Special Education Instructional Assistant
for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide which sections have content.
From posting:
- Job Title: SPED Instructional Assistant (we do not repeat as heading)
- Education: Targeted job-related education that meets the organization's requirements (some generic)
- Department/Group: Student Supports - Special Education
- Certificates & Licenses: Must have two years of college credit (48 semester credit hours from an accredited university, excluding remedial courses); an Associate's Degree from an accredited university; or a passing score on the Para-Pro exam. Must have or be willing to obtain First Aid and CPR certification
- Location: TBD (should be omitted as filler)
- Required Testing: Pre-employment Physical Exam
- Level/Salary Range: Support Salary Schedule (Asst. SPED) (this is Pay info)
- Continuing Education/Training: None Specified (skip)
- HR Contact: HR Director or HR Generalist (metadata)
- Position Type: Full Time
- Job Category: Classified
- Clearances: Criminal Justice Fingerprint/Background Clearance Passing score on the Para-Pro exam in lieu of college credit (duplicate)
- FLSA Status: Non-Exempt
- Job Description Purpose ... (description)
- Essential Functions (list of duties)
- Other Functions
- WORK ENVIRONMENT Physical Demands Required (list)
- Temperament (Personal Traits) (list)
- Reviewed By etc (metadata)
We need to produce sections: About the role (purpose), Responsibilities (essential functions + other functions?), Requirements (education, certificates, clearances, testing, etc.), Qualifications maybe overlapping with Requirements? But we should follow instruction: use headings for those categories if we have content. We can combine.
We must not create sections with filler like "commensurate with experience". Pay: we have Support Salary Schedule (Asst. SPED) - that's actual pay info, so we can include Pay section.
Schedule: we have Position Type: Full Time (that's schedule info). So we can include Schedule section.
Benefits: not mentioned, so omit.
Skills: maybe we can extract from essential functions? But we could create Skills section if we have specific skills listed. The posting includes many duties but not a explicit "Skills" list. Could we infer? Better to omit Skills if not explicit.
Thus sections: About the role (purpose paragraph), Responsibilities (essential functions + other functions maybe combined), Requirements (education, certificates/licenses, clearances, required testing, etc.), Pay (Support Salary Schedule), Schedule (Full Time). Possibly also Qualifications? But we have Requirements covering qualifications. Could also have Qualifications separate but risk duplication. Better to follow typical: Requirements = qualifications. We'll keep Requirements.
We need to use - for any list of duties/requirements/benefits. For prose use
.
We need to preserve all substantive information, not invent or summarize away detail. Must not omit required details.
We need to include all essential functions etc. That's a long list; we need to put them as list items under Responsibilities.
Also other functions: "Performs other job-related duties as assigned." That's a line; we can include as list item.
Physical demands and temperament maybe could be part of Responsibilities? But they are separate sections: WORK ENVIRONMENT Physical Demands Required and Temperament (Personal Traits). Could be part of Responsibilities or maybe we create a separate section like "Working Conditions"? Not in allowed headings. Allowed headings are only those listed. So we must fit them into existing headings: maybe under Responsibilities we can include physical demands and temperament as part of responsibilities? But they are not duties; they are requirements/conditions. Could put under Requirements? Might be okay.
But we must not invent headings; we can only use those headings. So we need to place all content under those headings.
Thus:
- About the role: purpose paragraph.
- Responsibilities: list of essential functions + other functions + physical demands + temperament? Might be too broad but acceptable.
- Requirements: education, certificates & licenses, clearances, required testing, maybe also HR contact? Not needed.
- Pay: Support Salary Schedule (Asst. SPED)
- Schedule: Full Time
We must not repeat job title.
We must not include metadata like HR Contact, Reviewed By etc unless they are substantive? They are minor metadata; we can drop or fold into short p. The instruction: "Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." So we can drop HR Contact etc. But we could include a short p for metadata like "HR Contact: HR Director or HR Generalist". However they said fold minor metadata into a short
or drop it. Safer to drop them.
