classroom aide

Spectrum Center Schools and Programs

<div><div><div><div><div>Starting Rate: $18 /hour</div>
</div> </div></div><div><div><div><div>Environment: Special Education Program, High School</div>
</div> 
</div></div>Spectrum Center Schools and Programs, a growing, dynamic organization with a social mission to offer hope is seeking an Instructional Aide to join our award-winning Special Education team and perform meaningful work in a culture that welcomes innovation, encourages creative expression and offers limitless potential for personal and professional satisfaction!

If you thrive in a supportive, student-centered, outcome-driven environment, seek a career with genuine purpose, and possess patience, empathy, a positive attitude, and a stellar work ethic &mdash; We Should Talk!

As an Instructional Aide, you&rsquo;ll play a vital role in shaping the success of High School students by providing personalized support, supervision and guidance both in the classroom and within the community. Collaborating closely with classroom educators, you'll help assist with implementing each student&rsquo;s Individualized Education Program (IEP), tailoring instruction to their unique learning. Your dedication will help empower students to reach their full potential, building essential skills and confidence along the way.

&#8214; Responsibilities Include:
<ul>
<li>Collaborating closely with classroom teachers to cultivate a supportive, welcoming, and high-achieving learning environment where all students feel safe and valued.</li>
<li>Implementing engaging, individualized instruction and behavioral interventions both on-site and in community settings, aligned with each student's unique goals and objectives.</li>
<li>Instructing and closely monitoring students during classroom lessons, ensuring instructional fidelity, and applying targeted strategies to enhance student comprehension and successful course completion.</li>
<li>Encouraging individual student growth by consistently tracking progress against established timelines and proactively communicating with classroom teachers regarding students' successes and areas needing additional intervention.</li>
<li>Managing student behavior effectively, reinforcing our school's philosophy and policies, and applying consistent disciplinary measures in collaboration with classroom teachers.</li>
<li>Supporting and mentoring students facing academic challenges, encouraging personal growth, and assisting them in developing essential community, vocational, leisure, domestic, academic, and social skills.</li>
<li>Completing clear, accurate, and timely documentation of student behaviors and performance, reporting meaningful observations, and offering actionable recommendations to relevant staff.</li>
<li>Assisting with the preparation of detailed behavioral reports, daily activity logs, and other necessary documentation.</li>
<li>Communicating proactively and clearly with students, colleagues, supervisors, and families regarding student needs, achievements, and areas of concern, working in close partnership with teachers and administration.</li>
<li>Maintaining strict confidentiality of all student records and information at all times.</li>
<li>Participating actively in assurance and accreditation activities, contributing to achieving site performance standards and accreditation requirements.</li>
<li>Participating in school-wide, student-parent, and advisory meetings to foster collaborative support networks and positive educational outcomes.</li>
<li>Responding positively and constructively to formal and informal feedback, demonstrating continuous professional growth.</li>
<li>Performing additional responsibilities as needed to support student success and contribute to the overall effectiveness of our educational community.</li>
</ul>
&#8214; Qualifications Required:
<ul>
<li>High school diploma or equivalent w/ passage of basic skills test.</li>
<li>Associate degree or higher in education or a closely related field of study preferred.</li>
<li>Hold currently or have the ability to obtain a state driver's license.</li>
<li>Licensed currently or in the process of obtaining a paraprofessional, paraeducator, teaching assistant or similar credential preferred.</li>
<li>Prior experience working with children, preferably in a special education program setting.</li>
<li>Highly skilled in working with children with autism spectrum disorders, developmental disabilities and/or challenging behaviors.</li>
<li>Comfortable driving and/or riding in a company van with students before and/or after school.</li>
<li>Ability to think and act quickly and calmly in an emergency and make independent decisions.</li>
<li>Proficiency in providing motivation and having critical conversations with students that help move them toward realistic goals.</li>
<li>Advanced oral and written communication, organization, conflict resolution, multitasking, problem solving, and decision-making ability.</li>
<li>Knowledge of relevant technology including experience with instructional technology, Microsoft Office Suite, database entry and basic office equipment.</li></ul> 


Spectrum Center Schools is a division of ChanceLight Behavioral Health, Therapy, &amp; Education, the nation&rsquo;s leading provider of alternative and special education programs for children and young adults. For more than 50 years, and in partnership with over 235 school districts nationwide, we have helped change the direction of more than 240,000 student lives!
<div>
 Learn more about our history, our mission, and the program services we provide by visiting the link below:
<ul><li>https://bit.ly/m/WorkWithPurpose</li>
</ul>
</div>At ChanceLight we believe in providing more than just a job, as a member of our team you'll receive the opportunity to make meaningful impacts, the support needed to achieve success, and all the tools essential to reaching your personal &amp; professional fulfillment! Your path to a truly rewarding career starts here &ndash; where growth, empowerment, and collaboration define our culture; and every day is a Chance to transform lives through education!

&#8214; Perks and Benefits Include:
<ul>
<li>Comprehensive Medical, Dental and Vision Plans</li>
<li>FREE Telehealth and Virtual Counseling Sessions</li>
<li>FREE Health Advocacy Services and 24/7 Nurse Line</li>
<li>Company Paid Life &amp; Disability Insurance</li>
<li>Company Paid Employee Assistance Program</li>
<li>Flexible Spending and Health Savings Accounts</li>
<li>Personal Protection Insurance Plans</li>
<li>Cigna Healthy Pregnancies, Healthy Babies Program</li>
<li>Legal Services Insurance</li>
<li>Pet Health Insurance</li>
<li>Accrual-based Paid Time Off</li>
<li>School Hours and Paid Holiday Schedule</li>
<li>Extensive Personal and Life Event Paid Leave Policy</li>
<li>401k Retirement Saving Plan</li>
<li>Perks at Work Employee Discount Program</li>
<li>Opportunities for Growth &amp; Development</li>
<li>And So Much More!</li>
</ul>
If you're ready to start making lasting impacts on the lives of students and contribute to the creation of a brighter future &mdash; This Is Your Chance!

Join us and together, we can empower students to overcome challenges, build confidence and unlock their full potential!
<h4 class="jobSectionHeader">
Careers, With ChanceLight Work. With Purpose.</h4>

Copyright &copy; 2025 ChanceLight Behavioral Health, Therapy, &amp; Education, a ChanceLight&reg; company *Benefit plans and eligibility requirements may vary based on role and employment status.<h4 class="jobSectionHeader">
Education</h4>
Required<ul><li>
High School or better in Diploma or Equivalent</li></ul>
Preferred<ul><li>
Associates or better in Related Field of Study</li></ul><h4 class="jobSectionHeader">
Licenses &amp; Certifications</h4>
Preferred<ul><li>
Active or In Process</li><li>
Paraprofessional</li><li>
Driver Licenses</li></ul><h4 class="jobSectionHeader">
Skills</h4>
Preferred<ul><li>
Performance Motivation</li><li>
Communication</li><li>
Interpersonal Skills</li><li>
Computer Skills</li><li>
Special Education</li><li>
High School Education</li><li>
Student Engagement</li><li>
Record Keeping &amp; Reporting</li><li>
Attention to Detail</li><li>
Crisis Intervention</li><li>
Positive Behavior Intervention and Support</li><li>
Behavioral Disorders</li><li>
Learning Disabilities</li><li>
Autism</li><li>
Personalized Instruction</li><li>
Student Coaching/Mentorship</li><li>
Assistant Teaching</li><li>
Academic Support</li></ul><h4 class="jobSectionHeader">
Behaviors</h4>
Preferred<ul><li>
Enthusiastic: Shows intense and eager enjoyment and interest</li><li>
Team Player: Works well as a member of a group</li></ul><h4 class="jobSectionHeader">
Motivations</h4>
Preferred<ul><li>
Ability to Make an Impact: Inspired to perform well by the ability to contribute to the success of a project or the organization</li></ul>
Equal Opportunity Employer 
This employer is required to notify all applicants of their rights pursuant to federal employment laws. For further information, please review the Know Your Rights notice from the Department of Labor.</div>

Instructional Aide

Washoe County School District

<div>PAREDUCATOR AIDE II

Special Education 


SUMMARY DESCRIPTION

Under supervision, works in a special education classroom assisting teaching staff in a variety of instructional activities. Assists teachers in special education classrooms and provides individual or group assistance depending on student or class's functional living and academic skills and/or behavioral support needed. Incumbent can also provide attendant services to students with various intellectual and/or physical disabilities. Incumbent performs related work as required.

DISTINGUISHING CHARACTERISTICS

The Paraeducator Aide II works in a special education classroom assisting the teacher and/or a special education student within the general and/or special education classroom, in specific specialized programs such as: CLS (Comprehensive Life Skills), EC (Early Childhood), MA (Multi-Age), SIP (Social Intervention Programs), Strategies (Autism Spectrum Disorders), Social Resource and/or Resource classrooms as well as one-on-one assistance. Additionally, a Paraeducator Aide II working at a Title I school must be highly qualified.

May act as liaison between general education teachers, resource teachers; previews instructional information when possible and may attend seminars and conferences.

