Highline Public Schools
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Paraeducator-Special Education EBC
at Highline Public Schools
Job Reference #: 2018-5642
Paraeducator-Special Education EBC
McMicken Heights Elementary
Hours Per Day:
Position Type: Continuing
Salary: $18.57 - $20.31
Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
Additional Information: This position will not be in a self-contained EBC classroom, it is for support of
one student within a mainstream setting for the entire day.
Check for additional Information
JOB TITLE: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC)
GROUP: Teamsters III - Paraeducator LEVEL: 13
FLSA STATUS: Non-exempt
WORK DAYS PER FISCAL YEAR: 180 HOLIDAYS: 11 or 12 dependent on school start date
SUMMARY: The job of Paraeducator - Special Education - EBC is done for the purpose of providing support to the instructional program within the assigned classroom with specific responsibility for assisting in the supervision, care and instruction of students with behavioral and emotional problems. The EBC Paraeducator assists in implementing plans for instruction; monitors student behavior during non-classroom time; provides information to appropriate school personnel; and attends team meetings.
CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship. The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future. The instructional vision articulated in the plan is organized around Four Pillars that guide professional and organizational practices: * Equitable access to rigorous, standards-based instruction. High-quality instruction for all students. * Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune their craft and grow in their profession. * Strong partnerships with families and community. Schools can’t do it alone. We are better when students, families, community and educators work hand-in-hand. * A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity, excellent service for all, and continuous improvement.
ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. * Adapts classroom activities, assignments and/or materials under the direction of the supervising teacher for the purpose of supporting and reinforcing individual student objectives. * Administers tests, homework, and make-up work for the purpose of supporting teachers in the classroom. * Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, etc.) for the purpose of acquiring and/or conveying information relative to job functions. * Communicates with supervising instructional staff, professional support personnel, for the purpose of assisting in evaluating progress and/or implementing IEP objectives. * Records student data as prescribed by the assigned teacher for the purpose of tracking student progress on IEP goals, behavior plans or aversive intervention plans. * Implements, under the supervision of assigned teacher, social skills instruction, behavior plans and aversive intervention plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of improving and/or reinforcing learning concepts.
JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC) * Uses defined team-prescribed vocabulary with students for the purpose of reinforcing appropriate social skills language, behavior and skills generalization. * Maintains and produces instructional materials and/or manual and electronic files/records for the purpose of ensuring availability of items and/or meeting mandated requirements. * Monitors students during assigned periods within a variety of school environments (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, parking lots, etc.) for the purpose of maintaining a safe and positive learning environment. * Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives, implementing IEP plans, and ensuring students' success in school. * Assists students with physical needs (e.g. lifting from a wheelchair, transporting, toileting, catheterization, feeding/tube feeding, etc.) for the purpose of ensuring that students’ most basic needs are met while at school. Other Functions * Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
EDUCATION AND EXPERIENCE: AA degree or High school diploma (or equivalent) and 72 college credits or High school diploma (or equivalent) and successful completion of an approved paraeducator assessment test
PREFERRED QUALIFICATIONS:: One year of experience working with Special Education students preferred
CONDITION OF EMPLOYMENT: Pass a post hire, pre-employment physical assessment test Criminal background clearance Paraeducator competencies 1-6; 7-11 & 13; 12 & 14 within 90 days of hire First Aid and CPR Certification within 90 days of hire and maintain certification Crisis Prevention Intervention certification; annual renewal of CPI certification required
KNOWLEDGE OF: Principles and practices of Para-education Principles and practices of special education Principles and practices of student safe behavior Conflict resolution techniques Positive behavior intervention techniques Safe physical restraint (CPI) techniques Assigned subject areas such as reading, English, and math Developmental and physical disabilities Modern office equipment Microcomputers and related software Simple record keeping and report preparation General health care and social services Working with families School board policies and procedures
ABILITY TO: Adapt to changing work priorities Remain calm in tense situations Work with constant interruptions Highline Public Schools 00P13SEEBC Paraeducator/Spec Ed EBC Lv13 Page 2 of 4
JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC) Assist in the instruction of special education Communicate effectively verbally and in writing Attend to detail and follow tasks through to completion Organize work, problem solve and select action plans Maintain effective working relationships with individuals and groups in a multicultural and diverse community Remain flexible to changes in assignments or situations Operate a variety of modern office equipment including microcomputers and related software Work as part of a team Provide instructional assistance Monitor student behavior Accurately maintain records and prepare reports Maintain strict confidentiality Comply with school board policies and follow administrative procedures
REPORTING RELATIONSHIP: Reports to Building Principal or designee
EVALUATION: This position will be evaluated by the Principal or designee based on performance of duties and responsibilities.
PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee frequently will stand and walk and use hands for repetitive grasping. The employee is occasionally required to sit, bend at neck and back, use hands for pushing and pulling and for fine manipulation; squat, kneel, climb stairs or ladders, reach overhead, lift overhead, knee stand, lift/carry and push/pull. The employee must constantly lift/carry up to 10 pounds and must frequently lift /carry up to 20 pounds. The employee will occasionally lift/carry a maximum of 52 lbs. The employee is occasionally required to push a maximum weight of 32 pounds and pull maximum weight of 31 pounds. Anything over the weight limits should be done as a two-person lift or with a mechanical lift.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The employee occasionally be exposed to outside weather conditions. The noise level in the work environment is usually moderate. The employee is required to properly wear any personal protection equipment supplied by the District. Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
CLASSIFICATION HISTORY Updated to add EEOC statement, 2017.03.07 Updated Superintendent’s statement, 2014.10.14 Revised education requirement language per suggestion of union business representative and agreement of district, 2014.02.03 Transferred to newest format by Human Resources, 2013.12.26 Revised by Human Resources to add district introduction, 2013.09.24 Updated by Human Resources, 2013/09 Revised by Human Resources with suggested changes from Special Services Department, 2013/05 Revised by Human Resources, 04/2009 Nash & Company, Para Educator - Special Education, 09/2004 Revised by Human Resources, changed from Special Education Paraprofessional to Special Education Para-Educator, 12/1995 Revised by E.A. Walsh and Company, 06/1991 Job Description prepared by E.A. Walsh and Company, 04/1989 Highline Public Schools 00P13SEEBC Paraeducator/Spec Ed EBC Lv13 Page 3 of 4
JOB DESCRIPTION: PARAEDUCATOR, SPECIAL EDUCATION - EMOTIONAL BEHAVIOR CENTER (EBC) Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate in admission, access, treatment, or employment in education programs or hiring practices on the basis of race, creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all students who are interested in participating in educational programs and/or extracurricular activities. Any person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121, email@example.com; Civil Rights Act: Executive Director of Student Support and Family Engagement, 206.631.3100, 206.631.3100, firstname.lastname@example.org; Section 504 of the Rehabilitation Act- Director of Health and Social Services, 206.631.3011, email@example.com Highline Public Schools 00P13SEEBC Paraeducator/Spec Ed EBC Lv13 Page 4 of 4
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