We must preserve ALL substantive information; dropping HR Contact might be considered minor metadata, acceptable.
We must not include boilerplate like EEO etc (none present).
Now craft HTML.
We need to ensure we don't include any markdown fences.
Let's draft:
About the role
The role of Special Education Instructional Assistant was established for the purpose/s of working with individual and/or small groups of students under the supervision of a professionally licensed teacher in the supervision and instruction of students receiving support through an Individualized Education Plan (IEP). The SPED IA may provide support and services in the general education classroom, special education classroom, or during intervention.
Responsibilities
- Adapts classroom activities, assignments, and/or materials under the direction of the supervising teacher.
- Adapts classroom work in order to provide students with instructional materials that address individualized learning plans within established lesson plans.
- Administers classroom assignments, tests, homework assignments, make-up work, etc.
- Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. diapering, tube feeding, colostomy bags, medication, etc).
- Assists in completing all record keeping requirements.
- Assists in designing/utilizing appropriate materials for individual students in the general or special education classrooms.
- Assists in instructing children in health and personal habits, such as eating, resting, and toilet habits. (specifically Early Intervention)
- Assists in maintaining a safe work and play environment.
- Assists general and special education teachers in facilitating modifications and/or adaptations in the educational environment, instructional materials and/or equipment for special education students.
- Assists students, individually or in small groups, with lesson in order to practice and/or reinforce learning concepts and assist students in reaching academic goals and grade level standards.
- Assists students, under supervision of special education and/or general education teachers, in working toward meeting IEP objectives and goals.
- Assists the teacher in maintaining a positive, orderly, and academically focused learning condition in the instructional environment.
- Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job.
- Assumes the responsibility of having regular and timely attendance.
- Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the benefit of and in the best interest of students in the academic areas, athletics, special programs, extra-curricular activities, etc.
- Communicates with teachers as may be required to assist in evaluating progress and/or implement IEP objectives (where applicable).
- Discusses assigned duties with classroom teachers to coordinate instructional efforts.
- Dresses children and changes diapers as necessary.
- Employs and implements de-escalation/restraint strategies. Restraint training and certification is required.
- Employs special education strategies or techniques during instruction to improve the development of sensory and perceptual-motor skills, language, cognition, or memory as directed by supervising teacher.
- Follows all board policies, school system rules and administrative regulations.
- Fosters cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults.
- Implements IEPs that focus on improving areas of skill deficits.
- Implements self-care programs, including providing direct assistance to students (e.g., toileting, positioning, lifting feeding, etc.) as needed and under the direction of the supervising teacher.
- Implements, under the supervision of the assigned teacher, instructional programs and lesson plans.
- Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage.
- Maintains a high level of personal integrity and a strong work ethic.
- Maintains classroom equipment, work areas, and manual and electronic files and records to ensure the availability of items, provide written reference; and provide a safe learning environment.
- Maintains confidentiality relative to employee, student, and parent records/information and procedures according to legal and system guidelines such as the Employee Handbook.
- May be required to ride the school bus with students to monitor health and safety needs of students, provide medical care of students as needed, monitor the conduct of students, maintain discipline and safety, prevent altercations between students and damage to the bus. Participates in school bus safety drills.
- Monitors and supervises individual and/or groups of students in a variety of settings (e.g. classroom, playground, field trips, library, cafeteria, bus loading/unloading, etc.).
- Observe students and/or parents to detect signs of ill health, problem situations, and other concerns that should be reported to the teacher.
- Participates in and completes required hours of professional learning/training. (e.g. child development, early childhood education, health/safety, de-escalation and restraint, CPR, intervention, etc.)
- Prepares lesson materials, exhibits, equipment, and demonstrations.
- Provides direct academic and social skills instruction and support within the classroom or in a small group.
- Reports immediately, as required by law or school policy, to the appropriate agency(ies) and/or the principal or other persons designated by the school system, incidents involving unlawful student possession of weapons or drugs or fighting on school property.
