Joliet Public Schools District 86
Pre Kindergarten Paraprofessional
Joliet Public Schools District 86, Joliet, Illinois, United States, 60432
Pre Kindergarten Paraprofessional at Joliet Public Schools District 86
Position
Position: Paraprofessional
Position Guide: Non‑Certificated Personnel
Full‑Time: 6 Hours – 9 Months
Part‑Time: 5 Hours – 9 Months
Bargaining Unit Position
Non‑Exempt
Reports To
Principal
Assistant Principal
Student Advisor
Program Coordinator
Student Services Coordinator
Classroom Teacher
Relates To
School Principal
Coordinators
Parents
Other Faculty and Office Staff
Job Summary Under the direction of the Principal or Assistant Principal and assigned classroom teacher, the paraprofessional assists in providing instruction to individuals or small groups of students in a classroom or instructional setting; performs various tasks in assisting with the educational needs associated with the particular program the paraprofessional is assigned to.
Paraprofessionals may function in instructional‑based, physically‑management based, or medically‑based roles. Job responsibilities may shift among these roles depending on the needs of the students. The information contained in this description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of duties performed for this position. Additional duties may be assigned.
Education, Experience, And/Or Certification
Valid State of Illinois Professional Educator License with Self‑Contained General Education Endorsement or Educator License with Stipulations (PARA)
High School Diploma or minimum of 30 semester hours of college credit/degree preferred
Must be NCLB highly qualified
Demonstrated concern for child’s well‑being
Willingness to accept instruction
Essential Duties And Responsibilities
Prepare for classroom and/or other assigned activities under the teacher’s and/or principal’s direction.
Assist the classroom teacher with instruction and supervision of students during classroom activities.
Work with individual students or small groups to reinforce new skills initially introduced by the classroom teacher.
Assist the classroom teacher in devising and implementing strategies for reinforcing skills based on data.
Maintain anecdotal notes, written observations, and other approved forms of documentation for students when instructed to do so by the classroom teacher.
Assist with critical daily activities.
Communicate effectively with the public and district personnel using tact, courtesy, and good judgment.
Perform support functions requiring independent judgment, decision‑making, and problem‑solving in accordance with established policies and regulations.
Maintain privacy of sensitive and confidential information.
Follow oral and written instructions.
Perform general clerical duties such as preparation of instructional materials, scoring student work, preparing materials for classroom use, etc.
Operate a variety of office equipment such as copy machines, computers, and printers.
Possess language skills including composition, punctuation, spelling and correct usage.
Attend building meetings and in‑service training.
Commit to ongoing professional development.
Instructional‑Based Activities
Understands developmental characteristics of the age group and exceptional students.
Familiar with the teaching strategy the teacher wants to use.
Provides reinforcement as planned.
Aware of students’ strengths and weaknesses.
Provides the teacher with feedback on success/failure of student understanding.
Follows lesson plans developed by certified staff.
Clarifies directions and procedures.
Uses clear, age‑appropriate spoken/written sign language and vocabulary.
Asks questions of high quality with adequate wait time for student response.
Promotes classroom interaction.
Assists individual students or small groups with tasks.
Engages all students in discussion and encourages them to formulate questions.
Links content to students’ prior knowledge and experience.
Works with a variety of instructional grouping patterns to foster engagement.
Uses a variety of instructional strategies to meet learner needs.
Provides timely, specific feedback to learners.
Assesses student progress through data observation and recording.
Responsible for students with specific medical needs (e.g., toileting assistance, feeding, catheterization, lifting).
Behavior Monitoring
Establishes a positive working relationship with the student.
Monitors appropriate physical behavior.
Monitors appropriate on‑task behavior.
Charts behavior data.
Implements and follows any behavior management plans.
Keeps the teacher informed of behavior.
Follows teacher’s lead/guidelines for behavior controls.
Assisting Special Education Students
Assists general education teachers with modification of instruction per IEPs.
Works with small groups and individual students to support general education instruction.
Prepares instructional materials.
Assists with administration of general education assessment.
