Stamford Public Schools
Toquam Magnet Elementary School: Long-term Substitute Special Education Paraeduc
Stamford Public Schools, Stamford, Connecticut, United States, 06925
Overview
Toquam Magnet Elementary School: Long-term Substitute Special Education Paraeducator – CORE Program POSITION TITLE: PARAEDUCATOR – SPECIAL EDUCATION – Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic) CORE – Creating Opportunities for Readiness and Exploration. CORE classrooms are designed for students with challenges in intellectual functioning, social skills, and daily living skills. CORE classrooms typically include at least one teacher, three paraeducators, and up to eight students. Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy. The role is funded through the Board of Education budget and is contingent on continued funding.
Responsibilities Student Support Duties & Responsibilities:
Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
Guide sensory diets, activity schedules and discreet trials.
Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
Participation in the documentation of school health based services.
Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
Assist with the supervision of students during emergency drills, assemblies, play periods, field trips, and in other non-classroom activities.
Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
Assist with implementation of Health Care plans for students and other medical needs.
Alert the teacher(s) regarding any problem or special information related to an individual student.
General / Administrative Duties & Responsibilities:
Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
Participate in professional development training programs, as required.
Perform other related duties, as assigned.
Knowledge, Skills & Abilities
Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
Effective communication and interpersonal skills.
Demonstrated ability to understand and follow oral and written instructions effectively.
Proficiency in basic reading, math, writing, and English.
Ability to work productively with children; appropriate reading, spelling, writing, and math skills to support students.
Physical condition commensurate with the essential functions of the position.
Good judgment, patience, tact, and courtesy; ethical practices for confidential communication about students.
Ability to establish and maintain cooperative and effective working relationships.
Minimum Qualifications
Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college.
Must possess or be willing to acquire the skills necessary to support specialized programs for Special Needs students, including related training (e.g., RBT training, behavioral plans, autism supports, seclusion and restraint training, ABA, or activities of daily living such as feeding and toileting).
Experience or training in working with children preferred.
Comfort with standard computer applications.
Working Conditions Environment:
The work environment includes indoor office/classroom settings, outdoor play, recreation areas and field trip locations. May involve assisting at-risk students with cognitive, social-emotional, and behavioral needs; some students may require support with eating, personal hygiene, wheelchair transfer, lifting and toileting.
Physical Demands:
The physical demands described are representative of those required to perform the essential functions. Reasonable accommodations may be made for individuals with disabilities. Work may involve extended periods of sitting and standing, lifting and transferring students, and restraining in emergencies as per safety protocols.
Regularly sit for extended periods to view/computer use; stand, walk, bend, stoop and kneel as needed.
Ability to lift and carry a minimum of 40 pounds; assist with transferring students as a team.
Vision, hearing, and speaking abilities necessary to perform the duties.
Compensation $107.00 per day.
Application Procedures Online application is required.
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Toquam Magnet Elementary School: Long-term Substitute Special Education Paraeducator – CORE Program POSITION TITLE: PARAEDUCATOR – SPECIAL EDUCATION – Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic) CORE – Creating Opportunities for Readiness and Exploration. CORE classrooms are designed for students with challenges in intellectual functioning, social skills, and daily living skills. CORE classrooms typically include at least one teacher, three paraeducators, and up to eight students. Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy. The role is funded through the Board of Education budget and is contingent on continued funding.
Responsibilities Student Support Duties & Responsibilities:
Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
Guide sensory diets, activity schedules and discreet trials.
Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
Participation in the documentation of school health based services.
Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
Assist with the supervision of students during emergency drills, assemblies, play periods, field trips, and in other non-classroom activities.
Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
Assist with implementation of Health Care plans for students and other medical needs.
Alert the teacher(s) regarding any problem or special information related to an individual student.
General / Administrative Duties & Responsibilities:
Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
Participate in professional development training programs, as required.
Perform other related duties, as assigned.
Knowledge, Skills & Abilities
Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
Effective communication and interpersonal skills.
Demonstrated ability to understand and follow oral and written instructions effectively.
Proficiency in basic reading, math, writing, and English.
Ability to work productively with children; appropriate reading, spelling, writing, and math skills to support students.
Physical condition commensurate with the essential functions of the position.
Good judgment, patience, tact, and courtesy; ethical practices for confidential communication about students.
Ability to establish and maintain cooperative and effective working relationships.
Minimum Qualifications
Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college.
Must possess or be willing to acquire the skills necessary to support specialized programs for Special Needs students, including related training (e.g., RBT training, behavioral plans, autism supports, seclusion and restraint training, ABA, or activities of daily living such as feeding and toileting).
Experience or training in working with children preferred.
Comfort with standard computer applications.
Working Conditions Environment:
The work environment includes indoor office/classroom settings, outdoor play, recreation areas and field trip locations. May involve assisting at-risk students with cognitive, social-emotional, and behavioral needs; some students may require support with eating, personal hygiene, wheelchair transfer, lifting and toileting.
Physical Demands:
The physical demands described are representative of those required to perform the essential functions. Reasonable accommodations may be made for individuals with disabilities. Work may involve extended periods of sitting and standing, lifting and transferring students, and restraining in emergencies as per safety protocols.
Regularly sit for extended periods to view/computer use; stand, walk, bend, stoop and kneel as needed.
Ability to lift and carry a minimum of 40 pounds; assist with transferring students as a team.
Vision, hearing, and speaking abilities necessary to perform the duties.
Compensation $107.00 per day.
Application Procedures Online application is required.
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