- Reports immediately, as required by law, to the appropriate agency(ies) and the principal or other persons designated by the school system, incidents of actual or suspected child abuse, actual or suspected child sexual abuse.
- Responds promptly and professionally to inquiries from a variety of sources (e.g. teachers, students, parents, administrators, boosters, etc.).
- Responds to emergency situations and safety concerns as necessary and direct to appropriate personnel for resolution.
- Supports implementation of a classroom management/discipline and individual student discipline plan ensuring safety at all times.
- Supports implementation of and continuously monitors behavioral intervention plans as relates to student needs.
- Utilizes positive behavioral supports as appropriate.
- Utilizes special education teaching tools, techniques, and equipment as directed by the supervising teacher.
- Works directly with students within general education and special education classrooms providing special assistance and/or instruction.
- Performs other job-related duties as assigned.
- Physical demands: usual job demands heavy lifting over 60 lbs., occasionally (over 15% and up to 40 % of the time) within the classroom environment. Other physical demands that may be required are as follows: Pushing, pulling, Climbing, Stooping, kneeling, Reaching, Talking, Hearing, Seeing, Assist students who may require extra support with their physical needs.
- Temperament (Personal Traits): Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure
. We need to preserve all substantive information, not invent or summarize away detail. Must not omit required details. We need to include all essential functions etc. That's a long list; we need to put them as list items under Responsibilities. Also other functions: "Performs other job-related duties as assigned." That's a line; we can include as list item. Physical demands and temperament maybe could be part of Responsibilities? But they are separate sections: WORK ENVIRONMENT Physical Demands Required and Temperament (Personal Traits). Could be part of Responsibilities or maybe we create a separate section like "Working Conditions"? Not in allowed headings. Allowed headings are only those listed. So we must fit them into existing headings: maybe under Responsibilities we can include physical demands and temperament as part of responsibilities? But they are not duties; they are requirements/conditions. Could put under Requirements? Might be okay. But we must not invent headings; we can only use those headings. So we need to place all content under those headings. Thus: - About the role: purpose paragraph. - Responsibilities: list of essential functions + other functions + physical demands + temperament? Might be too broad but acceptable. - Requirements: education, certificates & licenses, clearances, required testing, maybe also HR contact? Not needed. - Pay: Support Salary Schedule (Asst. SPED) - Schedule: Full Time We must not repeat job title. We must not include metadata like HR Contact, Reviewed By etc unless they are substantive? They are minor metadata; we can drop or fold into short p. The instruction: "Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." So we can drop HR Contact etc. But we could include a short p for metadata like "HR Contact: HR Director or HR Generalist". However they said fold minor metadata into a short
or drop it. Safer to drop them. We must preserve ALL substantive information; dropping HR Contact might be considered minor metadata, acceptable. We must not include boilerplate like EEO etc (none present). Now craft HTML. We need to ensure we don't include any markdown fences. Let's draft:
About the role
The role of Special Education Instructional Assistant was established for the purpose/s of working with individual and/or small groups of students under the supervision of a professionally licensed teacher in the supervision and instruction of students receiving support through an Individualized Education Plan (IEP). The SPED IA may provide support and services in the general education classroom, special education classroom, or during intervention.
Responsibilities
- Adapts classroom activities, assignments, and/or materials under the direction of the supervising teacher.
- Adapts classroom work in order to provide students with instructional materials that address individualized learning plans within established lesson plans.
- Administers classroom assignments, tests, homework assignments, make-up work, etc.
- Administers immediate first aid and medical assistance as instructed by a health care professional (e.g. diapering, tube feeding, colostomy bags, medication, etc).
- Assists in completing all record keeping requirements.
- Assists in designing/utilizing appropriate materials for individual students in the general or special education classrooms.
- Assists in instructing children in health and personal habits, such as eating, resting, and toilet habits. (specifically Early Intervention)
- Assists in maintaining a safe work and play environment.
- Assists general and special education teachers in facilitating modifications and/or adaptations in the educational environment, instructional materials and/or equipment for special education students.
