INTERMEDIATE SCHOOL DISTRICT 917
Education Support Professional (Special Education: Autism Spectrum Disorders (AS
INTERMEDIATE SCHOOL DISTRICT 917, Minneapolis, Minnesota, United States, 55400
Overview
Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DCD)) role at INTERMEDIATE SCHOOL DISTRICT 917. Position Details
Position Title : Education Support Professional, Special Education Assignment Location : Bloomington Transition Center in Bloomington, MN, supporting students in the Transitional Ed Service Alternative Program (TESA) Program Hours per Day : 7.5 Schedule : 7:30 a.m. – 3:00 p.m., Monday through Friday, following school calendar as assigned Anticipated Start Date : ASAP Starting At : Starting pay rate: $22.55 / hour per the Education Support Professionals Contract Position Overview
Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our Education Support Professionals aid students in meeting their individualized education plan (IEP) goals in areas such as educational, communication, emotional, physical, and behavioral. They work with students individually and in small groups, with goals set by various professionals (speech-language pathologists, occupational therapists, mental health practitioners, and others). The role supports modeling respectful communication and appropriate behavior, and contributing to a safe, growth‑oriented school and community environment. The Education Support Professional works as part of a team, with collaboration, communication, and adaptability being essential, and follows District policy and State/Federal laws. Responsibilities
Assist classroom teacher in providing instruction and managing student educational programming. Adapt instructional materials, equipment, or strategies under the direction of the teacher or other professionals to provide differentiated instruction and meet student needs. Implement charting, data collection, paperwork, and other monitoring techniques to track student progress in behavioral, social, and educational areas. Assist licensed staff in classroom management and behavioral interventions to create a conducive learning environment. Utilize proactive behavior management, reinforce positive behaviors, employ de‑escalation techniques, and redirect inappropriate behaviors. May be required to use physical restraints. Assist students with daily routines, personal care, mobility, and daily living; escort students during arrival/departure and to classes or therapy; supervise in areas such as lunch, playground, gym, and off-site activities. Facilitate activities with a student or small group under the direction of the teacher, therapist, or related services staff. Support development of appropriate social skills and behavior through modeling, lessons, incentive plans, and charting. Help maintain student and environmental safety. Collaborate with related service personnel, teachers, fellow assistants, and other staff to meet student needs and sustain a positive work environment. Participate in training/in-service as assigned, in accordance with the contract. Perform other job-related duties as assigned. Qualifications
Willingness and ability to work with students receiving a high level of special education services. Must be highly qualified: Two years of college with 60 completed semester credits, an Associate’s or higher degree, or a passing score on the ParaPro assessment. Experience with children and/or individuals with special needs; general knowledge of practices used in teaching students. Other work history may be considered. Ability to work as an effective team member with staff, parents, and the community, building collaborative relationships. Willingness to complete training in Professional Crisis Management and to implement restrictive procedures. Ability to obtain PCA certification from the Department of Human Services. Strong oral, written, and interpersonal communication, maintained during high-stress and crisis situations. Ability and desire to work with assistive technology. Basic computer and email skills; proficiency in core educational subject areas. Physical Requirements
Ability to lift up to 50 pounds with assistance; support a student’s full body weight as needed. Frequent standing, walking, lifting, bending, leaning, and repetitive motions; occasional sitting, stooping, kneeling, and crouching. Ability to tolerate sudden jarring movement. Occasional exposure to outdoor weather and to bloodborne pathogens; may require wearing PPE. Work locations are generally moderately noisy. Equal Opportunity
Intermediate School District 917 is an equal opportunity employer.
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Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Developmental Cognitive Disabilities (DCD)) role at INTERMEDIATE SCHOOL DISTRICT 917. Position Details
Position Title : Education Support Professional, Special Education Assignment Location : Bloomington Transition Center in Bloomington, MN, supporting students in the Transitional Ed Service Alternative Program (TESA) Program Hours per Day : 7.5 Schedule : 7:30 a.m. – 3:00 p.m., Monday through Friday, following school calendar as assigned Anticipated Start Date : ASAP Starting At : Starting pay rate: $22.55 / hour per the Education Support Professionals Contract Position Overview
Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our Education Support Professionals aid students in meeting their individualized education plan (IEP) goals in areas such as educational, communication, emotional, physical, and behavioral. They work with students individually and in small groups, with goals set by various professionals (speech-language pathologists, occupational therapists, mental health practitioners, and others). The role supports modeling respectful communication and appropriate behavior, and contributing to a safe, growth‑oriented school and community environment. The Education Support Professional works as part of a team, with collaboration, communication, and adaptability being essential, and follows District policy and State/Federal laws. Responsibilities
Assist classroom teacher in providing instruction and managing student educational programming. Adapt instructional materials, equipment, or strategies under the direction of the teacher or other professionals to provide differentiated instruction and meet student needs. Implement charting, data collection, paperwork, and other monitoring techniques to track student progress in behavioral, social, and educational areas. Assist licensed staff in classroom management and behavioral interventions to create a conducive learning environment. Utilize proactive behavior management, reinforce positive behaviors, employ de‑escalation techniques, and redirect inappropriate behaviors. May be required to use physical restraints. Assist students with daily routines, personal care, mobility, and daily living; escort students during arrival/departure and to classes or therapy; supervise in areas such as lunch, playground, gym, and off-site activities. Facilitate activities with a student or small group under the direction of the teacher, therapist, or related services staff. Support development of appropriate social skills and behavior through modeling, lessons, incentive plans, and charting. Help maintain student and environmental safety. Collaborate with related service personnel, teachers, fellow assistants, and other staff to meet student needs and sustain a positive work environment. Participate in training/in-service as assigned, in accordance with the contract. Perform other job-related duties as assigned. Qualifications
Willingness and ability to work with students receiving a high level of special education services. Must be highly qualified: Two years of college with 60 completed semester credits, an Associate’s or higher degree, or a passing score on the ParaPro assessment. Experience with children and/or individuals with special needs; general knowledge of practices used in teaching students. Other work history may be considered. Ability to work as an effective team member with staff, parents, and the community, building collaborative relationships. Willingness to complete training in Professional Crisis Management and to implement restrictive procedures. Ability to obtain PCA certification from the Department of Human Services. Strong oral, written, and interpersonal communication, maintained during high-stress and crisis situations. Ability and desire to work with assistive technology. Basic computer and email skills; proficiency in core educational subject areas. Physical Requirements
Ability to lift up to 50 pounds with assistance; support a student’s full body weight as needed. Frequent standing, walking, lifting, bending, leaning, and repetitive motions; occasional sitting, stooping, kneeling, and crouching. Ability to tolerate sudden jarring movement. Occasional exposure to outdoor weather and to bloodborne pathogens; may require wearing PPE. Work locations are generally moderately noisy. Equal Opportunity
Intermediate School District 917 is an equal opportunity employer.
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