Achievement Academy Teaching Assistant

JOB DESCRIPTION

PART I: SUMMARY OF POSITION

This position is responsible for assisting certified staff with direct program support for the Achievement Academy (in house suspension) and the general supervision and management of students.

PART II: MINIMUM KNOWLEDGE, SKILLS AND ABILITIES

A. EDUCATION AND EXPERIENCE:

• Meet ONE of the following four options: 1) Completed 60 semester hours of college credit at a regionally accredited institution of higher education or 2) Obtained an associate’s degree (or higher) at a regionally accredited institution of higher education or 3) Met a formal State assessment by ONE of the following means: passed the ETS Para Pro assessment (460 or higher) or passed the applicable ACT Work Keys assessments (Applied Mathematics-4, Reading for Information-4, Writing/Business Writing-3, AND Acceptable on the Instructional Support Inventory which requires observation of an applicant in a classroom setting) or 4) Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs) or passed a rigorous local academic assessment that conforms to federal guidelines. Evidence is ISBE form 77-34.
• Fluency in Spanish and English preferred.

B. CREDENTIALS:

• Must have an Illinois Paraprofessional License (ELS-PARA)

C. KNOWLEDGE, SKILLS AND ABILITIES:

• Knowledge of and respect for diverse cultural, linguistic, environmental, and socioeconomic backgrounds of students and families, and understanding of how these factors influence student development and learning.
• Knowledge of relevant federal and state laws, regulations, Board policies, and District procedures, including ethical standards and confidentiality requirements.
• Knowledge of Positive Behavioral Interventions and Supports (PBIS), Response to Intervention (RtI)/Multi-Tiered Systems of Support (MTSS), and Social Emotional Learning (SEL) frameworks.
• Knowledge of child and adolescent development, including cognitive, communicative, physical, social, and emotional domains, and the factors that influence individual differences.
• Knowledge of age-appropriate instructional strategies, learning theory, and differentiated supports that address varied learning styles and needs.
• Skill in establishing and maintaining positive rapport with students while reinforcing appropriate boundaries and expectations.
• Skill in effective oral and written communication with students, families, and staff, demonstrating professionalism, cultural responsiveness, and discretion.
• Skill in interpersonal relations and collaboration as a contributing member of the educational team.
• Ability to apply PBIS, RtI/MTSS, and behavior-support strategies to reinforce positive behavior and promote student self-regulation and independence.
• Ability to support and reinforce a safe, healthy, and productive teaching and learning environment.
• Ability to assist licensed teachers in adapting instructional materials and strategies to meet individual student needs.
• Ability to collect, document, and report objective academic and behavioral data under the direction of licensed staff, maintaining accuracy and confidentiality.
• Ability to prepare, organize, and maintain instructional materials and learning environments as directed by licensed teachers.
• Ability to follow oral and written directions from licensed teachers and seek clarification when necessary to ensure effective implementation.
• Ability to engage respectfully and collaboratively with families and caregivers, demonstrating cultural sensitivity and understanding of family perspectives.

PART III: ESSENTIAL FUNCTIONS

The following identifies the primary and essential functions of the position and is not intended to be an exhaustive listing of all duties. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Assists in establishing and reinforcing a positive culture of learning that promotes engagement, respect, and high expectations.
• Assists with implementation of Response to Intervention (RtI)/Multi-Tiered Systems of Support (MTSS) initiatives as directed.
• Provides instructional support to individual students and small groups, including students at risk, in alignment with teacher-developed plans.
• Carries out tutoring and intervention activities designed by the licensed teacher.
• Assists in observing, documenting, and reporting academic and social-emotional progress.
• Supports behavior management through the application of Positive Behavioral Interventions and Supports (PBIS) and other approved strategies.
• Assists with crisis intervention and de-escalation as directed by licensed staff.
• Confers and collaborates with teachers regarding classroom objectives, modifications, scheduling, and student supports, maintaining appropriate documentation.
• Assists in maintaining an organized, safe, and accessible classroom environment, including preparation of materials and learning spaces.
• Monitors and supports student completion of independent work, supplementary assignments, and individualized program materials.
• Supervises students in classrooms and other assigned settings, including hallways, lunchrooms, field trips, and related school activities.
• Utilizes audio-visual equipment, instructional technology, and assistive technology to support student learning.
• Participates in required professional meetings, training sessions, and collaborative activities.
• May transport students in District-approved vehicles when assigned and authorized.
• Perform other duties as assigned.

PART IV: STAFF SUPERVISION

• Not applicable

THE ABOVE STATEMENTS ARE INTENDED TO DESCRIBE THE GENERAL NATURE AND LEVEL OF WORK BEING PERFORMED BY THE EMPLOYEE ASSIGNED TO THIS POSITION. THEY ARE NOT TO BE CONSTRUED AS AN EXHAUSTIVE LIST OF ALL JOB RESPONSIBILITIES AND DUTIES PERFORMED BY PERSONNEL SO CLASSIFIED.

RLAS #116 IS AN EQUAL OPPORTUNITY EMPLOYER. IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT, THE DISTRICT WILL PROVIDE REASONABLE ACCOMMODATIONS TO QUALIFIED INDIVIDUALS WITH DISABILITIES AND ENCOURAGE BOTH PROSPECTIVE AND CURRENT EMPLOYEES TO DISCUSS POTENTIAL ACCOMMODATIONS WITH THE DISTRICT WHEN NECESSARY.