SPECIAL EDUCATION PARA EDUCATOR - 7 HRS (3 OPENINGS)
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to preserve all substantive info. Not invent or summarize away detail. Avoid filler like "commensurate with experience". We have wages: $18.93 - New Hires: Entry level rate $14.93/hr.; Current employees in bargaining unit: refer to salary schedule; special education differential $4.00. That's pay info. So we can have a Pay section.
Schedule? Not mentioned. No schedule info. So omit Schedule.
Benefits? Not mentioned. Omit Benefits.
Skills? Could be derived from duties but we might have a Skills section if there is explicit list of skills. The posting includes "Ability to ..." many items; those are more like requirements/qualifications. Could put them under Requirements or Qualifications. We need to decide.
We have sections: About the role (maybe a brief summary). Could use a paragraph summarizing the role: Provide research based social skills instruction etc. But we must not invent; we can use the duties as Responsibilities.
Better: Use Responsibilities section for duties & responsibilities. Use Requirements/Qualifications for special qualification desired, physical requirements, work environment, etc. Could combine.
We need to avoid empty sections.
Let's extract:
- Application info: internal applicants open dates, external applicants open until filled. This is metadata; could be placed in a short
maybe under a heading like "Application Information"? But not in allowed headings list. The allowed headings are About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We could put application info under About the role as a brief paragraph.
- Wages/Pay: include Pay section.
- Duties & Responsibilities: Responsibilities section (list).
- Special Qualification Desired: could be Qualifications section.
- Physical Requirements and Work Environment: could be Requirements section (or part of Qualifications). We'll split: Requirements for physical demands and work environment; Qualifications for education/skills/experience.
- Skills: maybe we can list specific abilities as skills. But we already have many ability statements; could put them under Skills.
We need to avoid duplication. Let's decide:
About the role: brief paragraph summarizing purpose: Provide special education support, social skills instruction, etc. Use the first sentence(s) from duties.
Responsibilities: list of duties (the big list). Use
- .
Requirements: physical requirements and work environment (the Physical Requirements of Position and Work Environment paragraphs). Use
- for each bullet? The text is prose; we can break into bullet points for each requirement. But we must preserve all substantive info; we can convert sentences into list items.
Qualifications: special qualification desired (ability to work with students with significant academic, behavior, and social skills difficulties; genuine care; demonstrated ability to follow directives). Also maybe mention Medicaid Fraud background check requirement, special education differential pay acknowledgment, etc. Could include those as qualifications.
Skills: maybe list specific abilities like ability to analyze situation, interact appropriately, team player, people skills, accompany students, supervise, work individually, assist with hygiene, accompany to PE, manage environment, follow behavior plans, recognize need, flexible, nurture, patience, dependability, accept responsibility, climb stairs, walk long distances, navigate city bus, follow specific procedures, accompany to community work sites, data collection, paperwork, flexible schedule, interpersonal skills, support MTSS, sign vacancy notice, pass Medicaid Fraud check, ability to physically restrain if trained, remain calm, collaborative work, contribute to team planning, lift, toileting, diapering, hygiene, extended standing/sitting, ride bus, participate in physical activities, model attitude, accept direction, maintain confidentiality. That's a lot; could be under Skills.
But we must not invent; we can list them as
- items.
We need to ensure we don't create sections with filler. All content is specific.
Let's craft HTML:
About the role
Provide research based social skills instruction and intervention under supervision of certified teacher for special education students, supporting academic assistance, behavior interventions, and daily living skills across various settings.
Responsibilities
- Provide research based social skills instruction and intervention under supervision of certified teacher.
- Attend any additional required evening trainings or meetings during the school year or summer.
- Accept feedback from specialists and special education facilitator and implement changes in instruction.
- Follow directives of classroom teacher, building administration, and district administration.
- Work with students who are explosive in nature and engage in physical and verbal aggression.
- Work with students with learning, behavior, physical, and/or cognitive disabilities, mild, moderate and/or severe; including students diagnosed with Autism and Spectrum Disorder.