Assists with implementation of student behavior management plans.
Supports special education students in the general education curriculum in areas without IEP goals.
Supervisory Role Small groups of children or individuals, as assigned, under the supervision of a certified teacher.
Communication Skills
Strong communication and interpersonal skills.
Communicates clearly and concisely in oral and written form using diverse techniques and tools.
Composes correspondence, reports, and other required written materials.
Reads, analyzes, and interprets information.
Effectively presents information and responds to questions, inquiries, and complaints.
Shows courtesy, tact, and respect when dealing with others.
Mathematical Skills Ability to perform basic math using whole numbers, common fractions, and decimals consistent with position duties.
Reasoning Ability Ability to interpret various instructions and information in written, oral, diagrammatic, or schedule form.
Other Skills And Abilities
Knowledge of child guidance, principles, and practices.
Maintains confidentiality.
Knowledge of safe school environment practices.
Promotes a harassment‑free environment.
Establishes and maintains effective working relationships; demonstrates teamwork.
Learns and utilizes office equipment, computers, and software, especially as systems upgrade.
Learns and upgrades job skills to meet changing demands.
Excellent computer and keyboarding skills.
Excellent grammatical, spelling, and punctuation skills.
Handles pressure, balances multiple demands, works with frequent interruptions, and performs duties at expected professionalism.
Complies with district, board, state, and federal laws, methods, policies, and procedures.
Works independently with minimum supervision.
Uses independent judgment and demonstrates initiative.
May assist with students requiring toileting or feeding assistance or lifting.
Performs other duties as assigned.
Physical Demands Employee is regularly required to stand, walk, sit, talk, and hear; reach with hands and arms, stoop, kneel, crouch, or crawl. May occasionally lift and/or move up to 20 pounds. Vision: close and distance.
Work Environment Indoor and occasional outdoor duties; constant interruptions and inflexible deadlines; noise level quiet to moderate. Requires occasional in‑district and out‑of‑town travel for training or duties.
Seniority level
Entry level
Employment type
Part‑time
Job function
Education and Training
Industries
Education Administration Programs
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Position
Position: Paraprofessional
Position Guide: Non‑Certificated Personnel
Full‑Time: 6 Hours – 9 Months
Part‑Time: 5 Hours – 9 Months
Bargaining Unit Position
Non‑Exempt
Reports To
Principal
Assistant Principal
Student Advisor
Program Coordinator
Student Services Coordinator
Classroom Teacher
Relates To
School Principal
Coordinators
Parents
Other Faculty and Office Staff
Job Summary Under the direction of the Principal or Assistant Principal and assigned classroom teacher, the paraprofessional assists in providing instruction to individuals or small groups of students in a classroom or instructional setting; performs various tasks in assisting with the educational needs associated with the particular program the paraprofessional is assigned to.
Paraprofessionals may function in instructional‑based, physically‑management based, or medically‑based roles. Job responsibilities may shift among these roles depending on the needs of the students. The information contained in this description is in compliance with the Americans with Disabilities Act and is not an exhaustive list of duties performed for this position. Additional duties may be assigned.
Education, Experience, And/Or Certification
Valid State of Illinois Professional Educator License with Self‑Contained General Education Endorsement or Educator License with Stipulations (PARA)
High School Diploma or minimum of 30 semester hours of college credit/degree preferred
Must be NCLB highly qualified
Demonstrated concern for child’s well‑being
Willingness to accept instruction
Essential Duties And Responsibilities
Prepare for classroom and/or other assigned activities under the teacher’s and/or principal’s direction.
Assist the classroom teacher with instruction and supervision of students during classroom activities.
Work with individual students or small groups to reinforce new skills initially introduced by the classroom teacher.
Assist the classroom teacher in devising and implementing strategies for reinforcing skills based on data.
Maintain anecdotal notes, written observations, and other approved forms of documentation for students when instructed to do so by the classroom teacher.
Assist with critical daily activities.
Communicate effectively with the public and district personnel using tact, courtesy, and good judgment.
