Education Support Professional (Special Education: Autism Spectrum Disorders (ASD), Emotional / Behavioral Disorders (EBD), Developmental Cognitive Disabilities (DCD))

Date Posted: September 9, 2024

Position Title: Education Support Professional, Special Education

Assignment Location: Alliance Education Center, Rosemount, MN in the Students with Uniquen Needs (SUN) Program and Intra-Dakota Educational Alternative (IDEA)? Program

Hours per Day: 7.5 

Schedule: 7:30a.m. – 3 p.m., Monday through Friday, following school calendar as assigned

Anticipated Start Date: ASAP

Starting At:  Starting pay rate: $22.00 / hour per the Education Support Professional Contract

POSITION OVERVIEW:

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our paraprofessionals aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. Eduation Support Prfoessionals work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students. In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A Education Support Prfoessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students. The Education Support Professionals role is performed following District policy and State/Federal Laws.

RESPONSIBILITIES:

• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

QUALIFICATIONS:
 

1. Willingness and ability to work with students receiving a high-level of special education services.
2. Must be highly qualified: Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate’s (or higher) degree, OR a passing score on the ParaPro assessment.
3. Previous experience working with children and/or individuals with special needs, with general knowledge of the practices, methods, and techniques used in the teaching of students. Other work history may be considered.
4. Ability to work as an effective member of a team with staff, parents, and the community through the building and maintaining of collaborative and positive relationships.
5. Willingness to complete training in Professional Crisis Management and implement restrictive procedures.
6. Ability to obtain PCA certification from the Department of Human Services.
7. Good oral, written, and interpersonal communication that is maintained during high-stress and crisis situations.
8. Ability and desire to work with assistive technology.
9. Basic computer and email skills. Proficient in core educational subject areas.

PHYSICAL REQUIREMENTS:
 

1. Ability to lift up to 50 pounds weight and up to adult-size body weight with two-to-three-person lift.
2. Ability to support a student’s full body weight up to adult size.
3. Frequently requires standing, walking, lifting, bending, leaning, and repetitive motions.
4. Occasionally requires sitting, stooping, kneeling, and crouching.
5. Ability to tolerate sudden jarring movement.
6. Work occasionally requires exposure to outdoor weather conditions and exposure to bloodborne pathogens and may require wearing of personal protective equipment.
7. Locations are generally moderately noisy.

DISTRICT PROFILE:

Intermediate School District 917 provides special education, career & technical education (CTE), and/or alternative learning for nine member districts in the south metro.  Our programs are located in more than 20 sites throughout the south metro, including Dakota County Technical College (DCTC) where our district office is located.  We focus on being purposeful, personalized partners within our community as we model an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.  The culture of ISD 917 is built on the core values of collaboration, empathy, innovation, stewardship, communication, integrity, personalization, equity, and diversity.  Our programs are designed to provide high quality, equitable, and specialized programming to meet the needs of all students.  We serve students from birth through age 21 in a variety of special education programs located in multiple sites.  Our CTE programs are all located at DCTC, and our alternative learning program (Dakota County Area Learning School (DCALS) has two locations, one co-located in DCTC in Rosemount and one in West St. Paul.  At ISD 917, we belong to each other, and no one is invisible.  
 
Mission  (= Our Core Purpose)
In partnership with member districts, Intermediate School District 917 provides high quality, equitable, and specialized programming to meet the needs of all students.
 
Vision (= What We Intend to Create)
Intermediate School District 917 models an innovative culture with diverse pathways serving students and families through equitable practices with highly trained staff.
 
Core Values (= Drivers of Our Words and Actions)

• Collaboration: Working together to achieve more collectively.
• Empathy:  Considering and respecting the perspective and needs of member districts, students, families and staff.
• Innovation:  Ongoing improvement of programs and services.
• Stewardship:  Managing financial and human resources carefully and responsibly.
• Communication:  Multi-dimensional, transparent conversation focused on sharing information and creating a positive learning and working environment. 
• Integrity:  Aligning our actions with our values and beliefs.
• Personalization:  Building on the strengths and addressing the unique needs of individual students.
• Equity:  Intentionally providing opportunities while removing barriers at all levels of the organization.
• Diversity:  Appreciating and valuing everyone’s unique selves.

 
Strategic Directions (= Focus of Our Improvement Efforts)

• Increase student achievement and engagement
• Support and lead staff through continuous improvement
• Deepen engagement of stakeholders through quality, equitable communication practices
• Increase social-emotional learning and skills for students and staff
• Increase support for ALL through inclusive practices

 
District Motto
Purposeful. Personalized. Partners.
 
For more information on Special Education Services, click here
 
And for more information on  Secondary Services, click here
 
Application Procedure: Can be completed at https://www.applitrack.com/isd917/onlineapp/
 
District 917’s Website: http://www.isd917.org/
 

Jessica.Huss@isd917.org

Intermediate School District 917 is an equal opportunity employer