- Provide services for special education students as needed in special or general education setting.
- Under direction of special education teacher, provide academic assistance, behavior interventions, and instruction of social skills and daily living skills.
- Attend field trips with student as necessary.
- Regular attendance at work is required to meet IEP services and ensure provision of FAPE.
- Analyze given situation and respond appropriately.
- Interact appropriately with all students as a potpourri of assistance is required.
- Be a team player to assist in all aspects needed within the classroom, cafeteria, hallway, etc.
- Have good "people" skills to work with students, others in the classroom and the building.
- Accompany students to and from the bus.
- Supervise students in classroom, at lunch/breakfast, in the building, on field trips and at work sites.
- Work individually with one student or a small group of students as assigned.
- Accompany students to the restroom and assist in the restroom.
- Assist students with changing clothes and other hygiene needs.
- Accompany one or more students to and assist them in physical education.
- Ability to work with one or more students on classroom assignments.
- Accompany one or more students to general education classes and assist as needed and as directed by special education teacher or principal based upon IEP.
- Manage the environment and protect student(s) during the school day.
- Follow multiple behavior plans for students at the same time and implement changes when directed.
- Recognize the need for and initiate activities with student(s).
- Be flexible with assignment, changing duties when needed and directed by building principal, teacher and/or facilitator.
- Personal qualities: nurture, patience, dependability, ability to accept responsibility.
- Ability to climb stairs.
- Ability to walk long distances in the building and out in the community.
- Ability to navigate (with training) the City Bus System.
- Follow specific procedures in teaching new skills as directed by the teacher.
- Accompany one or more students to community and building work sites and provide instruction, supervision and behavior modification while on the site independently.
- Ability to do accurate data collection and graphing as guided by the teacher.
- Complete necessary paperwork accurately and timely, as guided by the teacher.
- Be flexible in the day-to-day schedule.
- Possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
- Support Davenport's multi-tiered system of supports (MTSS) for both behavior and academics.
- Sign vacancy notice acknowledging willingness to perform duties, responsibilities, and expectations (for those receiving Special Education differential pay).
- Pass Medicaid Fraud background check prior to hire, and periodically thereafter.
- Ability to physically restrain students if trained to do so and as needed based upon building principal's directives.
- Remain calm and respectful when students are in crisis.
- Engage in collaborative work and contribute to team planning.
- Position may require lifting.
- Position may require toileting, diapering, hygiene care, and/or supervision in the restroom.
- Position may require extended standing or sitting.
- Position may include riding bus with student(s).
- Ability to participate in and direct extensive physical activities.
- Supervise students in out of classroom activities during the assigned work day.
- Ability to model positive attitude and team cooperation for the student.
- Accept direction from special education teachers.
- Maintain confidentiality.
But that list is huge and includes many items that are also physical requirements etc. Might be too much duplication. However the instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. So we need to keep everything. But we can organize into sections to avoid massive list. Perhaps better to split: Responsibilities for core duties; Requirements for physical demands and work environment; Qualifications for special qualification desired and background checks; Skills for ability statements.
But we still need to preserve all info; we can still list them but under appropriate sections.
Let's categorize:
Responsibilities: core duties (instruction, assistance, field trips, attendance, etc.)
Requirements: physical requirements (lift 50 lbs, supervise in all weather, implement CPI, etc.) and work environment (noise level, indoors/outdoors, non-air-conditioned, tobacco/alcohol-free, fast-paced, direct responsibility for safety).
Qualifications: special qualification desired (ability to work with students with significant academic, behavior, and social skills difficulties; genuine care; demonstrated ability to follow directives). Also maybe mention Medicaid Fraud background check, signing vacancy notice, etc.
Skills: many ability statements (analyze situation, interact appropriately, team player, people skills, accompany students, supervise, work individually, assist with hygiene, accompany to PE, work on assignments, accompany to gen ed, manage environment, follow behavior plans, recognize need, flexible, nurture, patience, dependability, accept responsibility, climb stairs, walk long distances, navigate city bus, follow specific procedures, accompany to community work sites, data collection, paperwork, flexible schedule, interpersonal skills, support MTSS, sign vacancy notice, pass Medicaid Fraud check, physically restrain if trained, remain calm, collaborative work, contribute to team planning, lift, toileting/diapering, extended standing/sitting, ride bus, participate in physical activities, model attitude, accept direction, maintain confidentiality). Some of these overlap with responsibilities and requirements; but we can keep them under Skills as ability statements.
We need to avoid duplication but still preserve info. Duplication is okay as long as we don't lose info. However we might be repeating same content multiple times; but that's okay.
But we need to ensure we don't create sections with filler. All sections will have content.
Let's craft sections:
About the role: short paragraph summarizing role.
Responsibilities: list of duties (the big list but we can trim to core duties). However we must preserve all substantive info; if we omit some duties, we lose info. So we need to include all duties. But we can include them in Responsibilities list; that will be huge but okay.
Requirements: physical requirements and work environment.
Qualifications: special qualification desired + Medicaid Fraud background check + signing vacancy notice.
Skills: ability
for prose. We need to preserve all substantive info. Not invent or summarize away detail. Avoid filler like "commensurate with experience". We have wages: $18.93 - New Hires: Entry level rate $14.93/hr.; Current employees in bargaining unit: refer to salary schedule; special education differential $4.00. That's pay info. So we can have a Pay section. Schedule? Not mentioned. No schedule info. So omit Schedule. Benefits? Not mentioned. Omit Benefits. Skills? Could be derived from duties but we might have a Skills section if there is explicit list of skills. The posting includes "Ability to ..." many items; those are more like requirements/qualifications. Could put them under Requirements or Qualifications. We need to decide. We have sections: About the role (maybe a brief summary). Could use a paragraph summarizing the role: Provide research based social skills instruction etc. But we must not invent; we can use the duties as Responsibilities. Better: Use Responsibilities section for duties & responsibilities. Use Requirements/Qualifications for special qualification desired, physical requirements, work environment, etc. Could combine. We need to avoid empty sections. Let's extract: - Application info: internal applicants open dates, external applicants open until filled. This is metadata; could be placed in a short
maybe under a heading like "Application Information"? But not in allowed headings list. The allowed headings are About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We could put application info under About the role as a brief paragraph. - Wages/Pay: include Pay section. - Duties & Responsibilities: Responsibilities section (list). - Special Qualification Desired: could be Qualifications section. - Physical Requirements and Work Environment: could be Requirements section (or part of Qualifications). We'll split: Requirements for physical demands and work environment; Qualifications for education/skills/experience. - Skills: maybe we can list specific abilities as skills. But we already have many ability statements; could put them under Skills. We need to avoid duplication. Let's decide: About the role: brief paragraph summarizing purpose: Provide special education support, social skills instruction, etc. Use the first sentence(s) from duties. Responsibilities: list of duties (the big list). Use
- .
Requirements: physical requirements and work environment (the Physical Requirements of Position and Work Environment paragraphs). Use
- for each bullet? The text is prose; we can break into bullet points for each requirement. But we must preserve all substantive info; we can convert sentences into list items. Qualifications: special qualification desired (ability to work with students with significant academic, behavior, and social skills difficulties; genuine care; demonstrated ability to follow directives). Also maybe mention Medicaid Fraud background check requirement, special education differential pay acknowledgment, etc. Could include those as qualifications. Skills: maybe list specific abilities like ability to analyze situation, interact appropriately, team player, people skills, accompany students, supervise, work individually, assist with hygiene, accompany to PE, manage environment, follow behavior plans, recognize need, flexible, nurture, patience, dependability, accept responsibility, climb stairs, walk long distances, navigate city bus, follow specific procedures, accompany to community work sites, data collection, paperwork, flexible schedule, interpersonal skills, support MTSS, sign vacancy notice, pass Medicaid Fraud check, ability to physically restrain if trained, remain calm, collaborative work, contribute to team planning, lift, toileting, diapering, hygiene, extended standing/sitting, ride bus, participate in physical activities, model attitude, accept direction, maintain confidentiality. That's a lot; could be under Skills. But we must not invent; we can list them as
- items.
We need to ensure we don't create sections with filler. All content is specific.
Let's craft HTML:
About the role
Provide research based social skills instruction and intervention under supervision of certified teacher for special education students, supporting academic assistance, behavior interventions, and daily living skills across various settings.
Responsibilities
- Provide research based social skills instruction and intervention under supervision of certified teacher.
- Attend any additional required evening trainings or meetings during the school year or summer.
- Accept feedback from specialists and special education facilitator and implement changes in instruction.
- Follow directives of classroom teacher, building administration, and district administration.
- Work with students who are explosive in nature and engage in physical and verbal aggression.
- Work with students with learning, behavior, physical, and/or cognitive disabilities, mild, moderate and/or severe; including students diagnosed with Autism and Spectrum Disorder.
- Provide services for special education students as needed in special or general education setting.
- Under direction of special education teacher, provide academic assistance, behavior interventions, and instruction of social skills and daily living skills.
- Attend field trips with student as necessary.
- Regular attendance at work is required to meet IEP services and ensure provision of FAPE.
- Analyze given situation and respond appropriately.
- Interact appropriately with all students as a potpourri of assistance is required.
- Be a team player to assist in all aspects needed within the classroom, cafeteria, hallway, etc.
- Have good "people" skills to work with students, others in the classroom and the building.
- Accompany students to and from the bus.
- Supervise students in classroom, at lunch/breakfast, in the building, on field trips and at work sites.
- Work individually with one student or a small group of students as assigned.
- Accompany students to the restroom and assist in the restroom.
- Assist students with changing clothes and other hygiene needs.
- Accompany one or more students to and assist them in physical education.
- Ability to work with one or more students on classroom assignments.
- Accompany one or more students to general education classes and assist as needed and as directed by special education teacher or principal based upon IEP.
- Manage the environment and protect student(s) during the school day.
- Follow multiple behavior plans for students at the same time and implement changes when directed.
- Recognize the need for and initiate activities with student(s).
- Be flexible with assignment, changing duties when needed and directed by building principal, teacher and/or facilitator.
- Personal qualities: nurture, patience, dependability, ability to accept responsibility.
- Ability to climb stairs.
- Ability to walk long distances in the building and out in the community.
- Ability to navigate (with training) the City Bus System.
- Follow specific procedures in teaching new skills as directed by the teacher.
- Accompany one or more students to community and building work sites and provide instruction, supervision and behavior modification while on the site independently.
- Ability to do accurate data collection and graphing as guided by the teacher.
- Complete necessary paperwork accurately and timely, as guided by the teacher.
- Be flexible in the day-to-day schedule.
- Possess strong interpersonal skills with a proven record of building rapport with culturally diverse students to ensure each child reaches his/her full potential.
- Support Davenport's multi-tiered system of supports (MTSS) for both behavior and academics.
- Sign vacancy notice acknowledging willingness to perform duties, responsibilities, and expectations (for those receiving Special Education differential pay).
- Pass Medicaid Fraud background check prior to hire, and periodically thereafter.
- Ability to physically restrain students if trained to do so and as needed based upon building principal's directives.
- Remain calm and respectful when students are in crisis.
- Engage in collaborative work and contribute to team planning.
- Position may require lifting.
- Position may require toileting, diapering, hygiene care, and/or supervision in the restroom.
- Position may require extended standing or sitting.
- Position may include riding bus with student(s).
- Ability to participate in and direct extensive physical activities.
- Supervise students in out of classroom activities during the assigned work day.
- Ability to model positive attitude and team cooperation for the student.
- Accept direction from special education teachers.
- Maintain confidentiality.