Job Description

DEAF/HARD OF HEARING SPECIAL EDUCATION PARA-EDUCATOR II

Title: Deaf/Hard of Hearing Special Education Para-Educator II

Reports To: Site/Program Manager, Classroom Teacher(s)

Department: Special Education

Work Year: 183 Days per year or as assigned

Classification: Classified

Salary: Classified (CSEA) Salary Schedule

Date Approved: January 2008

DESCRIPTION OF POSITION:

The responsibilities of the Deaf/Hard of Hearing Special Education Para-Educator II encompass a diverse set of tasks within the classroom setting, which include collaborating with teachers in lesson planning, delivering instruction, assessing student performance, and aiding students in enhancing their daily living abilities. They will also engage in preparing the classroom and ensuring its cleanliness.

REPRESENTATIVE DUTIES:

Assist teacher in the implementation of individualized instructional plans including, but not limited to providing specialized instruction to students either individually or in groups.
Supervise students in general education and community based programs; including recess, group activities, assist teacher with loading and unloading of buses, attending field trips, vocational training, and other school related activities.
Provide tutoring and instructional support to D/HH students to assist them in their classes to support the goals and objectives of the educational program.
Assist in data collection, maintaining records, class assignments and provide signing to assist in achieving IEP/IFSP goals and benchmarks; report student progress to assigned teachers.
Consult with classroom teachers to identify pupils in need of special assistance, identify unusual problems and report to teachers as appropriate.
Help maintain order in the classroom and assist with appropriate discipline when necessary. Perform class-related clerical work (e.g. receive and record lunch money; organize, inventory and secure materials and equipment; collect, review, grade, record and file students' work).
Assist students in use of computers, augmentative communication devices and other adaptive items including amplification devices and systems.
Assist students with daily living skills including dressing, toileting, feeding, positioning, and mobility.
May administer student medication and maintain medication logs under the direction of a physician and supervision of a school nurse.
Assist in creating and maintaining clean and sanitary instructional materials/equipment for special needs students.
May attend meetings such as IEP, SARB, parent-teacher meetings.
May be required to assist students with transportation including riding a school bus or public transportation.
Possess valid California Driver's License and ability to provide own transportation.
Under the appropriate supervision, conduct the activities of the classroom for a brief period of time in the absence of the teacher.
Perform related duties as required.

EDUCATION AND CREDENTIALS:

High School graduation or equivalent.
Must pass proficiency examination with a score of 3.0-3.9 by the national Registry of Interpreters for the Deaf (RID) or equivalent(such as the Educational Interpreter Performance Assessment (Ell)A), Educational Sign Skills Evaluation — Interpreter and Receptive (ESSE-I/R) or the National Association of the Deaf/American Consortium of Certified Interpreters (NAD/ACCI) assessment
Must meet requirements of "No Child Left Behind Act" (Associate Degree or two (2) years college required for all new applicants) added 1 1/01/02. In accordance with the provisions of the "No Child Left Behind Act," candidates possessing an Associates Degree or higher, or forty-eight (48) semester units, from an accredited institution of higher education (IHE) shall be hired in preference to those not possessing this requirement. Any person hired without these qualifications must meet the requirements of the Act by January of 2006.
Previous experience in the specialized care and supervision of children is desirable.
Professional or volunteer work with children or adults with special needs is highly desirable.

KNOWLEDGE SKILLS AND ABILITIES:

KNOWLEDGE OF:

ssues of ethics, culture and professionalism in an educational setting.
Educational implications, challenges, psychological and social issues that D/HH students face and their effect on language acquisition and development.
A broad spectrum of knowledge in the humanities, sciences, and the arts, often collectively called general studies as well as a competent use of standard oral and written English.
Additional support services (e.g. tutoring techniques and responsibilities; note-taking; use of visuals and graphic organizers) and when to use each one with students.
A variety of amplification devices/systems (e.g. behind-the-ear (BTE) and in-ear hearing aids, bone conductor aids, cochlear implants, FM systems) and how to maintain each one.

ABILITIY to:

Utilize appropriate signs from already known sign language systems, to promote the understanding of concepts and words found in an academic setting, and research signs needed for the academia.
Demonstrate interpersonal and professional skills with the ability to interact effectively with peers, supervisors, children and parents, utilizing tact, patience and courtesy.
Learn the functions, procedures and limitations of assigned duties, as well as maintain a professional relationship with all students and families.
Encourage student independence and self advocacy in all areas, including use of preferred communication systems.
Assist and supervise students in specialized and regular settings in a positive, flexible, patient and understanding manner.
Modify and prepare instructional materials for the student as directed by the teacher.
Understand and follow oral, signed and written directions.
Maintain confidentiality about student information and communication content, as appropriate to the educational system.
Speak, read, sign and write clearly and distinctly.
Provide instructional assistance to students in a variety of settings and activities.
Demonstrate on-going proficiency development in the area of sign language systems.
Communicate in sign language

PHYSICAL REQUIRMENTS:

Frequency Key; None (1) Occasional - up to 25% of shift (2); Intermittently - up to 50% of shift (3); Frequently — up to 75% of shift (4)

Vallejo City Unified School District's commitment to equal opportunity employment is evident through its adherence to federal and state laws that prohibit discrimination. Regardless of factors such as age, color, national origin, or sexual orientation, the District upholds a non-discriminatory approach in all aspects of employment procedures. Embracing diversity and inclusivity, the District embraces a work environment where individuals are respected and valued for their skills and talents.

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DEAF/HARD OF HEARING PARA EDUCATOR II - Pennycook Elementary

Job Description