This work involves close interaction with staff, students, and
parents/guardians, with primary emphasis on the implementation of
educational, behavioral and vocational educational programs for
each student that will enable them to reach their fullest
educational potential, while building their self-esteem. A
paraprofessional aide works under the direction of the special
education teacher. An employee in this position is expected
to exercise independent judgment, discretion, and a high degree
of confidentiality and react appropriately in crisis
situations. Paraprofessional Aides are expected to exhibit
initiative, creativity, and organizational skills.
Assists students in the
classroom under the direction of certified staff by:
· Assisting students in reviewing
and completing assignments during class time.
· Implementing classroom procedures
and reinforcing student's positive behavior.
· Administering tests orally to
students in both resource and classroom settings.
· Reinforcing organizational and
note taking skills.
· Grading materials for immediate
· Demonstrating use of the computer
for drill and remediation as well as homework and classroom
· Demonstration and supervising use
of the computer with IEP specified software programs that would
support the completion of assignments for classes.
· Helping the student achieve
his/her IEP goals.
· Implementing IEP accommodations
as specified in individual IEP.
· Reviewing materials and providing
immediate feedback, if specified in the IEP.
· Helping the student achieve
his/her IEP goals by meeting benchmarks as scheduled.
· Collecting data and note
Assists certified staff
· Helping organize and supervise
off-campus and vocational programs for students.
· Actively participates and leads
the classroom instruction in cooperation with certified
· Actively mentors and facilitates
classroom instruction delivered through cooperative work group
· Performing classroom related
· Assisting with classroom set-up
§ Explaining classroom procedures and materials to
substitute teacher when necessary.
· Acting as a liaison to
communicate student progress to students' parent/guardian.
· Offering suggestions to classroom
teacher and case manager for appropriate accommodations and
modifications of student IEP.
· Compiling data to be given to the
teacher/therapist for writing Behavior Intervention Plan.
· Helping to create technology
based modifications as identified in the IEP.
· Participates and contributes to
in-service trainings and staff development opportunities and
provides input and suggestions for future topics and
· Attends classes, conferences, and
other opportunities for learning for personal professional
Provides support to
students within the school and vocational environment by:
· Assisting and monitoring when
student uses the restroom.
· Assisting with eating breakfast
or lunch in the cafeteria setting as prescribed by the IEP.
· Assisting and facilitating
tutoring or one-on-one instructional time as required by student
· Assisting and/or facilitating
crisis management up to and including physical restraints when
Must have or be able to obtain a State and/or NCLB Approved
Paraprofessional designation in accordance with requirements
specified on ISBE Form 73-95 (5/04) or an ISBE Substitute
Certificate. Bachelor's Degree preferred. Knowledge
of educational, child development and classroom
teaching/management theories with a good understanding of
educational and therapeutic interventions is preferred.
Skills/Knowledge and Abilities
have knowledge of special education/mainstream junior/senior
high school student's needs and behavior patterns. Be
aware of the students' disabilities and what techniques are to
be used to benefit the student.
accept direction, adhere to policies and procedures and carry
demonstrate tact, resourcefulness, patience, and dedication and
react calmly and effectively in emergency situations
demonstrate exemplary interpersonal skills, verbally
communicate clearly and distinctly in a noisy environment, and
be visually observant in dealing with staff, students, and
project a positive image of the school to the students,
parents/guardians, and staff as well as exhibit a positive
have knowledge of legal obligations for reporting abuse and/or
neglect, knowledge of crisis intervention procedures and
special education rules and regulations.
participate in physical education activities with the students
and, if necessary, physically intervene/restrain with students
when appropriate to maintain safe school environment.
have previous experience working with Special education
students. School based experience preferred.
have ability to adapt to various subject and vocational
have some knowledge of computer operations and proficient in
Excel and Word
possess a valid Illinois driver's license.
to communicate effectively, verbally and in writing, with
Parkland students, supervisors, coworkers, subordinates,
support agencies, and a variety of external consumers.
to the policies and procedures of Parkland Preparatory
Physical and Special Demands:
· Demonstrates preventative
measures relating to Infection Control concepts
· Required to
frequently sit, stand, bend, stoop, crouch, kneel, balance, push,
pull and twist as well as walk and drive for extended
periods. Ability to walk up and down stairs.
· Ability to operate machinery and
equipment on premises
· Attend in-services and carry out
appropriate CPI process when needed
· Has the ability to handle
hazardous/infectious waste on an occasional basis
· Works continuously in an
environment where the noise level is frequently high and
o Chemicals are used for cleaning
o Mechanical and electrical hazards may be present
o Dust, mist and steam are generated in housekeeping
· Able to lift, carry,
and lower 50 pounds without assistance. Ability to respond
in a crisis to angry and sometimes disorganized, psychotic and/or
verbally and physically abusive students while maintaining focus
on student and staff safety. Ability to verbally
communicate to de-escalate a crisis situation. Able to
participate in physical restraint of studen
ts per policy.
· Must possess the
ability to provide physical restrain to students.
· Must have the
visual, hearing, and learning capabilities sufficient to perform
the essential functions defined above.