Vancouver Public Schools Special Program Paraeducator in Vancouver, Washington

Special Program Paraeducator, Supported Communications Program

4447-2017-1: Felida Elementary School, 6 hours per day, 9 months per year

4447-2017-2: Roosevelt Elementary School, 6 hours per day, 9 months per year

4447-2017-3: Sacajawea Elementary School, 6 hours per day, 9 months per year

4447-2017-4: Alki Middle School, 6 hours per day, 9 months per year

These are one-on-one positions

These positions have a two year stay in place due to the specialized training required for the position.

Applicants must specify the location(s) of interest on their cover letter on the application.

We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation. Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumés should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their education, experience, training, etc., as it relates to qualifications described on job postings.

Failure to submit a full application package will result in disqualification.

Internal applicants must have official transcripts to confirm education on file or included with the application.

External applicants must include official transcripts to confirm education or ETS ParaPro Assessment results with application.

Qualifications:

  • Documentation verifying a high school diploma or GED AND

  • One of the following: official transcripts verifying an Associate’s degree (90 quarter, 60 semester) OR 72 quarter or 48 semester credits from an accredited university, college, community college or business school; OR ETS ParaPro Assessment result of 461 or higher

  • One year of related experience working with children in an educational setting preferred

  • Successful experience as part of an educational team preferred

  • Experience which demonstrates excellent interpersonal skills and skills in working effectively in a team environment, providing support to achieve the desired goal(s) for the classroom and/or program area

  • Possess excellent problem solving, analytical, and conflict resolution skills and ability to think quickly

  • Experience working with childeren with moderated to severe disabilities preferred

Knowledge, Skills, and Abilities:

  • Ability to effectively communicate with and appreciate individuals from diverse, socio-economic backgrounds

  • Ability to act upon evasive and aggressive behavior of students

  • Ability to attend mandatory training on the weekends and successfully pass the district CPI, de-escalation/physical restraint training

  • Ability to learn and use a computer monitor, keyboard, and appropriate adaptive technologies

  • Ability to successfully implement educational programs and manage student behavior with direction from the classroom and Supported Communication teacher(s)

  • Ability to maintain confidentiality

  • Ability to be flexible with assigned tasks and schedules

  • Ability to develop relationships and supportive roles with children who possess mental or physical disabilities

  • Ability to use non-verbal strategies to communicate with, re-direct, and de-escalate student behavior

Other Requirements:

  • Ability to lift, move, physically restrain a child of the size required by the job

  • Ability to independently and safely escort students around the school building and grounds

  • Ability to observe the behavior of students, both visually and by listening and to communicate those observations with other appropriate service providers

  • Regular attendance to carry out the duties and responsibilities of the position to achieve program requirements

Essential Functions:

  • Treat co-workers, supervisors, students, parents and others with dignity and respect at all times

  • Serve as a positive role model for students, and practices the behaviors that are expected of our students

  • Work in a flexible and cooperative manner

  • Work as a team member to assist the teacher in implementing and evaluating goals and objectives on individual student IEPs

  • Participate in team meetings as appropriate for the purpose of providing observational input or acquiring information pertinent to the position

  • Monitor, collect data, as directed by the teacher. Work in concert with Special Ed teacher to ensure students receive academic support, sensory integration, occupational and speech/ language support throughout the day.

  • Provide main stream support when appropriate, and have a desire to commit to these students and this program

  • Exhibit willingness to learn about the disability of autism and put the information into practice

  • Assist students with self regulation during class activities in small groups or individually. Provide instructional assistance as directed by appropriate certificated staff. Subject areas may include academic subjects, basic life skills, social skills, community access, personal hygiene, swimming, communication, physical and /or occupational therapy exercises and job skills training. This will include assisting the teacher with preparing materials for lessons and maintaining data collection records as assigned.

  • Carry out behavior management plans for individual students as appropriate

  • Produce and assemble teaching materials as directed by appropriate certificated staff.

  • Assist with data entry, record keeping, and filing

  • Grade/correct papers and homework utilizing a rubric or key

  • Observe assigned students as they enter/leave school grounds, in the cafeteria and in the community and intervene as appropriate to ensure the safety of students

  • Attend training meetings to broaden expertise in working with students with special needs

  • Perform other tasks and assume other responsibilities as assigned by administrator in alignment with their job classification

It is understood that the district has the right to transfer and assign employees to best fit the needs of the district.