Paraprofesional de Educación Especial / Coach Laboral

description job category: school year - hourly employees classification: fte 1.0 job location: onsite starting hourly: $18.20 - $26.00, plus a sign-on stipend of $1,500 prorated based on start date. additional lanes may be applied based on the position. reports to: paraprofessional support manager description hmong college prep academy’s mission is to provide the best integrated, challenging, and well-rounded educational experience to students in grades k-12. if you want to make a difference as part of a dynamic educational community, we invite you to apply to join our team at hmong college prep academy where graduates will be rich in experiences, culture, knowledge and pride, and will be ready for the challenges of college and beyond. summary hcpa is a title i charter school that serves students through a school-wide plan for instruction that is focused on the needs of at-risk students. the special ed. paraprofessional/job coach duties are to support the classroom teachers and advance the hcpa’s educational programs. to create a classroom environment that is conducive to teaching, learning, and personal growth for students in accordance with each faculty members and student’s ability. to base one’s assistance to the classroom teacher on the premise that all children can learn and will learn to their highest potential. knowledge, skills and abilities: strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds. ability to communicate effectively, both orally and in writing. ability to work in a cooperative and collaborative learning environment. excellent organizational skills. knowledge of computer operation, applications, data entry and retrieval knowledge of office procedures, practices and policies knowledge of first aid procedures knowledge of the structure and content of the english language including the meaning and spelling of words, rules of composition, and grammar. knowledge of the work-based learning program, functions, and procedures within a school setting job coach responsibilities on the job training and support mentor students in their community-based worksite to develop skills pertinent to the job. support students with transferring workplace skills in other settings (ex: school/at home). assist in advocating and making accommodations/modifications in the workplace. encourage students to try a variety of tasks within the job. support students with independent living skills, such as using public transportation to travel to and from their community-based worksite. assist students to work towards their individual employment goals. work with teachers and worksite supervisors to collect data and take notes to complete individual training work agreements. instructional support tutor and assist students individually or in small groups to master assignments and to reinforce learning concepts presented by classroom teacher. use the lesson plan formats developed by licensed teachers to implement instructional support; present lessons to large groups to enable classroom teacher to work with small group, etc. use information provided during professional development and training sessions (when applicable) to strengthen instruction by incorporating appropriate strategies in group activities under the direction of the classroom teacher. include instructional strategies taught by licensed teachers to focus on learning needs of hcpa students in daily classroom support and activities. perform hall monitoring, bus duties and lunch room monitoring duties. assist in all school events, activities, sport program, and school functions. assume other requirements deemed necessary by the supervisor or his/her designee. ensure the hallways are clear and safe. ensure there are no students lingering in halls, bathrooms, stairways, etc. ensure students enter their appropriate classrooms. completing any additional tasks as deemed necessary by the leadership team. have the ability to : organize your own work, set priorities, and meet critical deadlines. analyze situations carefully and adopt effective courses of action. communicate effectively in oral and written format by using correct english grammar, spelling, vocabulary and punctuation. compile and maintain complex and extensive records and files. use pc hardware and software. compose general correspondence and documents. use modern office equipment. establish and maintain effective work relationships with those contacted in the performance of required duties. work under pressure, completing work in an accurate manner while meeting conflicting deadlines and schedules which are often set by others despite frequent interruptions. use initiative and exercise sound and effective judgment within established guidelines. maintain confidentiality of information. paraprofessional responsibilities provide behavior and academic support for students as directed by teacher/case manager related to iep goals, objectives, and behavioral plans. supervise students during non-instructional times (e.g. lunch, recess, field trips, and other activities), including escorting and assisting students to and from class(es). adapt instructional materials, equipment, and/or strategies as directed to accomplish the instructional objectives and meet student needs. reinforce instructional material(s), working with students on assignments, providing supplemental tutoring, guided practice, and other instructionally-relevant activities as directed by teacher/case manager. assist with activities of daily living (adls) as indicated in the student's iep or other formal supports as needed throughout the academic day. collaborate and provide academic and behavior data regarding, but not limited to, student progress, observations, needs, issues, behaviors. participate and/or provide input for student-related meetings as requested. use information provided during professional development and training sessions (when applicable) to strengthen instruction by incorporating appropriate strategies in group activities under the direction of the classroom teacher. evaluate one’s own instructional effectiveness; adjust methods of supporting student learning. assist students to use all technologies in the school enhance teaching/learning. assist teachers or staff with imputing student attendance, student grades, student behavior notes into powerschool. compile and maintain complex and extensive records and files. support teachers to maintain ongoing connections with students’ families. participate in ongoing and regular staff, team, and individual professional development; be a positive addition to discussions; participate in shared decision making. support a learning environment that is personally safe, culturally respectful, and educationally sound. assist classroom teachers in use of family and community resources to support the classroom instructional process. support teachers to collaborate with parents, community, and business organizations with all aspects relating to the college prep (cp) program and other academic programs. support teachers to collaborate with parents, community, and business organizations with all aspects relating to the college prep (cp) program and other academic programs. assist leadership team in ongoing marketing campaign: develop school flyers and marketing materials for student recruitment. collaborate with general education to adjust classroom instruction to meet the needs of special education students (i.e. ell strategies, best practices, enriched visual classroom environment). assist in riding special education transportation vehicles to monitor and support student behavior as well as those with physical limitations. supervise student activities, which may include: o bus duty – assist with walking students to the busses at the end of the day o breakfast and/or lunch duty – assist with monitoring based on a rotational schedule other duties as assigned accountabilities supports school goals and objectives consistent with the vision, mission, and values of hcpa. participates in creating a culture of excellence, teamwork and collaboration amongst the staff, teachers, students, and families; a culture that is positive, open to the views of others, and uses social skills to resolve conflicts. establishes and maintains effective and cooperative relationships with students, parents, teachers, and other school staff. responds appropriately and promptly to parent, student, and staff member needs. maintains strict confidentiality regarding students and the educational setting. engagement activities hcpa activities. these events take place outside of the traditional school day. hourly employees may select the activities that fit best with their interests. these activities may include open houses, school dances, prom, concerts, fall and spring parent /teacher conferences, etc. hourly employees should sign-up via sign-up genius. please note that any work over 40 hours must be approved by the designated admin. requirements required qualifications to work as an instructional paraprofessional in a program using title i, part a funds, the code of federal regulations (cfr) requires: o at least two years of college credits (usually 60 credits in minnesota) through an accredited institution of higher education; or o an associate’s or higher degree; or o a passing score on a valid and reliable formal assessment (see “paraprofessional assessments” below) demonstrating the knowledge and ability to assist with instruction in reading/language arts, writing, mathematics or readiness for each. - passed the parapro assessment with a qualifying score of 455. scores are valid for 10 years from the date of assessment. - the parapathways assessment is available at multiple test centers or remotely with an at-home version. the passing score is 332 in each subtest (reading/writing and mathematics). - the paraeducator online training and assessments package is available through most minnesota service cooperatives. it involves two assessments. the passing scores are 65% for the instructional support test and 70% for the knowledge and application test. the fee includes access to more than 100 training courses and unlimited assessment attempts through the school year. ability to work in a fast paced, busy, cooperative and collaborative learning environment. be knowledgeable using a pc computer and use microsoft applications. knowledge of first aid procedures. ability to analyze situations carefully and adopt effective courses of action. work under pressure, completing work in an accurate manner while meeting conflicting deadlines and schedules which are often set by others despite frequent interruptions. strong interpersonal skills - the ability to work effectively with students, parents, district staff and community members from diverse backgrounds. excellent organizational and time management skills; ability to multi-task; ability to organize their own work, set priorities and meet critical deadlines. knowledge of the programs, functions, and procedures of a school setting. ability to remain calm in emergency and stressful situations. ability to exercise initiative and sound and effective judgment within established guidelines. preferred qualifications: dot certification. preferred 3 years of experience in a school or classroom setting. other experience may be considered. experience working with children of diverse ethnic backgrounds in an urban school setting. make phone call and provide language interpretation to parents and students as needed. other information transcript - unofficial transcripts are accepted at the time of hire. you must submit official transcripts within 30 days of your start date. formal credential evaluation is required for post-secondary education completed outside of the united states. work environment/conditions duties are normally performed in a school/classroom envir