Granite School District
SpEd Inclusion Paraeducator
Granite School District, Salt Lake City, Utah, United States, 84193
Join to apply for the
SpEd Inclusion Paraeducator
role at
Granite School District .
Please note that this posting closes at 3:00 pm on the date listed above. If you have questions regarding this position, please contact Kim Babka, Principal, at (385)-646-5026 or email KBabka@graniteschools.org.
Hours per week: up to 29 Job Title: Inclusion Paraeducator Department: Special Education Supervisor: Principal Salary Schedule: Paraeducator (88) Lane Placement: C1 Contract Length: Hourly FLSA Classification: Non‑exempt Last Review Date: October 2020
Job Summary The Special Education resource paraeducator assists the supervising teacher by performing a variety of tasks to support instruction and classroom programming. The special education paraeducator always works under the direction of the supervising teacher. The main responsibilities of the paraeducator are to provide direct services to students. Attendance, physical presence, and timeliness are required and are essential functions of this position.
Essential Functions
Implement drill and practice exercises designed by the teacher for groups and individual students.
Keep accurate data on assigned groups and/or individual students. The teacher prepares the method to be used in data collection.
Supervise and monitor student instructional activities within the school and in the assigned community settings (e.g., public transportation, recess, employment skills, self‑help and personal skills).
Provide personal maintenance care for students related to self‑help and hygiene (e.g., tube feeding, oral feeding, catheter care, toilet training, diaper changing, tooth brushing).
Implement appropriate procedures consistently in managing student behavior in accordance with district policies.
Support a school environment that helps students develop and maintain a positive self‑concept.
Supervise students to help provide a safe learning environment.
Appropriately use classroom materials and technology.
Assist students in regular classes.
Prepare and adapt instructional materials under the direction of the classroom teacher.
Maintain professional confidentiality regarding student progress and discuss only with the supervising teacher, related service professionals, administrator, or program coordinator.
Must be able to work assigned hours.
Bus supervision may be included.
Participate in professional development training required by the Special Education Department.
Attend and be physically present; this is an essential function of the position.
Non‑Essential Functions
Other duties as assigned.
Required Education and Qualifications
High school diploma or equivalent.
One of the following if working in a Title 1 school: 48 hours of college credit; or
Pass the ParaPro exam.
Required Prior Experience
Prior work with individuals with disabilities preferred.
Required Knowledge and Skills
Ability to follow directions outlined by the special education teacher and related service professionals for instructional practice, behavioral interventions, and functional skills development.
Skilled in the operation of specific achievement testing and data collection.
Ability to effectively manage stress.
Assigned Decision Making
Makes decisions concerning the best way to accomplish tasks assigned by the classroom teacher and related service professionals.
Must take directions well and work within specific guidelines.
Makes suggestions but must be willing to follow directions.
Concerns for safety of self and others.
Interactions With Others
Interacts positively with students, parents, staff, teachers, administration, and other district personnel.
Supervisory Responsibility
Oversees the safety of students.
Budget Responsibility
NA
Working Environment
Work setting is mainly in the classroom.
May be asked to work inside or outside the building to accomplish assigned tasks; conditions can vary with weather.
May experience stress from disruptive students and/or groups of students.
Physical Requirements – Not Limited To The Following
Speak and/or hear. Frequently required to stand, walk, reach with hands and arms, stoop, kneel, and crouch. Occasionally required to use hands to handle or feel and must occasionally climb or balance.
Specific vision abilities required: close vision, distance vision, color vision, peripheral vision, and depth perception.
Must be able to stand or sit for long periods of time.
Must be able to lift and/or move up to 50 lbs.
Note: The list of essential and marginal functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.
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SpEd Inclusion Paraeducator
role at
Granite School District .
Please note that this posting closes at 3:00 pm on the date listed above. If you have questions regarding this position, please contact Kim Babka, Principal, at (385)-646-5026 or email KBabka@graniteschools.org.
Hours per week: up to 29 Job Title: Inclusion Paraeducator Department: Special Education Supervisor: Principal Salary Schedule: Paraeducator (88) Lane Placement: C1 Contract Length: Hourly FLSA Classification: Non‑exempt Last Review Date: October 2020
Job Summary The Special Education resource paraeducator assists the supervising teacher by performing a variety of tasks to support instruction and classroom programming. The special education paraeducator always works under the direction of the supervising teacher. The main responsibilities of the paraeducator are to provide direct services to students. Attendance, physical presence, and timeliness are required and are essential functions of this position.
Essential Functions
Implement drill and practice exercises designed by the teacher for groups and individual students.
Keep accurate data on assigned groups and/or individual students. The teacher prepares the method to be used in data collection.
Supervise and monitor student instructional activities within the school and in the assigned community settings (e.g., public transportation, recess, employment skills, self‑help and personal skills).
Provide personal maintenance care for students related to self‑help and hygiene (e.g., tube feeding, oral feeding, catheter care, toilet training, diaper changing, tooth brushing).
Implement appropriate procedures consistently in managing student behavior in accordance with district policies.
Support a school environment that helps students develop and maintain a positive self‑concept.
Supervise students to help provide a safe learning environment.
Appropriately use classroom materials and technology.
Assist students in regular classes.
Prepare and adapt instructional materials under the direction of the classroom teacher.
Maintain professional confidentiality regarding student progress and discuss only with the supervising teacher, related service professionals, administrator, or program coordinator.
Must be able to work assigned hours.
Bus supervision may be included.
Participate in professional development training required by the Special Education Department.
Attend and be physically present; this is an essential function of the position.
Non‑Essential Functions
Other duties as assigned.
Required Education and Qualifications
High school diploma or equivalent.
One of the following if working in a Title 1 school: 48 hours of college credit; or
Pass the ParaPro exam.
Required Prior Experience
Prior work with individuals with disabilities preferred.
Required Knowledge and Skills
Ability to follow directions outlined by the special education teacher and related service professionals for instructional practice, behavioral interventions, and functional skills development.
Skilled in the operation of specific achievement testing and data collection.
Ability to effectively manage stress.
Assigned Decision Making
Makes decisions concerning the best way to accomplish tasks assigned by the classroom teacher and related service professionals.
Must take directions well and work within specific guidelines.
Makes suggestions but must be willing to follow directions.
Concerns for safety of self and others.
Interactions With Others
Interacts positively with students, parents, staff, teachers, administration, and other district personnel.
Supervisory Responsibility
Oversees the safety of students.
Budget Responsibility
NA
Working Environment
Work setting is mainly in the classroom.
May be asked to work inside or outside the building to accomplish assigned tasks; conditions can vary with weather.
May experience stress from disruptive students and/or groups of students.
Physical Requirements – Not Limited To The Following
Speak and/or hear. Frequently required to stand, walk, reach with hands and arms, stoop, kneel, and crouch. Occasionally required to use hands to handle or feel and must occasionally climb or balance.
Specific vision abilities required: close vision, distance vision, color vision, peripheral vision, and depth perception.
Must be able to stand or sit for long periods of time.
Must be able to lift and/or move up to 50 lbs.
Note: The list of essential and marginal functions and of physical requirements is not exhaustive and may be supplemented in accordance with the requirements of the job.
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