Teacher Assistant - Special Education (Self-Contained)
for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. We must not repeat job title. Must not include Job ID etc. Must preserve all substantive info. Remove boilerplate like FLSA Status, Grade, Revision Date, Location? Those are metadata; we can fold minor metadata into a short
or drop it. The instruction: "Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." So we can include a short paragraph with location maybe. But we need to preserve all substantive information. The location is "Elementary/Middle/High School". That's substantive? It's location. Could be included in a short
. Also FLSA Status, Grade, Revision Date maybe minor metadata; we could drop or include in a short paragraph. Probably better to include a short
with location and maybe FLSA status? But they said "fold minor metadata into a short
or drop it." So we can include a
containing location and maybe FLSA status etc. We need sections: About the role (Job Summary). Responsibilities (Duties And Responsibilities). Requirements (Minimum Qualifications). Qualifications? There's also "Special Education Aide II: completion of a minimum of 48 hours of college credit." That's a qualification. Could be part of Requirements or Qualifications. We'll decide. Skills: maybe "Ability to communicate clearly and effectively both verbally and in writing. Basic computing and spelling skills required. Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality. Experience in nursing, childcare, or special education preferred. Ability to maintain effective working relationships with teachers, parents, students, and administrators. Patience, flexibility, dependability, interest, punctuality, and ability to follow directions." Those are skills/abilities. Benefits, Pay, Schedule: none provided, so we must NOT create those sections. Supervision Exercised/Received, Working Conditions And Physical Requirements: Could be part of Responsibilities or maybe a separate section like Working Conditions? Not in allowed headings list. We could incorporate into Responsibilities or maybe a separate section not listed? The instruction says use
for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule). It doesn't forbid other headings, but says "Use for section headings (e.g. About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule)." Likely they expect only those headings. So we should map content to those.
Thus:
- About the role: Job Summary paragraph.
- Responsibilities: list of duties (the long list). Use - .
- Requirements: Minimum Qualifications (Knowledge, Skills and/or Abilities Required) maybe includes high school diploma, autism training, etc. Could be Requirements.
- Qualifications: maybe the Special Education Aide II: completion of 48 hours college credit. Could be separate Qualifications.
- Skills: the abilities list (communication, computing, etc.) Could be Skills.
We must not invent sections with filler. Ensure each heading has substantive content.
We also need to include location etc. Could add a short
before headings: maybe "Location: Elementary/Middle/High School. FLSA Status: Non-exempt. Grade: U02, U03. Revision Date: January 1, 2016." That's minor metadata.
Now produce HTML fragment.
Let's extract content precisely.
Job Summary: "Assists the teacher in implementing instructional procedures and objectives. Reinforces and implements instructional activities as prescribed by the teacher to provide additional time for instruction and guidance."
Duties And Responsibilities: list sentences. We'll break into bullet points.
List:
- Prepares classroom materials in accordance with needs of children; assumes partial responsibility for arranging and decorating the classroom environments to fit the needs of, and interests of, young developmentally delayed, emotionally disturbed, learning disabled, and/or other special education students.
- Encourages and assists students develop self-help skills.
- Works with individuals, small groups, or large groups of students as assigned by teacher.
- Collects data on student performance and progress as directed by the teacher.
- Observes and monitors students' progress and emotional behavior.
- Assists in maintaining complete and accurate student records.
- Accompanies students to and from lunchroom, buses, and on field trips.
- Escorts children as needed to classroom activities.
- Assists the teacher with classroom discipline.
- Assists classroom teacher in providing for the social, emotional, and physical needs of special education students.
- Takes appropriate action in instances of special medical needs.
- Monitors students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment.
- Assists students in preparing for the transition from the self-contained class to the mainstream when appropriate.
- Provides input to the teacher in planning daily and long-range programs for students.
- Assists in skills practice and reinforcement activities previously introduced by the teacher, either individually or in small groups.
- Performs clerical duties, including preparing and operating audiovisual equipment, photocopying, laminating, typing, and other computer related skills.
- Checks and updates files, attendance, and other classroom operation records.
- Maintains a clean and orderly environment.
- Participates in school and district staff development programs and scheduled meetings.
- Models the WJCC Strategic Plan Values: Individualism, Integrity, Innovation, Accountability and Collaboration.
- Performs other duties as assigned.
Minimum Qualifications (Knowledge, Skills and/or Abilities Required):
- High school diploma or GED certificate.
