seizure control; Feeding needs; Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices; Behavioral assistance and CPI skills.
- Performs other related duties as assigned.
Qualifications
Knowledge, Skills, and Abilities (KSAs): Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; Working knowledge of successful instructional delivery methods; Working knowledge of general classroom activities and routines; Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; Ability to work in a team environment and effectively collaborate with others; Ability to motivate students; Ability to constantly monitor and supervise the safety and well-being of students; Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.
Education, Training, and Experience: High school diploma or GED. For Title I schools: Must meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
Certification and License Requirements: Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
Preferred Qualifications: CPR and First Aid certification; Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations).
We should not include sections like Pay, Benefits, Schedule because not provided. We must not repeat job title as heading. Already not. We must not include Job ID etc. We must output only HTML fragment. Check for any boilerplate: we removed disclaimer? The disclaimer at end: "EFFECTIVE DATE: 3/2025 DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time." This is boilerplate; we should remove it. Also "Work Environment/Physical Requirements" maybe could be included? It's substantive but not in allowed headings. Could we include under Responsibilities? It's about work environment. Might be considered part of responsibilities? But we could add a section "Requirements"? However we already used Qualifications. The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." So we could also use "Requirements" for work environment/physical requirements? But we already used Qualifications for qualifications. Perhaps better to split: Use "Requirements" for minimum qualifications (education, certification) and "Qualifications" for KSAs and preferred? But we need to avoid thin sections. Let's think.
We have a lot of KSAs; we could put them under "Skills". The list includes skills like Microsoft Office, etc. Could be "Skills". Then "Qualifications" for education and certification. Then "Responsibilities" for duties. Then "About the role" for purpose. That seems good.
Thus sections:
- About the role (position purpose)
- Responsibilities (essential duties)
- Skills (KSAs)
- Qualifications (education, training, experience, certification, preferred)
We could also include "Requirements" but we already have Qualifications covering requirements. Might be okay.
But we need to ensure we don't create empty sections. All have content.
Let's extract KSAs into Skills section as list? Could be - each ability. But the instruction: Use
- for any list of duties/requirements/benefits. KSAs are a list of abilities; could be list. We'll do list.
Qualifications: education, training, experience, certification, preferred qualifications could be list as well.
Let's format.
Skills:
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps
- Working knowledge of successful instructional delivery methods
- Working knowledge of general classroom activities and routines
- Ability to protect the confidentiality of personally identifiable information in accordance with FERPA and other applicable federal and state laws, policies, and regulations
- Ability to work in a team environment and effectively collaborate with others
- Ability to motivate students
- Ability to constantly monitor and supervise the safety and well-being of students
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public
Qualifications:
We can list:
- High school diploma or GED.
- For Title I schools: Must meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
- Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
- Preferred: CPR and First Aid certification; Experience working with or assisting individuals with special needs.
Now Responsibilities we already have list.
About the role paragraph.
Check for any leftover boilerplate: we removed effective date and disclaimer. Also removed "Work Environment/Physical Requirements". That's substantive but not in allowed headings; we could incorporate into Responsibilities maybe as a bullet about physical demands? But we already have many responsibilities; we could add a bullet about physical requirements. However the instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." So we must include that info. If we don't have a heading for it, we need to embed it somewhere else. Could add a bullet under Responsibilities about physical demands. Or we could create a section "Requirements" for physical requirements? But we already used Qualifications for qualifications. Perhaps better to add a section "Requirements" for physical/ work environment, and keep Qualifications for KSAs etc. But we already used Skills for KSAs. Let's restructure:
- About the role (position purpose)
- Responsibilities (essential duties)
- Requirements (minimum qualifications: education, certification, etc.)
- Skills (KSAs)
- Qualifications (preferred qualifications?) But we might be splitting too thin.
We need to keep sections substantive. Perhaps combine Requirements and Qualifications into one "Requirements" section that includes education, certification, preferred qualifications. And Skills separate for KSAs. That yields three sections: About the role, Responsibilities, Requirements, Skills. That's four
- for any list of duties/requirements/benefits. KSAs are a list of abilities; could be list. We'll do list.
Qualifications: education, training, experience, certification, preferred qualifications could be list as well.
Let's format.
Skills:
- Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps
- Working knowledge of successful instructional delivery methods
- Working knowledge of general classroom activities and routines
- Ability to protect the confidentiality of personally identifiable information in accordance with FERPA and other applicable federal and state laws, policies, and regulations
- Ability to work in a team environment and effectively collaborate with others
- Ability to motivate students
- Ability to constantly monitor and supervise the safety and well-being of students
- Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles
- Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback
- Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public
- High school diploma or GED.
- For Title I schools: Must meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, AND have one of the following: Six documented semester hours of coursework in early childhood education, OR Two years of work experience in an early childhood setting.
- Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed.
- Preferred: CPR and First Aid certification; Experience working with or assisting individuals with special needs.