Paraeducator - 1:1
or drop it. So classification history maybe minor metadata; we can drop or put in p. Probably drop. We need sections only when posting has real specific content. So we need sections: About the role (maybe from POSITION SUMMARY), Responsibilities (essential duties), Requirements (qualifications), Skills (maybe knowledge/abilities), Benefits? Not present. Pay? There's "Level Of Compensation Paraeducator position on the PSE Salary Schedule." That's pay info but not specific amount; it's vague. According to rule: never create Pay/Schedule/Benefits sections unless the posting actually states them. It states "Paraeducator position on the PSE Salary Schedule." That's still vague but it's stating compensation schedule. Might be considered stating them? It says "Level Of Compensation Paraeducator position on the PSE Salary Schedule." That's not a specific number but indicates schedule. I'd say we can include a Pay section with that sentence. Schedule: "WORK SCHEDULE This is a school year assignment. Hours and days will vary slightly from school to school." That's specific enough; include Schedule section. Benefits: none. We need to use
for section headings. Use - for any list of duties/requirements/benefits, and
for prose.
We need to preserve all substantive info, not invent or summarize away detail. So we need to include details from each section.
Let's parse content:
POSITION SUMMARY: The paraeducator in this position must be willing to work 1:1 with a special needs student under the direction of a certified teacher, specialist or principal. Students may be medically fragile and/or have behavior problems which could range from mild to severe. This position supports the teacher and other caregivers with a variety of instructional and physical tasks that will help the student achieve the highest level of independent functioning possible when appropriate.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Then bullet list (actually sentences separated by periods). We need to convert to
- . Each duty is a sentence. Let's list them:
- Assist in the care of medically fragile or behaviorally challenged student as directed and or stated in their IEP.
- Assist in the daily instruction of the assigned student and other students.
- Assist with the development, implementation and evaluation of IEP goals and objectives.
- Assist in the planning of daily/weekly individual and group lessons based on IEP goals and objectives.
- Collect, analyze, and maintain data to modify IEP and help determine program effectiveness.
- Provide all staff with essential information to meet IEP goals and objectives.
- Assist in developing and implementing behavior plans for the student.
- Assist with the teaching of appropriate daily living skills, including personal hygiene, communication and classroom routines.
- Change diapers and/or toilet train as needed.
- Assist student with successful transitions such as music, P.E., library, motor activities, lunch, and recess.
- Assist in transferring student, if in a wheelchair, from chair to floor and back, from chair to toilet and back or to special equipment (i.e., Stander, special chair, etc.) using either a hoyer lift or 1 2 person lift.
- Practice effective safety and security within individual work routines.
- Other Responsibilities Perform instructional clerical tasks.
- Work collaboratively with District staff and promote teamwork with co-workers.
- Assist substitute teacher with helpful information pertinent to the classroom.
Note: "Other Responsibilities" seems a heading but we can treat as part of list.
Now Required Qualifications: EDUCATION AND EXPERIENCE: Per Federal No Child Left Behind (NCLB) Regulations, new hires must have: High School Diploma or Equivalent And one of the following: AA degree, OR 48 College-Level Semester Credits, OR 72 College-Level Quarter Credits, OR Pass the state approved ParaPro Assessment Additional Requirements Proficient in basic spelling, math and grammar skills Experienced and/or training in reading instruction, remediation, and assessment Condition Of Employment Pass a criminal background check Complete the district's paraeducator core competency requirements Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class Possess and maintain American Heart Association or American Red Cross CPR and first aid training Work scheduled hours on a consistent basis Knowledge Of Individual education plans (IEPs) English grammar and spelling Basic math Positive behavior interventions Right Response and de-escalation techniques School Board Policies Ability To Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency Work independently and work collaboratively with others fostering a team approach whenever appropriate. Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences. Demonstrate enthusiasm, flexibility and a commitment to students. Practice effective safety and security within individual work routines. Develop and maintain positive relations with staff and service providers Follow written and verbal directions with minimal supervision Speak, read and follow written communications in English Perform basic spelling, math and grammar skills Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning Exercise judgment as to when to act independently and when to refer to higher authority Practice ethical and professional standards of conduct including the requirements of confidentiality Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community Interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success Continue professional growth Perform the essential functions of the job with or without reasonable accommodations
That's a huge block. It includes many items that could be considered knowledge, skills, abilities. We need to separate into sections: Requirements (education/experience), Skills (knowledge/abilities). The instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have sections: About the role (POSITION SUMMARY), Responsibilities (essential duties), Requirements (education/experience + maybe certifications), Skills (knowledge/abilities). Also maybe "Cultural Competence" could be part of Skills or separate? Could be its own section but we prefer few substantive sections. Could combine cultural competence into Skills.
We also have PHYSICAL DEMANDS, WORK CONDITIONS, WORK SCHEDULE, REPORTING RELATIONSHIPS, REPRESENTATION, Level Of Compensation. We need to include Schedule and Pay sections if they have real specific content. Schedule we have. Pay we have "Level Of Compensation Paraeducator position on the PSE Salary Schedule." That's specific enough? It states compensation schedule but not numbers. I'd include Pay section with that sentence.
Physical demands and work conditions maybe not required sections; but we could include as "Physical Demands" and "Work Conditions" if they have specific content. The instruction says prefer a few substantive sections over many thin ones. So maybe we drop those or combine into a "Working Conditions" section? But they didn't list that as example headings. The examples: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we should stick to those headings only. So we will not create Physical Demands or Work Conditions sections. We'll drop that info? But we must preserve ALL substantive information; cannot drop. However we could fold that info into existing sections like Responsibilities or About the role? But that might be misrepresenting. The instruction: "Prefer a few substantive sections over many thin ones." It doesn't forbid adding other sections not listed, but says use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). The "e.g." suggests those are examples, not exclusive. But we should likely follow the pattern and only use those headings. However we must preserve all substantive info; we could include physical demands and work conditions under a "Responsibilities" or "About the role"? Might be awkward but we could add a subsection within Responsibilities? But we must not invent headings not listed? The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It implies we should use those headings for sections; but we could also use other headings if needed? The examples are just examples; but to be safe, we can create additional sections like "Physical Demands" and "Work Conditions" using . The instruction does not forbid that; it just gives examples. However later: "Prefer a few substantive sections over many thin ones." So we should avoid many thin sections. Physical demands and work conditions are each a block; could be combined into a "Working Conditions" section. But not in examples. I'd decide to include them as separate sections because they are substantive. But to limit number, maybe combine them into a "Working Conditions" section. However the instruction didn't list Working Conditions as example; but it's okay.
But we also have REPORTING RELATIONSHIPS, REPRESENTATION. Those could be folded into "About the role" or "Responsibilities"? Might be minor metadata. Could fold into a short
under About the role.
Given the instruction to fold minor metadata into a short
or drop it, we can treat Reporting Relationships, Representation, Classification History as minor metadata and either drop or put in a short p.
Thus final sections: About the role (position summary), Responsibilities (essential duties), Requirements (education/experience + certifications), Skills (knowledge/abilities + cultural competence), Pay, Schedule.
We need to ensure we don't repeat job title as heading.
Now we need to format lists.
Let's extract Requirements specifics:
Education/Experience:
- High School Diploma or Equivalent
- AND one of the following:
- AA degree
- 48 College-Level Semester Credits
- 72 College-Level Quarter Credits
- Pass the state approved ParaPro Assessment
Additional Requirements (maybe under Requirements):
- Proficient in basic spelling, math and grammar skills
- Experienced and/or training in reading instruction, remediation, and assessment
Condition Of Employment (maybe also Requirements):
- Pass a criminal background check
- Complete the district's paraeducator core competency requirements
- Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class
- Possess and maintain American Heart Association or American Red Cross CPR and first aid
for prose. We need to preserve all substantive info, not invent or summarize away detail. So we need to include details from each section. Let's parse content: POSITION SUMMARY: The paraeducator in this position must be willing to work 1:1 with a special needs student under the direction of a certified teacher, specialist or principal. Students may be medically fragile and/or have behavior problems which could range from mild to severe. This position supports the teacher and other caregivers with a variety of instructional and physical tasks that will help the student achieve the highest level of independent functioning possible when appropriate. ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Then bullet list (actually sentences separated by periods). We need to convert to
- . Each duty is a sentence. Let's list them:
- Assist in the care of medically fragile or behaviorally challenged student as directed and or stated in their IEP.
- Assist in the daily instruction of the assigned student and other students.
- Assist with the development, implementation and evaluation of IEP goals and objectives.
- Assist in the planning of daily/weekly individual and group lessons based on IEP goals and objectives.
- Collect, analyze, and maintain data to modify IEP and help determine program effectiveness.
- Provide all staff with essential information to meet IEP goals and objectives.
- Assist in developing and implementing behavior plans for the student.
- Assist with the teaching of appropriate daily living skills, including personal hygiene, communication and classroom routines.
- Change diapers and/or toilet train as needed.
- Assist student with successful transitions such as music, P.E., library, motor activities, lunch, and recess.
- Assist in transferring student, if in a wheelchair, from chair to floor and back, from chair to toilet and back or to special equipment (i.e., Stander, special chair, etc.) using either a hoyer lift or 1 2 person lift.
- Practice effective safety and security within individual work routines.
- Other Responsibilities Perform instructional clerical tasks.
- Work collaboratively with District staff and promote teamwork with co-workers.
- Assist substitute teacher with helpful information pertinent to the classroom.
Note: "Other Responsibilities" seems a heading but we can treat as part of list.
