Special Education Functional Life Skills BHP Ed Tech II/III - Connors Elementary School

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Able to facilitate 1:1, 1:2 and small group instruction while meeting the needs of complex learners.
• This includes all academic and social opportunities throughout the day.
• Examples of this are any and all academic instruction and include other areas throughout a student's day such as lunch, recess, hallway transitions, and breaks with peers and transportation.
• Essentially this means that a RISE/DT Ed. Tech is always with their student(s), unless otherwise indicated by the IEP and/or Special Education Teacher direction.
• Able to implement and follow an IEP and PBSP.
• Responsible to implement de-escalation strategies throughout the day.
• Able to assist with setup of classroom, individual student area, and prepare materials for specialized instruction.
• Collect relevant data and data entry.
• Able to assist in assembling/hanging materials on bulletin boards and keep displays current as requested.
• Operate standard school equipment such as computer, laminator, copier, audiovisual, etc.
• Responsible for following day-to-day schedule of students.

QUALIFICATION REQUIREMENTS

• To perform this job successfully, an individual must be able to perform each essential duty satisfactorily.
• The requirements listed below are representative of the knowledge, skill, and/or ability required.
• Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

PREVIOUS EDUCATION AND EXPERIENCE

• Three years postsecondary education and/or the accumulation of 90 credit hours of approved study in a related area.
• (For vocational education three years of work experience in the field.)
• This is essential for Education Technician III certification required by Maine DOE.
• This is also required for (School Based) Behavioral Health Professional (BHP) certification.

OTHER SKILLS AND ABILITIES

• Previous work in child care and/or education is preferred.
• Ability to develop effective working relationships with students, staff and the school community.
• Ability to communicate clearly and concisely, both orally and in writing.
• Ability to perform duties with awareness of all district requirements and School committee policies.
• Willingness to advocate for inclusion of RISE students within the General Education setting.