Core Qualifications for ALL Teacher Assistants: 1. a. Be of good character. b. Hold a high school diploma or general equivalency diploma (GED) c. Meet Rhode Island Teacher Assistant requirements: – An Associates Degree or beyond in any area, OR – Two years of study at an institution of higher education (48 college credits), OR – Meet the standard of performance set by the State of Rhode Island on the ParaPro Test, AND – Complete a State of Rhode Island Approved Teacher Assistant Training course. 2. Demonstrated aptitude for working with a special needs population through evidence of the individuals ability to perform the responsibilities listed below related to the teacher assistant position for which they are applying. 3. Ability to perform other duties as assigned by the Superintendent or their designee in order to meet the specific needs of the Pawtucket School District and its students. 4. Must hold and maintain CPI certification. This job description applies to Teacher Assistants in the following assignments: 1. in a special education Early Learning classroom (Pre-kindergarten 2nd grade), including teacher assistants in inclusive models; 2. who work with students with significant intellectual impairments and/or needs related to autism spectrum disorders; 3. in a community-based setting (e.g., a job coach, assisting student in learning daily living skills) serving students with transition goals (ages 14-21 ); 4. who work with students who are medically fragile and/or multi-handicapped; 5. who work with students with behaviors that interfere with learning and/or relationships; 6. who work with students who are English language Learners; 7. who support multiple classrooms including any other the assignments above. Reports To: 1. Principal or their designee; 2. Teacher instructing assigned classroom; 3. Instructional Team (IEP, Section 504, MTSS/RTI or ELL) Job Goal: To work as part of an Instructional Team along with teachers and related services personnel in assisting in the implementation and data collection of program activities to ensure high levels of learning and performance for identified students Performance Responsibilities: The following performance responsibilities are based on the RI Program Standards for Teacher Assistants. They apply equally to all instructional settings in which teacher assistants work in the Pawtucket School District. RI Program Standard 1: Teacher assistants demonstrate a level of professionalism in communication and collaboration among members of the school community, including colleagues, families, and related agencies. Performance Responsibilities 1.1 exhibit an understanding of the different programs that exist in your learning environment and the distinctions among the roles and responsibilities of relevant professional and paraprofessional personnel throughout the year (noting any changes). 1.2 demonstrate an understanding of school policies and procedures. 1.3 exhibit attributes of reliable attendance, promptness, and dependability. 1.4 use a cooperative approach by working as an effective team member. 1.5 respect confidentiality and other professional ethics. 1.6 exhibit sensitivity and understanding of individual and cultural differences. 1.7 provide an appropriate role model for students in areas of dress, language, and behavior. 1.8 use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal): a. to plan with team members; b. to review student needs and concerns; and c. to report student performance. 1.9 select and use the appropriate channels for resolving concerns. 1.10 emonstrate a knowledge of the legal and human rights of students and their families. 1.11 engage in planning for communication and collaboration. 1.12 share professional strategies, techniques, and materials within the school or district. 1.13 participate in on-going professional development specific to classroom needs. 1.14 provide/receive information from school personnel and related agencies through the teacher assistants supervisor to related programs and personnel, such as: school nurse, school psychologist, Office of Rehabilitation (ORS), Probation Officer, student employers, mental health counselors. 1.15 assist the teacher in communicating with parents of students via phone calls, meetings, school/home notebooks, etc. with teacher approval or direction and supervision. 1.16 assist in the planning and implementation of school-wide activities to support the educational programming of all students. 1.17 attend monthly staff meetings to obtain program information and participate in goal-setting for school-wide activities. RI Program Standard 2: Teacher assistants support teachers by participating in instructional opportunities. Performance Responsibilities 2.1 assist teachers in implementing IEP goals, 504 accommodations, and ELL accommodations aligned to appropriate RI Standards and assessments: Early Learning and Development Standards (RIELDS) and Teaching Strategies Gold (TSG) assessment; RI Common Core State Standards (CCSS) and Partnership for Assessment of Readiness for College and Careers (PARCC), ACCESS for ELLs English Language Learner assessment; RI Alternate Assessment (RIAA) in science and the National Center and State Collaborative (NCSC) in English Language Arts, Writing, and Mathematics; RI Proficiency Based Graduation Requirements (PBGR); and RI Personal Literacy Plans (PLP). 2.2 assist students in completing assignments and printed materials provided or adapted by the teacher. 2.3 note student frustration level and use appropriate strategies to relieve anxiety and deescalate student. 2.4 maintain a daily performance chart as determined/developed by the Instructional Team. 2.5 with specific teacher direction instruct small groups of students in specific subject areas (e.g. RTI). 2.6 as determined by the Instructional Team, share information and participate in IEP meetings. 2.7 use computer technology is required to support instruction at the students instructional level (e.g. via support from other Instructional Team members, attending district technology training sessions, etc.). 2.8 use of assistive technology to support students communication needs (including but not limited to switches, Picture Exchange communication (PECs, Go Talk, FM systems, iPads). 2.9 assist students in transitions and in organization and promptness of daily schedule. 2.10 assist in students accountability for homework and school assignments. 2.11 administer classroom tests e.g., weekly spelling tests, state and local assessments. 2.12 assist the teacher in planning and executing the daily schedule. 2.13 assist in sharing information with the teacher regarding the students physical, auditory, social and visual limitations. 2.14 recognize and facilitate appropriate environments for individual students and classmates in testing and in behavior. 2.15 encourage the team to address students with special needs with the same inclusion, respect and consequences as classmates. 2.16 act as a scribe for the student when appropriate. 2.17 assist in the implementation of recommendations from Social Workers (SW), Occupational Therapists(OT), Physical Therapists(PT), speech/language pathologists(SLP) and psychologists as determined appropriate by the instructional team. 2.18 assist in sharing information with the teacher regarding students social and emotional limitations. 2.19 assist in implementing teacher designed curriculum modifications. 2.20 maintain the classroom in the absence of the teacher. 2.21 support students transitional goals by providing instruction and supervision in community settings and worksites, including transportation. 2.22 assist teacher in implementing a reduced academic workload when behavioral and emotional needs are most significant. 2.23 assist in instruction of activities of daily living (ADLs) as appropriate, including feeding, dressing, toileting, and diapering; prevocational skills (counting money, making change, keeping a checkbook, identify safety symbols, filling out a form) and vocational skills. 2.24 assist in the engagement of students in play activities, demonstrating an understanding of various levels of play. 2.25 provide support to students upon initial transition back to school district as directed by classroom supervisor. RI Program Standard 3: Teacher assistants support a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation. Performance Responsibilities (to be carried out in various instructional settings and in other school settings before school, after school, lunch, recess, specials, hallways, etc.). 3.1 recognize appropriate and inappropriate behaviors: a. along with all other appropriate staff, receive thorough information upfront regarding behavior programs, especially for specific students; b. make sure student knows expectations, policies and consequences; and c. make sure student knows he/she is responsible for his/her own behaviors. 3.2 model appropriate behavior: a. project a positive attitude and atmosphere; b. redirect before a problem may develop; c. use verbal or non-verbal cues to stop a developing situation, including active listening techniques to calm students when agitated; d. point out appropriate peer models; e. as age appropriate, ask student for possible solutions; f. offer solutions, especially when child is stuck; and g. reinforce successful solution. 3.3 implement behavior intervention strategies: a. assure consistency between the behavior exhibited and the disciplinary action taken; b. remove child from situation (re-group time); c. remove privileges; d. remove student from peers if situation isnt resolved; and 3.4 use techniques of de-escalation and physical restraints (Non-violent Physical Intervention) and complete associated documentation if and when necessary. 3.5 monitor the behavioral progress of the class and individual students, including maintaining a daily behavior chart as determined by the Instructional Team. 3.6 foster social interaction. 3.7 assist the teacher in formulating, implementing, and collecting data with regards to individual behavior plans. 3.8 participate in Instructional Team meetings as requested. 3.9 support the student in rejoining the group after a behavior intervention. 3.10 monitor in class behavioral interventions. 3.11 assist the teacher in using appropriate techniques for crisis management. RI Program Standard 4: Teacher assistants exhibit knowledge of health, safety, and emergency procedures of the learning environment. Performance Responsibilities 4.1 use universal health care precautions. 4.2 demonstrate understanding and use of appropriate body mechanics to ensure safety of both student and teacher assistant. 4.3 sustain a clean, healthy, and safe learning environment. 4.4 follow school procedures for reporting signs of abuse (substance, physical, sexual, emotional). 4.5 use appropriate positioning, handling, transitioning and lifting techniques specific to the students medical condition or physical disabilities, as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members. 4.6 use appropriate mobility devices (e.g., wheelchair, walker, crutches, etc.) as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members. 4.7 use of supportive therapeutic equipment, including the appropriate use of Rifton chairs, as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members. 4.8 use appropriate evacuation equipment as needed for fire drills and other emergency procedures in accordance with the school and fire department policies, following instruction by school, therapy or teaching staff or fire department personnel. 4.9 take precautions as needed to address medical concerns, i.e., allergies, seizures. 4.10 take precautions as needed to address work safety relating to students specific behaviors, including but not limited to: wearing protective clothing, wearing appropriate clothing & footwear. 4.11 perform emergency procedures, i.e., fire drills, emergency exits.