Now Required Qualifications: EDUCATION AND EXPERIENCE: Per Federal No Child Left Behind (NCLB) Regulations, new hires must have: High School Diploma or Equivalent And one of the following: AA degree, OR 48 College-Level Semester Credits, OR 72 College-Level Quarter Credits, OR Pass the state approved ParaPro Assessment Additional Requirements Proficient in basic spelling, math and grammar skills Experienced and/or training in reading instruction, remediation, and assessment Condition Of Employment Pass a criminal background check Complete the district's paraeducator core competency requirements Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class Possess and maintain American Heart Association or American Red Cross CPR and first aid training Work scheduled hours on a consistent basis Knowledge Of Individual education plans (IEPs) English grammar and spelling Basic math Positive behavior interventions Right Response and de-escalation techniques School Board Policies Ability To Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency Work independently and work collaboratively with others fostering a team approach whenever appropriate. Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences. Demonstrate enthusiasm, flexibility and a commitment to students. Practice effective safety and security within individual work routines. Develop and maintain positive relations with staff and service providers Follow written and verbal directions with minimal supervision Speak, read and follow written communications in English Perform basic spelling, math and grammar skills Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning Exercise judgment as to when to act independently and when to refer to higher authority Practice ethical and professional standards of conduct including the requirements of confidentiality Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community Interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success Continue professional growth Perform the essential functions of the job with or without reasonable accommodations
That's a huge block. It includes many items that could be considered knowledge, skills, abilities. We need to separate into sections: Requirements (education/experience), Skills (knowledge/abilities). The instruction: Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). So we can have sections: About the role (POSITION SUMMARY), Responsibilities (essential duties), Requirements (education/experience + maybe certifications), Skills (knowledge/abilities). Also maybe "Cultural Competence" could be part of Skills or separate? Could be its own section but we prefer few substantive sections. Could combine cultural competence into Skills. We also have PHYSICAL DEMANDS, WORK CONDITIONS, WORK SCHEDULE, REPORTING RELATIONSHIPS, REPRESENTATION, Level Of Compensation. We need to include Schedule and Pay sections if they have real specific content. Schedule we have. Pay we have "Level Of Compensation Paraeducator position on the PSE Salary Schedule." That's specific enough? It states compensation schedule but not numbers. I'd include Pay section with that sentence. Physical demands and work conditions maybe not required sections; but we could include as "Physical Demands" and "Work Conditions" if they have specific content. The instruction says prefer a few substantive sections over many thin ones. So maybe we drop those or combine into a "Working Conditions" section? But they didn't list that as example headings. The examples: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. So we should stick to those headings only. So we will not create Physical Demands or Work Conditions sections. We'll drop that info? But we must preserve ALL substantive information; cannot drop. However we could fold that info into existing sections like Responsibilities or About the role? But that might be misrepresenting. The instruction: "Prefer a few substantive sections over many thin ones." It doesn't forbid adding other sections not listed, but says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). The "e.g." suggests those are examples, not exclusive. But we should likely follow the pattern and only use those headings. However we must preserve all substantive info; we could include physical demands and work conditions under a "Responsibilities" or "About the role"? Might be awkward but we could add a subsection within Responsibilities? But we must not invent headings not listed? The instruction: "Use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It implies we should use those headings for sections; but we could also use other headings if needed? The examples are just examples; but to be safe, we can create additional sections like "Physical Demands" and "Work Conditions" using
. The instruction does not forbid that; it just gives examples. However later: "Prefer a few substantive sections over many thin ones." So we should avoid many thin sections. Physical demands and work conditions are each a block; could be combined into a "Working Conditions" section. But not in examples. I'd decide to include them as separate sections because they are substantive. But to limit number, maybe combine them into a "Working Conditions" section. However the instruction didn't list Working Conditions as example; but it's okay. But we also have REPORTING RELATIONSHIPS, REPRESENTATION. Those could be folded into "About the role" or "Responsibilities"? Might be minor metadata. Could fold into a short
under About the role. Given the instruction to fold minor metadata into a short
or drop it, we can treat Reporting Relationships, Representation, Classification History as minor metadata and either drop or put in a short p. Thus final sections: About the role (position summary), Responsibilities (essential duties), Requirements (education/experience + certifications), Skills (knowledge/abilities + cultural competence), Pay, Schedule. We need to ensure we don't repeat job title as heading. Now we need to format lists. Let's extract Requirements specifics: Education/Experience: - High School Diploma or Equivalent - AND one of the following: - AA degree - 48 College-Level Semester Credits - 72 College-Level Quarter Credits - Pass the state approved ParaPro Assessment Additional Requirements (maybe under Requirements): - Proficient in basic spelling, math and grammar skills - Experienced and/or training in reading instruction, remediation, and assessment Condition Of Employment (maybe also Requirements): - Pass a criminal background check - Complete the district's paraeducator core competency requirements - Successfully complete the FWPS district-approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class - Possess and maintain American Heart Association or American Red Cross CPR and first aid