- As of September 1, 2014, all exceptional education instructional assistants must complete the required autism paraprofessional training as outlined by the Virginia Department of Education and provide documentation to Human Resources to be eligible for employment.
- Ability to communicate clearly and effectively both verbally and in writing.
- Basic computing and spelling skills required.
- Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality.
- Experience in nursing, childcare, or special education preferred.
- Ability to maintain effective working relationships with teachers, parents, students, and administrators.
- Patience, flexibility, dependability, interest, punctuality, and ability to follow directions.
Special Education Aide II: completion of a minimum of 48 hours of college credit.
Supervision Exercised: Monitors classroom activities in absence of the teacher.
Supervision Received: Performs duties under the supervision of principal. Reports directly to the teacher to whom assigned; receives annual performance evaluation from principal.
Working Conditions And Physical Requirements: list.
- Subject to a wide variety of behavioral situations associated with developmentally-delayed students.
- Duties are normally performed in a school/classroom environment.
- Duties may be occasionally performed on field trips away from school.
- The noise level in the work environment is usually moderate to loud.
- Duties may involve risk resulting from attending to students' physical or sanitation/hygiene needs.
- Significant standing; some walking, moving, climbing, carrying, bending, kneeling, crawling, reaching, handling, pushing and pulling.
- Must have the ability to lift or move 50 lbs.
- This job description in no way states or implies that these are the only duties to be performed by this employee. The incumbent will be required to follow any other instructions and to perform any other related duties as assigned by the principal or appropriate administrator.
- WJCC Public Schools reserves the right to update, revise or change this job description and related duties at any time.
We need to decide where to put supervision and working conditions. Could be part of Responsibilities or maybe a separate section not in allowed list. Could incorporate into Responsibilities as additional bullets. That would preserve all info.
Thus Responsibilities bullets will include all duties plus supervision and working conditions.
Now sections:
About the role: Job Summary paragraph.
Responsibilities: ul list of all duties (including supervision and working conditions).
Requirements: Minimum Qualifications (the list of high school diploma, autism training, etc.) maybe also include the college credit? But that is a qualification for Special Education Aide II. Could be Qualifications.
Skills: the abilities list (communication, computing, etc.) Actually many of those are also in Minimum Qualifications. Might be overlapping. But we need to avoid duplication? The instruction says preserve ALL substantive information; do not invent or summarize away detail. Duplication is okay if it's in original. But we might split: Requirements: education and training; Qualifications: college credit; Skills: abilities.
Let's parse:
Minimum Qualifications (Knowledge, Skills and/or Abilities Required) includes:
- High school diploma or GED certificate.
- Autism paraprofessional training.
- Ability to communicate clearly and effectively both verbally and in writing.
- Basic computing and spelling skills required.
- Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality.
- Experience in nursing, childcare, or special education preferred.
- Ability to maintain effective working relationships with teachers, parents, students, and administrators.
- Patience, flexibility, dependability, interest, punctuality, and ability to follow directions.
Then separate line: "Special Education Aide II: completion of a minimum of 48 hours of college credit."
Thus we could treat Requirements as the education/training (high school diploma, autism training). Qualifications as the college credit. Skills as the remaining abilities (communication, computing, concern, experience, relationships, patience etc). But the Minimum Qualifications already includes many ability items. However we can still separate.
But to avoid missing any, we can put all Minimum Qualifications items under Requirements, and then Qualifications as college credit, and Skills maybe empty? But we need to ensure we don't create a section with filler. If we put Skills empty, that's not allowed. So we need to decide.
Alternative: Use Requirements for education/training, Qualifications for college credit, Skills for the ability list (communication, computing, etc.). That way we use all three sections with substantive content.
Thus:
Requirements (
Requirements
):
- High school diploma or GED certificate.
- As of September 1, 2014, all exceptional education instructional assistants must complete the required autism paraprofessional training as outlined by the Virginia Department of Education and provide documentation to Human Resources to be eligible for employment.
Qualifications (Qualifications
):
- Special Education Aide II: completion of a minimum of 48 hours of college credit.
Skills (Skills
):
- Ability to communicate clearly and effectively both verbally and in writing.
- Basic computing and spelling skills required.
- Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality.
- Experience in nursing, childcare, or special education preferred.
- Ability to maintain effective working relationships with teachers, parents, students, and administrators.
- Patience, flexibility, dependability, interest, punctuality, and ability to follow directions.
Now Responsibilities includes all duties plus supervision and working conditions.
Let's craft the Responsibilities bullets:
- Prepares classroom materials in accordance with needs of children; assumes partial responsibility for arranging and decorating the classroom environments to fit the needs of, and interests of, young developmentally delayed, emotionally disturbed, learning disabled, and/or other special education students.
- Encourages and assists students develop self-help skills.
- Works with individuals, small groups, or large groups of students as assigned by teacher.
- Collects data on student performance and progress as directed by the teacher.
- Observes and monitors students' progress and emotional behavior.
- Assists in maintaining complete and accurate student records.
- Accompanies students to and from lunchroom, buses, and on field trips.
- Escorts children as needed to classroom activities.
- Assists the teacher with classroom discipline.
- Assists classroom teacher in providing for the social, emotional, and physical needs of special education students.
- Takes appropriate action in instances of special medical needs.
- Monitors students during assigned periods within a variety of school environments for the purpose of
- .
- Requirements: Minimum Qualifications (Knowledge, Skills and/or Abilities Required) maybe includes high school diploma, autism training, etc. Could be Requirements.
- Qualifications: maybe the Special Education Aide II: completion of 48 hours college credit. Could be separate Qualifications.
- Skills: the abilities list (communication, computing, etc.) Could be Skills.
We must not invent sections with filler. Ensure each heading has substantive content.
We also need to include location etc. Could add a short
before headings: maybe "Location: Elementary/Middle/High School. FLSA Status: Non-exempt. Grade: U02, U03. Revision Date: January 1, 2016." That's minor metadata. Now produce HTML fragment. Let's extract content precisely. Job Summary: "Assists the teacher in implementing instructional procedures and objectives. Reinforces and implements instructional activities as prescribed by the teacher to provide additional time for instruction and guidance." Duties And Responsibilities: list sentences. We'll break into bullet points. List: - Prepares classroom materials in accordance with needs of children; assumes partial responsibility for arranging and decorating the classroom environments to fit the needs of, and interests of, young developmentally delayed, emotionally disturbed, learning disabled, and/or other special education students. - Encourages and assists students develop self-help skills. - Works with individuals, small groups, or large groups of students as assigned by teacher. - Collects data on student performance and progress as directed by the teacher. - Observes and monitors students' progress and emotional behavior. - Assists in maintaining complete and accurate student records. - Accompanies students to and from lunchroom, buses, and on field trips. - Escorts children as needed to classroom activities. - Assists the teacher with classroom discipline. - Assists classroom teacher in providing for the social, emotional, and physical needs of special education students. - Takes appropriate action in instances of special medical needs. - Monitors students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive learning environment. - Assists students in preparing for the transition from the self-contained class to the mainstream when appropriate. - Provides input to the teacher in planning daily and long-range programs for students. - Assists in skills practice and reinforcement activities previously introduced by the teacher, either individually or in small groups. - Performs clerical duties, including preparing and operating audiovisual equipment, photocopying, laminating, typing, and other computer related skills. - Checks and updates files, attendance, and other classroom operation records. - Maintains a clean and orderly environment. - Participates in school and district staff development programs and scheduled meetings. - Models the WJCC Strategic Plan Values: Individualism, Integrity, Innovation, Accountability and Collaboration. - Performs other duties as assigned. Minimum Qualifications (Knowledge, Skills and/or Abilities Required): - High school diploma or GED certificate. - As of September 1, 2014, all exceptional education instructional assistants must complete the required autism paraprofessional training as outlined by the Virginia Department of Education and provide documentation to Human Resources to be eligible for employment. - Ability to communicate clearly and effectively both verbally and in writing. - Basic computing and spelling skills required. - Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality. - Experience in nursing, childcare, or special education preferred. - Ability to maintain effective working relationships with teachers, parents, students, and administrators. - Patience, flexibility, dependability, interest, punctuality, and ability to follow directions. Special Education Aide II: completion of a minimum of 48 hours of college credit. Supervision Exercised: Monitors classroom activities in absence of the teacher. Supervision Received: Performs duties under the supervision of principal. Reports directly to the teacher to whom assigned; receives annual performance evaluation from principal. Working Conditions And Physical Requirements: list. - Subject to a wide variety of behavioral situations associated with developmentally-delayed students. - Duties are normally performed in a school/classroom environment. - Duties may be occasionally performed on field trips away from school. - The noise level in the work environment is usually moderate to loud. - Duties may involve risk resulting from attending to students' physical or sanitation/hygiene needs. - Significant standing; some walking, moving, climbing, carrying, bending, kneeling, crawling, reaching, handling, pushing and pulling. - Must have the ability to lift or move 50 lbs. - This job description in no way states or implies that these are the only duties to be performed by this employee. The incumbent will be required to follow any other instructions and to perform any other related duties as assigned by the principal or appropriate administrator. - WJCC Public Schools reserves the right to update, revise or change this job description and related duties at any time. We need to decide where to put supervision and working conditions. Could be part of Responsibilities or maybe a separate section not in allowed list. Could incorporate into Responsibilities as additional bullets. That would preserve all info. Thus Responsibilities bullets will include all duties plus supervision and working conditions. Now sections: About the role: Job Summary paragraph. Responsibilities: ul list of all duties (including supervision and working conditions). Requirements: Minimum Qualifications (the list of high school diploma, autism training, etc.) maybe also include the college credit? But that is a qualification for Special Education Aide II. Could be Qualifications. Skills: the abilities list (communication, computing, etc.) Actually many of those are also in Minimum Qualifications. Might be overlapping. But we need to avoid duplication? The instruction says preserve ALL substantive information; do not invent or summarize away detail. Duplication is okay if it's in original. But we might split: Requirements: education and training; Qualifications: college credit; Skills: abilities. Let's parse: Minimum Qualifications (Knowledge, Skills and/or Abilities Required) includes: - High school diploma or GED certificate. - Autism paraprofessional training. - Ability to communicate clearly and effectively both verbally and in writing. - Basic computing and spelling skills required. - Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality. - Experience in nursing, childcare, or special education preferred. - Ability to maintain effective working relationships with teachers, parents, students, and administrators. - Patience, flexibility, dependability, interest, punctuality, and ability to follow directions. Then separate line: "Special Education Aide II: completion of a minimum of 48 hours of college credit." Thus we could treat Requirements as the education/training (high school diploma, autism training). Qualifications as the college credit. Skills as the remaining abilities (communication, computing, concern, experience, relationships, patience etc). But the Minimum Qualifications already includes many ability items. However we can still separate. But to avoid missing any, we can put all Minimum Qualifications items under Requirements, and then Qualifications as college credit, and Skills maybe empty? But we need to ensure we don't create a section with filler. If we put Skills empty, that's not allowed. So we need to decide. Alternative: Use Requirements for education/training, Qualifications for college credit, Skills for the ability list (communication, computing, etc.). That way we use all three sections with substantive content. Thus: Requirements (
Requirements
): - High school diploma or GED certificate. - As of September 1, 2014, all exceptional education instructional assistants must complete the required autism paraprofessional training as outlined by the Virginia Department of Education and provide documentation to Human Resources to be eligible for employment. Qualifications (Qualifications
): - Special Education Aide II: completion of a minimum of 48 hours of college credit. Skills (Skills
): - Ability to communicate clearly and effectively both verbally and in writing. - Basic computing and spelling skills required. - Concern for general welfare of children, ability to accept and support all children, and maintain confidentiality. - Experience in nursing, childcare, or special education preferred. - Ability to maintain effective working relationships with teachers, parents, students, and administrators. - Patience, flexibility, dependability, interest, punctuality, and ability to follow directions. Now Responsibilities includes all duties plus supervision and working conditions. Let's craft the Responsibilities bullets: - Prepares classroom materials in accordance with needs of children; assumes partial responsibility for arranging and decorating the classroom environments to fit the needs of, and interests of, young developmentally delayed, emotionally disturbed, learning disabled, and/or other special education students. - Encourages and assists students develop self-help skills. - Works with individuals, small groups, or large groups of students as assigned by teacher. - Collects data on student performance and progress as directed by the teacher. - Observes and monitors students' progress and emotional behavior. - Assists in maintaining complete and accurate student records. - Accompanies students to and from lunchroom, buses, and on field trips. - Escorts children as needed to classroom activities. - Assists the teacher with classroom discipline. - Assists classroom teacher in providing for the social, emotional, and physical needs of special education students. - Takes appropriate action in instances of special medical needs. - Monitors students during assigned periods within a variety of school environments for the purpose of