Paraeducator - Early Childhood Education Preschool
for section headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We must not repeat job title. We need to extract content from posting.
We need to decide which sections have real specific content.
Let's parse the posting:
POSITION SUMMARY: description: under supervision of certified preschool teacher/specialist; assist with instructional tasks; major aspect: assisting with students ranging from one-on-one to small group activities.
ESSENTIAL DUTIES AND RESPONSIBILITIES: list of duties.
Other Responsibilities: instructional clerical tasks, work collaboratively, assist substitute teacher.
Required Qualifications: EDUCATION AND EXPERIENCE: High School Diploma or Equivalent and one of the following: AA degree, OR high school diploma + 48 college-level semester credits or 72 quarter credits, OR high school diploma + pass state approved paraeducator assessment test.
Additional Requirements: Proficient in basic spelling, math and grammar skills; Experienced and/or training in reading instruction, remediation, and assessment.
Preferred Qualifications: Experience working with student in early learning.
Condition Of Employment: list: Pass criminal background check; Complete district's paraeducator core competency requirements; Possess and maintain PBIS certificated course; Successfully complete FWPS district-approved Right Response training at advanced level; maintain current certification; Possess and maintain AHA or 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; Maintain good work attendance record, be punctual, 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.
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY: list.
PHYSICAL DEMANDS: description.
WORK CONDITIONS: description.
WORK SCHEDULE: This is a school year assignment. Hours and days will vary slightly from school to school.
REPORTING RELATIONSHIPS: Position reports to classroom teacher and/or department head and building principal. Position is evaluated by the building principal or designee.
REPRESENTATION: Public School Employees Union (PSE) SEIU Local 1948
Level Of Compensation: Paraeducator position on the PSE Salary Schedule. This position includes the following benefits prorated based on FTE - Medical, dental vision, sick and vacation leave, life insurance, retirement.
CLASSIFICATION HISTORY etc.
We need to include sections only when posting has real specific content. Avoid filler like "commensurate with experience". We have actual content for many sections.
We need to map to allowed headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule.
We can decide:
- About the role: could use POSITION SUMMARY.
- Responsibilities: ESSENTIAL DUTIES AND RESPONSIBILITIES plus Other Responsibilities.
- Requirements: maybe Required Qualifications (education/experience) plus Additional Requirements? Could be Requirements.
- Qualifications: maybe Preferred Qualifications? But we already used Required Qualifications. Could separate Requirements (education/experience) and Qualifications (preferred). However we have limited headings; we can use both Requirements and Qualifications if content exists.
- Skills: maybe the list of skills/abilities (including cultural competence, etc.) could go under Skills.
- Benefits: from Level Of Compensation: benefits list.
- Pay: maybe we have no specific pay amount; only "Paraeducator position on the PSE Salary Schedule." That's not a specific number; but we could still include Pay section with that statement? The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state benefits, and mentions salary schedule but not specific pay. It says "Paraeducator position on the PSE Salary Schedule." That is a statement about pay scale but not a specific number. Is that enough to include Pay? Probably yes, as it states the pay schedule. However we must avoid filler like "commensurate with experience". This is a specific statement: "Paraeducator position on the PSE Salary Schedule." That's real content. So we can include Pay.
- Schedule: WORK SCHEDULE: "This is a school year assignment. Hours and days will vary slightly from school to school." That's specific content, so include Schedule.
We also have other sections like WORK CONDITIONS, PHYSICAL DEMANDS, REPORTING RELATIONSHIPS, REPRESENTATION, CLASSIFICATION HISTORY. Those are not in allowed headings list; we should not create extra headings. We could incorporate that content into existing sections if relevant, but we must not invent headings. The instruction: "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." It implies we should only use those headings. So we should not add other headings. We need to decide where to place that extra info. Could we omit it? The instruction: "Preserve ALL substantive information; do NOT invent or summarize away detail." So we must keep all substantive info. If we cannot create extra headings, we need to fit that info under existing headings, perhaps as paragraphs under appropriate sections.
We can place WORK CONDITIONS and PHYSICAL DEMANDS under Responsibilities or maybe under Skills? But they are not skills. Could be under Responsibilities? Not exactly. Could be under Requirements? Not exactly. Could be under About the role? Might be okay to add as paragraphs under About the role or Responsibilities. The instruction says we must preserve all substantive info; we can include them as
under appropriate sections. Similarly REPORTING RELATIONSHIPS, REPRESENTATION, CLASSIFICATION HISTORY could go under About the role or maybe under Requirements? But we need to keep them. We need to avoid creating new headings; we can just add paragraphs. Let's structure:
About the role
POSITION SUMMARY content.
REPORTING RELATIONSHIPS content.
REPRESENTATION content.
CLASSIFICATION HISTORY content (maybe brief).
Responsibilities
- list of essential duties ... plus Other Responsibilities items.
Requirements
EDUCATION AND EXPERIENCE details.
Additional Requirements (list).
Qualifications
Preferred Qualifications: Experience working with student in early learning.
Skills
Required Knowledge, Skills and Abilities Related to Cultural Competence and Equity (list).
Also include other skills like proficiency in basic spelling, math, grammar; experienced/training in reading instruction; knowledge of IEPs; etc. But many of those are in Additional Requirements or Condition Of Employment. Might be redundant. We could combine. But we need to avoid duplication. Let's extract unique substantive info. Let's list all bullet-like items: From Essential Duties and Responsibilities (list): - Assist students with meeting their IEP goals/objectives and keep accurate records. - Assist the teacher in preparing the classroom and materials. - Assist in keeping the facilities clean and safe. - Assist students with washing, diapering, and toileting. - Perform medical procedures as determined by a registered nurse, such as but not limited to: tube feeding and administration of medication only when properly trained. - Frequent lifting and properly positioning of medically fragile students. - Work with students that have behavior problems that may require restraining. Implement and follow behavior plans. - Supervise/assist students at recess, Adaptive P.E., music and library. - Assist students on and off the bus. - Develop and maintain a positive rapport with students and staff. - Report and direct any questions or concerns made by parents or support staff to your immediate supervisor. - 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. Required Qualifications (Education/Experience): - High School Diploma or Equivalent - And one of the following: - AA degree, - OR high school diploma (or equivalent) and 48 college-level semester credits or 72 college-level quarter credits, - OR high school diploma (or equivalent) and pass the state approved paraeducator assessment test Additional Requirements: - Proficient in basic spelling, math and grammar skills - Experienced and/or training in reading instruction, remediation, and assessment Preferred Qualifications: - Experience working with student in early learning Condition Of Employment (many): - Pass a criminal background check - Complete the district's paraeducator core competency requirements - Possess and maintain Positive Behavior Interventions and Supports (PBIS) certificated course - 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