Perform support functions requiring independent judgment, decision‑making, and problem‑solving in accordance with established policies and regulations.
Maintain privacy of sensitive and confidential information.
Follow oral and written instructions.
Perform general clerical duties such as preparation of instructional materials, scoring student work, preparing materials for classroom use, etc.
Operate a variety of office equipment such as copy machines, computers, and printers.
Possess language skills including composition, punctuation, spelling and correct usage.
Attend building meetings and in‑service training.
Commit to ongoing professional development.
Instructional‑Based Activities
Understands developmental characteristics of the age group and exceptional students.
Familiar with the teaching strategy the teacher wants to use.
Provides reinforcement as planned.
Aware of students’ strengths and weaknesses.
Provides the teacher with feedback on success/failure of student understanding.
Follows lesson plans developed by certified staff.
Clarifies directions and procedures.
Uses clear, age‑appropriate spoken/written sign language and vocabulary.
Asks questions of high quality with adequate wait time for student response.
Promotes classroom interaction.
Assists individual students or small groups with tasks.
Engages all students in discussion and encourages them to formulate questions.
Links content to students’ prior knowledge and experience.
Works with a variety of instructional grouping patterns to foster engagement.
Uses a variety of instructional strategies to meet learner needs.
Provides timely, specific feedback to learners.
Assesses student progress through data observation and recording.
Responsible for students with specific medical needs (e.g., toileting assistance, feeding, catheterization, lifting).
Behavior Monitoring
Establishes a positive working relationship with the student.
Monitors appropriate physical behavior.
Monitors appropriate on‑task behavior.
Charts behavior data.
Implements and follows any behavior management plans.
Keeps the teacher informed of behavior.
Follows teacher’s lead/guidelines for behavior controls.
Assisting Special Education Students
Assists general education teachers with modification of instruction per IEPs.
Works with small groups and individual students to support general education instruction.
Prepares instructional materials.
Assists with administration of general education assessment.
Assists with implementation of student behavior management plans.
Supports special education students in the general education curriculum in areas without IEP goals.
Supervisory Role Small groups of children or individuals, as assigned, under the supervision of a certified teacher.
Communication Skills
Strong communication and interpersonal skills.
Communicates clearly and concisely in oral and written form using diverse techniques and tools.
Composes correspondence, reports, and other required written materials.
Reads, analyzes, and interprets information.
Effectively presents information and responds to questions, inquiries, and complaints.
Shows courtesy, tact, and respect when dealing with others.
Mathematical Skills Ability to perform basic math using whole numbers, common fractions, and decimals consistent with position duties.
Reasoning Ability Ability to interpret various instructions and information in written, oral, diagrammatic, or schedule form.
Other Skills And Abilities
Knowledge of child guidance, principles, and practices.
Maintains confidentiality.
Knowledge of safe school environment practices.
Promotes a harassment‑free environment.
Establishes and maintains effective working relationships; demonstrates teamwork.
Learns and utilizes office equipment, computers, and software, especially as systems upgrade.
Learns and upgrades job skills to meet changing demands.
Excellent computer and keyboarding skills.
Excellent grammatical, spelling, and punctuation skills.
Handles pressure, balances multiple demands, works with frequent interruptions, and performs duties at expected professionalism.
Complies with district, board, state, and federal laws, methods, policies, and procedures.
Works independently with minimum supervision.
Uses independent judgment and demonstrates initiative.
May assist with students requiring toileting or feeding assistance or lifting.
Performs other duties as assigned.
Physical Demands Employee is regularly required to stand, walk, sit, talk, and hear; reach with hands and arms, stoop, kneel, crouch, or crawl. May occasionally lift and/or move up to 20 pounds. Vision: close and distance.
Work Environment Indoor and occasional outdoor duties; constant interruptions and inflexible deadlines; noise level quiet to moderate. Requires occasional in‑district and out‑of‑town travel for training or duties.
Seniority level
Entry level
Employment type
Part‑time
Job function
Education and Training
Industries
Education Administration Programs
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