Instructional Assistant - Special Programs PreK Social-Emotional Learning Program

## Overview # **POSITION TITLE (Oracle title)** INSTRUCTIONAL ASSISTANT-SPECIAL EDUCATION # **WORKING TITLE** Special Education Instructional Assistant-General Curriculum Special Education Instructional Assistant-Adapted Curriculum Special Assignment Instructional Assistant (SAIA) # **SCHOOL/DEPARTMENT** Elementary, Middle, or High School # **LOCATION** School Site # **PAY GRADE** Noncertified Grade 21 # **FLSA STATUS** Nonexempt # **ELIGIBILITY FOR EMPLOYMENT CONTRACT** No # **WORK WEEK SCHEDULE** Monday-Friday (occasional evenings and weekends/ Workday must not exceed more than 40 hours per week and begins at least 30 minutes prior to the instructional day for students.) # **POSITION PURPOSE:** Provides support and assists in coordinating instructional programs relating to special education students and their Individual Education Plans (IEP). Monitors programs with students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning. # **MINIMUM QUALIFICATIONS:** # ***(See Education and Training for requirements for*** ***TITLE I schools*** ***)*** ***KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)*** - Considerable knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps; - Working knowledge of successful instructional delivery methods; - Working knowledge of general classroom activities and routines; - Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations; - Ability to work in a team environment and effectively collaborate with others; - Ability to motivate students; - Ability to constantly monitor and supervise the safety and well-being of students; - Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles; - Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; - Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public. ## ***EDUCATION, TRAINING, AND EXPERIENCE*** ***ALL SCHOOLS*** - High school diploma or GED. ## ***EDUCATION, TRAINING, AND EXPERIENCE*** ***IF TITLE I SCHOOL*** - Meet the employment requirements outlined by the Every Student Succeeds Act (ESSA), Pub.L. 114-95, **AND** have one of the following: - Six documented semester hours of coursework in early childhood education, **OR** - Two years of work experience in an early childhood setting. ## ***CERTIFICATION AND LICENSE REQUIREMENTS*** - Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; **CPI training will be provided through Wake County Public School System (WCPSS), if needed**. # **PREFERRED QUALIFICATIONS:** - CPR and First Aid certification; - Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as, a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations). # **ESSENTIAL DUTIES AND RESPONSIBILITIES:** - Provides support and assistance to teachers in coordinating instructional programs for special education students, including familiarity with student’s IEP; ensures an encouraging, caring, safe, and healthful environment for all students. - Assists teachers with strategies related to the implementation of students’ behavioral intervention…