- Assists students, individually or in small groups, with lesson in order to practice and/or reinforce learning concepts and assist students in reaching academic goals and grade level standards.
- Assists students, under supervision of special education and/or general education teachers, in working toward meeting IEP objectives and goals.
- Assists the teacher in maintaining a positive, orderly, and academically focused learning condition in the instructional environment.
- Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job.
- Assumes the responsibility of having regular and timely attendance.
- Collaborates with instructional staff, other school personnel, parents and a variety of community resources for the benefit of and in the best interest of students in the academic areas, athletics, special programs, extra-curricular activities, etc.
- Communicates with teachers as may be required to assist in evaluating progress and/or implement IEP objectives (where applicable).
- Discusses assigned duties with classroom teachers to coordinate instructional efforts.
- Dresses children and changes diapers as necessary.
- Employs and implements de-escalation/restraint strategies. Restraint training and certification is required.
- Employs special education strategies or techniques during instruction to improve the development of sensory and perceptual-motor skills, language, cognition, or memory as directed by supervising teacher.
- Follows all board policies, school system rules and administrative regulations.
- Fosters cooperative social behavior through activities and group projects to assist students in forming satisfying relationships with other students and adults.
- Implements IEPs that focus on improving areas of skill deficits.
- Implements self-care programs, including providing direct assistance to students (e.g., toileting, positioning, lifting feeding, etc.) as needed and under the direction of the supervising teacher.
- Implements, under the supervision of the assigned teacher, instructional programs and lesson plans.
- Instructs and monitors students in the use and care of equipment and materials to prevent injuries and damage.
- Maintains a high level of personal integrity and a strong work ethic.
- Maintains classroom equipment, work areas, and manual and electronic files and records to ensure the availability of items, provide written reference; and provide a safe learning environment.
- Maintains confidentiality relative to employee, student, and parent records/information and procedures according to legal and system guidelines such as the Employee Handbook.
- May be required to ride the school bus with students to monitor health and safety needs of students, provide medical care of students as needed, monitor the conduct of students, maintain discipline and safety, prevent altercations between students and damage to the bus. Participates in school bus safety drills.
- Monitors and supervises individual and/or groups of students in a variety of settings (e.g. classroom, playground, field trips, library, cafeteria, bus loading/unloading, etc.).
- Observe students and/or parents to detect signs of ill health, problem situations, and other concerns that should be reported to the teacher.
- Participates in and completes required hours of professional learning/training. (e.g. child development, early childhood education, health/safety, de-escalation and restraint, CPR, intervention, etc.)
- Prepares lesson materials, exhibits, equipment, and demonstrations.
- Provides direct academic and social skills instruction and support within the classroom or in a small group.
- Reports immediately, as required by law or school policy, to the appropriate agency(ies) and/or the principal or other persons designated by the school system, incidents involving unlawful student possession of weapons or drugs or fighting on school property.
- Reports immediately, as required by law, to the appropriate agency(ies) and the principal or other persons designated by the school system, incidents of actual or suspected child abuse, actual or suspected child sexual abuse.
- Responds promptly and professionally to inquiries from a variety of sources (e.g. teachers, students, parents, administrators, boosters, etc.).
- Responds to emergency situations and safety concerns as necessary and direct to appropriate personnel for resolution.
- Supports implementation of a classroom management/discipline and individual student discipline plan ensuring safety at all times.
- Supports implementation of and continuously monitors behavioral intervention plans as relates to student needs.
- Utilizes positive behavioral supports as appropriate.
- Utilizes special education teaching tools, techniques, and equipment as directed by the supervising teacher.
- Works directly with students within general education and special education classrooms providing special assistance and/or instruction.
- Performs other job-related duties as assigned.
- Physical demands: usual job demands heavy lifting over 60 lbs., occasionally (over 15% and up to 40 % of the time) within the classroom environment. Other physical demands that may be required are as follows: Pushing, pulling, Climbing, Stooping, kneeling, Reaching, Talking, Hearing, Seeing, Assist students who may require extra support with their physical needs.
- Temperament (Personal Traits): Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure