Job Description
High School Paraprofessional - SPED
Reports To: Principal
Apply today
https://meridiancharterschools.org/careers/ [https://meridiancharterschools.org/careers/]
Overview
As a leading education management organization, Meridian Charter Schools is committed to transforming the lives of students in culturally and linguistically diverse communities by providing students access to high-quality educational opportunities that elevate their identities as an asset and foster equitable and inclusive learning environments. Meridian Charter Schools is a school management organization (SMO) in Chicago, IL that operates three campuses of Chicago International Charter School: CICS Ralph Ellison High School, CICS Northtown Academy High School, and CICS Wrightwood Elementary School. We believe through collective effort, we will have collective impact.
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Position Summary
Informed by the school’s mission, paraprofessionals will ensure that all students acquire the knowledge and skills required for academic progress and achievement, as defined by curricular and instructional objectives and overarching school goals. Paraprofessionals provide instructional assistance and support for diverse learners under the professional guidance and supervision of the diverse learner teachers and case managers. Paraprofessionals work with students individually or in small groups providing instructional, assessment, emotional, and behavioral support appropriate to the student’s individualized education program and demonstrated needs. Paraprofessionals may work with students inside and outside of the regular classroom.
Paraprofessionals are responsible to reflect the mission and guiding principles of the school, to help students uphold the rules and standards of the Student Code of Conduct, to build positive and collaborative relationships with students, staff, parents, and other staff members with transparency and accountability that best ensures student academic and personal achievement.
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are generally representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Key Competencies/Duties
- Provide in-class support to promote access to the curriculum and instructional model.
- Provide assistance to teachers to provide services to students with a host of disabilities including, but not limited to learning disabilities, visual and hearing impairments, emotional-behavioral disorders, mental health concerns, and physical disabilities.
- Implement services under the direction and guidance of the teacher/case manager to promote academic, functional, social, and emotional progress and achievement.
- Use instructional strategies and techniques to provide instructional assistance and support to individuals and small groups of students inside/outside of the classroom.
- Provide instruction to students in a variety of individual and group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives; implementing IEP plans/accommodations/supports, and ensuring students success in school all under the supervision of assigned teacher.
- Assist with organization of materials and instructional space to support students.
- Use strategies that promote students’ independence for learning.
- Reinforce reading, writing, mathematical ideas and concepts, and other such skills presented by the classroom teacher.
- Assist in the review and evaluation of students’ work, as requested.
- Carry out assessment activities to collect and document objective information about the students’ strengths and needs.
- Assist with maintaining student records including using any technology employed by the school.
- Use relevant technology to support and differentiate instruction.
- Contribute to progress monitoring and collect data, as requested by the special education coordinator or teacher. Assist with record keeping.
- Under the direction of the special education coordinator, implementing accommodations and modifications and other educational or behavioral strategies used in the classroom.
- Provide feedback to the teacher about accommodations/modifications and other educational or behavioral strategies used in the classroom.
- Observing students and sharing information about student behaviors outside of the classroom.
- Assist the special and/or general teacher in gathering documentation such as assessment data, work samples, observations and reports.
- Facilitate communication with linguistically and culturally diverse parents/guardians.
- Support the student/s in the use of technology in the classroom.
- Assist students with assessment in order to support the implementation of the individualized education program, encourage accurate demonstration of academic progress and learning, and to help benchmark progress on course standards and learning targets.
- Provide assessment assistance to students, individually and in small groups.
- Implement assessment accommodations, as required by the student’s individualized education program.
- Observe students’ performance and development and report observations as requested.
- Provide services and supports to promote participation, engagement, and pro-social interactions in the classroom.
- Implement behavioral plans designed by IEP team for students with behavior disorders or other special conditions for the purpose of presenting and reinforcing learning concepts under the direction of assigned teacher.
- Model positive behavior for assigned students (e.g. interpersonal communication, conflict resolution, homework processes, social interaction, etc.) for the purpose of providing educational and life skills training.
- Monitor students during assigned periods within a variety of school environments for the purpose of maintaining a safe and positive school environment.
- Intervene to prevent or address disciplinary infractions, as directed by the teacher, case manager, individualized education program, or behavior intervention plan.
- Collect and report data on behavior, as requested or needed.
- Demonstrate a dedication to collaboration, innovation, and flexible approaches to professional practice.
- Participate positively and productively in department, school, network, and parent meetings.
- Actively participate in the development and implementation of new paraprofessional techniques and approaches to working with diverse learners.
- Actively participate in discussions and programs to improve student performance, experience, attendance, conduct.
- Attend IEP meetings when requested.
- Attend to and fulfill professional obligations as defined by the school and network.
- Arrive on-time to assignments.
- Take initiative to provide needed supports.
- Attend school and network professional learning and collaboration days to improve skills, give and receive feedback, and be open to coaching, mentoring, partnerships.
- Promptly return phone calls and answer emails within 24-48 weekday hours.
- Follow school and network policies and protocols.
- Build positive and respectful relationships with staff, students, families, and community partners.
- Other duties as assigned, within the framework of the collective bargaining agreement.
- Reflect, support, and promote the mission and vision of the school as well as the principles of D.E.I.
- Demonstrate preparation and skill in working with students from diverse cultural, economic and ability backgrounds.
- Support the creation of inclusive, identity-affirming spaces for students.
- Implement professional practice and responsibilities, demonstrating cultural competence.
- Implement D.E.I principles in interactions with members of the school community.
Qualifying Education/Licensure
- High School Diploma (Required)
- Bachelor’s Degree (Preferred)
- Illinois State Board of Education Paraprofessional License or comparable, current out-of-state licensure (Required)
Other Qualifications
- Experience working with students or youth (Strongly Preferred)
- Experience in urban school setting (Strongly Preferred)
- Experience working with students with a host of disabilities (Strongly Preferred)
- Ability to communicate clearly and professionally, verbally and in writing (Required)
- Experience working with educational technology (i.e. laptops, projectors, etc.) (Strongly Preferred)
- Experience working with online platforms (i.e. Google Documents and Forms, email, etc.) (Strongly preferred)
- Fundamental understanding of human development principles as related to children and adolescents (Required)
- Flexibility, adaptability, and creativity with respect to problem solving (Required)
- A strong desire to advocate, support, and encourage students with learning, physical, and emotional challenges (Required)
- A positive attitude (Required)
This position is a Full-Time position.
Physical Job Requirements
The usual and customary methods of performing the job’s functions require the following physical demands: occasional lifting, carrying, pushing, and or pulling; some kneeling, crouching, and significant finger dexterity. Generally the job requires 10% sitting, 10% walking and 80% standing. This job is performed in a generally clean and climate controlled environment.
Compensation
Meridian Charter Schools provides a highly competitive salary and benefits package. We are also committed to supporting professional growth and membership in local, state and national educational organizations. This position qualifies as a union member position and aligns to the compensation established by the most updated collective bargaining agreement, based upon certification, education, and years of service.
Meridian Charter Schools is an equal opportunity employer, committed to fostering an inclusive and diverse workforce. We encourage qualified candidates from all backgrounds to apply for this pivotal leadership role.
Apply Today! https://meridiancharterschools.org/careers/
