TEACHER AIDE

PLEASE APPLY AT http://WWW.PSD150.ORG

PEORIA PUBLIC SCHOOL DISTRICT 150
                      Job Description
 
 
POSITION TITLE:   Teacher Aide/Teacher Aide for Specialized Program
 
DEPARTMENT:     
 
REPORTS TO:        Classroom Certificated Teacher
 
SUPERVISES:         Does not apply
 
POSITION GOAL:   Assists the teacher in daily classroom instruction.
 
 
PERFORMANCE RESPONSIBILITIES:

1. Model teacher’s instructional methods when working with individual and groups of students.
2. Provide tutorial help for students.
3. Observe teacher’s interaction with children who have special learning needs, and engage in similar instructional practices.
4. Observe student academic and social-emotional behaviors, monitor charges, and report these observations to the certified classroom teacher.
5. Assist with maintaining order within the classroom by following established procedures for behavior management.
6. Assume responsibility for the safety and well being of the students while on school grounds and in non-academic activities (such as lunch, hallway passing, etc).
7. Attend meetings and participate in professional development programs.
8. Assume clerical functions as needed, to include, but not limited to taking attendance, duplication of materials, preparation of newsletters, record keeping and monthly reports.
9. Communicate with students’ parents/guardians as requested.
10. Perform other duties and assume other responsibilities as may be assigned by the certificated classroom teacher.

 
ESSENTIAL FUNCTIONS:

• Assists students in and out of wheelchairs; loading and unloading on the bus; transporting students in their wheelchairs in and around school and on field trips for the purpose of ensuring the student gets to and from school and to the proper places safely.
• Assists students with diapering and/or toileting for the purpose of meeting and/or developing children's daily living activities, personal hygiene and behavioral skills.
• Assists students by enabling them to access their electronic communicators, switches, pointers, feeders, etc. for the purpose of ensuring equipment is hooked up properly and functioning properly.
• Applies and removes therapy appliances as instructed (e.g. body braces, leg braces, sensory devices, etc.) for the purpose of ensuring the student has the proper equipment according to the IEP plan.
• Assists with pre-lunch and lunch activities (e.g. heat food, grind food, feeding, etc.) for the purpose of helping the teacher and lunch personnel get the student fed.
• Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, lift/transfer safety, behavior management, CPI, IEPs, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
• Participates in the implementation of IEP goals and student behavior plans and communicates with supervising instructional staff and/or professional support personnel for the purpose of meeting IEP goals; fostering effective and safe student learning; and/or district benchmarks.
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MINIMUM QUALIFICATION
 
 
ABILITY is required to schedule activities and work with a wide diversity of individuals; gather and/or collate data use basic math and job-related equipment. Flexibility is required to work with others in a variety of circumstances and work with data utilizing defined but different processes. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as a team; and working with constant interruptions.
 
SPECIAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform essential functions. Essential duties require the following physical skills and work environment.  Standing and walking short distances frequently on a daily basis; sitting, bending, twisting, squatting, and pushing/ pulling regularly to occasionally; lifting 50 to 100 lbs. maximum with frequent lifting and/or carrying objects weighing 10-25 lbs. Frequent use of hands, vision, hearing, speech/ language processes; physical strength and emotional stamina sufficient to organize and coordinate a variety of activities; ability to use a variety of special educational materials and supplies, telephone, computer and teaching aids. Assigned work is normally performed in a variety of settings including classroom, school, community, vocational, domestic, and recreational/leisure environments. Continuous contact is required with administrators, teachers and parents. The specialized programs (such as MCA, DC, Jamieson and the Autism classrooms/schools) may require mandatory special training to meet student needs.
 
 
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; significant stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. Generally, the job requires 20% sitting, 40% walking, and 40% standing. The job is performed under conditions with exposure to risk of injury and/or illness.
 
 
KNOWLEDGE AND CRITICAL SKILLS:
 
SKILLS are required to perform multiple tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: adhering to safety practices; operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records.
 
KNOWLEDGE is required to perform basic math functions; read a variety of manuals, write documents following prescribed formats; present information to others; and solve practical problems. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: nonviolent crisis intervention restraints; instructional procedures and practices; age appropriate and/or developmental appropriate student activities; safety practices and procedures; conflict resolution; and stages of child development/ behavior.
 
 
 
EXPERIENCE:
 
 
ENVIRONMENTAL CONDITIONS:

1. Contract language

 
PHYSICAL DEMANDS:

1. Contract language

 
ADA:
The employer will make reasonable accommodations in compliance with the Americans with Disabilities Act of 1990.
 
This job description will be reviewed periodically as duties and responsibilities change with business necessity.  Essential and marginal job functions are subject to modification.
 
 
TERMS OF EMPLOYMENT:
School Calendar
 
EVALUATION: