Supports the classroom teacher or appropriate specialist by assisting in the planning and implementing of the instructional process and maintaining an environment conducive to learning.
• Assist classroom teacher by reviewing and reinforcing learning previously introduced by the teacher or specialist under the direct supervision of the teacher.
• Support the educational plan, including goals and activities, involving students in community and social programming based on individual need, scheduling and assigning instructional activities and following up on results.
• Reinforce students' personal and social development by reinforcing rules and procedures for administrative matters, students' verbal participation and students' movement within the classroom, between classrooms and on the playground.
• Provide assistance to community-based programs by supervising small groups with professional supervision.
• Ensure students' correct behavior by effectively using the behavioral systems that have been put into place by the classroom teacher, appropriate specialist, and treatment team.
• Conveys information to students by using language concepts, examples, demonstrations and teaching aids, such as audiovisual equipment and computers.
• Assist classroom teacher by maintaining a safe environment for all students, having knowledge of Therapeutic Crisis Intervention (TCI), and using the procedures effectively.
• Set and maintain professional boundaries with language, attire and interactions.
• Three (3) years post-secondary education or a combination to ninety (90) hours of approved study in an education field.
CERTIFICATES, LICENSES, REGISTRATIONS REQUIRED:
• Valid state driver’s license.
• BHP training and certification (or willingness to be trained).
• Minimum of two (2) years working in the educational technician or related field preferred.
• Documented participation with in-service training in the field of assignment.
• Keyboarding skills.
KNOWLEDGE AND SKILLS:
• Personal characteristics and temperament suitable for working with persons with special needs.
• Ability to work with difficult-to-manage youth.
• Demonstrated ability to work cooperatively with other professionals on behalf of youth and their families.
• Capacity to develop a professional orientation to child care.