EXEMPLARY DUTIES/RESPONSIBILITIES

Paraeducator aides may be assigned to a variety of special education programs or individual students who require adult support based upon their IEP's (Individualized Education Program). Duties may include: assist students with intellectual, physical, or behavioral disabilities in boarding and de-boarding buses before and after school; assist students in reaching proper location in school; accompany students into general education classrooms; provide attendant services (diapering, toileting, washing faces, etc.) to students as needed; supports instruction in proper health and hygiene habits; performs delegated procedures such as clean intermittent catheterization, provide emergency and first aid care as necessary; move students weighing 50-80 pounds, daily and repetitively; follows proper safety procedures; prepares and helps feed students as needed; supports instruction in functional life skills; realizes individual needs of students with intellectual, physical and/or behavioral disabilities and modifies general education classroom assignments occasionally; follows behavior plans as outlined in students' IEP's; uses positive behavior management techniques; assists with lesson assignments; reinforces learning concepts to students; maintains discipline and order on the playground, lunchroom, library and classrooms; accompanies students on field trips; arranges and adjusts wheelchairs, oxygen hoses and other equipment as needed; communicates with special education teachers about concerns and/or observations of students; assists in maintaining bulletin boards in the classroom; may assist children with medication when trained; assists in the operation of classroom equipment or students' assistive technology devices; assist in recording student progress towards goals and developing instructional materials and preparing graphs and charts; assists in modification of the general education curriculum; participates in district training programs when requested and receives training in and implements non-violent behavioral intervention procedures; maintains confidentiality regarding student information and records.

When assigned to SPED Programs:

EC - Early Childhood/Pre-K

The Early Childhood Special Education Program provides services to three, four and five year olds with disabilities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

EC SIP - Early Childhood/SIP (for details strictly on SIP, see SIP description)

The Early Childhood SIP Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on social emotional development and primarily serves students with behavioral challenges in a small group setting. When assigned to an EC SIP classroom, a combination of EC &amp; SIP practices are followed. The descriptions mentioned for EC and SIP respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

EC STRAT - Early Childhood/Strategies (for details on Strat, see Strat description)

The Early Childhood Strat Program provides developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. The program focuses primarily on the development of communication and social emotional skills using a variety of strategies. The EC Strategies Program serves students with deficits in these areas, usually caused by Autism. This program also provides?a small group setting and focuses on extensive data collection to document progress. When assigned to an EC Strat classroom, a combination of EC &amp; Strat practices are followed. The descriptions mentioned for EC and Strat respectively should not be construed to believe that only one or the other will be followed. A combination of practices of both are followed to best suit student needs.

IEC - Early Childhood/PreK

The Early Childhood inclusion model program provides services to three, four and five year olds who are receiving specialized instruction with typically developing peers in a developmentally appropriate classroom. This inclusion program provides an age appropriate environment that offers all children a wide range of learning opportunities. This program consists of developmentally appropriate curriculum that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills. In addition, the classroom provides multiple opportunities to develop skills in the areas of cognition, receptive and expressive language, and social/emotional development.

IK - Integrated Kindergarten

The SPED IK Program provides developmentally appropriate curriculum in a co-teaching model that addresses all areas of child development including literacy and math readiness skills, gross and fine motor skills, self- help skills, communications skills, and social skills along with kindergarten standards and curriculum. Services are provided in a kindergarten setting.

CLS - Comprehensive Life Skills

CLS focuses on building a foundation to success in life while maintaining an academically rich environment that promotes student success with the specific development of critical social, emotional, and cognitive skills. This program assists students with cognitive disabilities to access alternative curriculum aligned with Nevada State Standards; utilizing a variety of modalities (pictures, words, symbols, etc.) enables students to access the environment; utilizes a variety of techniques to illicit student response; aligns IEP goals and outcomes with Alternative Grade Level Indicators (AGLI's).

SIP - Social Intervention Program

Social Intervention Program (SIP) classrooms provide a system of support - both academic and emotional/behavioral - for students with significant emotional/behavioral needs within the regular school setting. SIP is a program, not a place, which incorporates a range of settings, from self-contained classrooms to full-inclusion within general education classrooms, with behavioral support (it is an IEP team decision what the least restrictive environment is for each child).

The goal of SIP is to help children acquire and develop effective, prosocial behaviors so they can be successful in regular classroom settings, and to support the children to make adequate academic progress. Students are given work at their developmental levels and the WCSD adopted curriculum and texts are utilized. The primary goal is to extinguish behaviors that are impeding students' ability to be successful in the general education classroom, and to provide positive replacement behaviors, so that students can return to the general education classroom.

 The SIP has as its framework, a structured behavior management program that includes frequent positive reinforcement, with consistent consequences, to shape appropriate school behaviors, such as staying calm, following instructions, etc.

STRATEGIES:

(Designed to support students who may be on the autism spectrum) Program provides systematic, intensive instruction focusing on the following areas: receptive/expressive/pragmatic language, functional routines, pre-academic/academic skills, play concepts, social skills, fine/gross motor skills, and socially acceptable and functional behaviors. Highly structured and predictable instruction occurs in a small-group setting with a high adult-student ratio utilizing discrete trial teaching of academic, functional, and social skills. ?Visual supports, augmentative and alternative communication tools, positive behavioral supports, inclusive practices, and data-based decision-making with a focus on generalization and maintenance of skills and maximum student independence are used.

 SOCIAL RESOURCE:

Program provides special designed social skills curriculum emphasizing development of social thinking and social coping skills through systematic, coordinated, methods including visual supports, modeling, role-playing, and a considerate environment for sensory needs.? In addition, instruction specifically addresses individual student behavioral targets that interfere with participation in general education settings.? Program components include: language/communication development, school-wide success skills, structured social interaction, focus on transition to general education environment, organizational skills, bullying prevention, positive behavioral supports, and related services as determined by the IEP. ?

AH - Hearing Impaired

Demonstrates knowledge of characteristics of students who are Deaf/Hard of Hearing; assists students with Hearing Impairments to access curriculum; utilizes appropriate questioning and discussion techniques based on student's modality of learning; demonstrates skill and knowledge of current technology practices relative to students who have hearing impairments; knowledge of and ability to effectively utilize, access and maintain necessary technology and equipment needed, and assist students with hearing impairments within classroom instruction and activities as well as other curricular access, ability and/or knowledge to use all technologies and modalities which may be required to perform requirements of the position, and be capable of providing the type of communication services required for the person who is deaf or whose hearing is impaired.

VI - Vision Impairment

Students serviced may include students who are blind or partially sighted, those with multiple impairments or students with deaf-blindness. Assists with student needs to include adaptations to learning materials, learning environment and learning strategies. Supports to ensure that student has access to their developmental or academic curriculum as well as Expanded Core Curriculum. Supports students in UEB braille, Nemeth Code, music braille, etc. and/or low vision skills and strategies, and assistive technology. Supports instruction in environmental and community awareness. Assists with preparing and cataloging various instructional materials.

EMPLOYMENT STANDARDS

Education/Experience: Any education and experience that would provide the required knowledge and skills is qualifying. A typical way to obtain the knowledge and skills would be:
<div>
<ul><li>Any experience that would demonstrate the ability to successfully perform the duties and responsibilities.</li></ul>
</div>
Knowledge of: Educational principles and techniques; student behavior and characteristics; basic discipline and positive behavior modification techniques; correct English usage, spelling, grammar and punctuation; basic mathematics; current office methods and procedures including filing and records management; common office equipment and its usage; and some knowledge in communication and behavioral strategies. May need to possess various forms of communicating with the deaf through visual means (Signed English, SEE, MSE, PSE, ASI, or CUE); hearing disorders and their effects on learning and behavior; skills taught in the basic subjects included in elementary and secondary school curriculum; record keeping techniques; and computer skills.

Skill at: Securing and maintaining the confidence and cooperation of students; dealing tactfully with students, parents and school personnel; evaluating situations accurately and taking effective action; basic typing/computer skills; spelling correctly; reading, writing and speaking English at a level required for successful job performance; preparing and maintaining accurate and complete records, files and summaries; organizing and distributing instructional materials; making mathematical computations; operating various office equipment; operating and maintaining audio-visual equipment; learning basic operations of communication devices; lifting using appropriate techniques; understanding and carrying out oral and written instructions; using positive behavioral reinforcements; establishing and maintaining effective working relationships with those contacted in the course of work; and moving students weighing as much as 50-80 pounds, daily and repetitively.

Licenses/Certificates: Possession or ability to obtain a CPI Certification.

The Paraeducator Aide must also be at least 18 years of age; have at least a high school diploma or a general equivalency diploma;

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR.

The Washoe County School District is committed to providing a safe and respectful learning and working environment for all students, staff, and visitors.? The District prohibits bullying, cyber-bullying, harassment, sexual harassment, and/or discrimination based on an individual's actual or perceived race, color, religion, sex (including pregnancy), national origin, age, sexual orientation, gender identity or expression, genetic information, veterans or military status, marital status, disability or the presence of any sensory, physical or mental handicap in any of its educational programs/activities and employment, or in any program or activity conducted or funded by the U.S. Department of Agriculture. The District prohibits discrimination against any youth group listed in Title 36, as a patriotic society, (i.e. Boy Scouts of America) from access to public school facilities use.</div>
 <div><div><div><div>Site(s) </div><div>Gomm Elementary School
</div></div> 
<div><div>Internal Job Number </div><div>2025-26-E257176
</div></div> 
<div><div>Salary
</div><div><div><div><div><div><div><div>Grade 15
Sch A:$13.42 (entry step) 
Sch B:$16.13 (entry step)
Salaries are subject to adjustment and may increase and decrease each fiscal year. New employees hired by Washoe County School District are normally placed on the entry step of the grade of the position. View the salary schedules here. 
</div></div></div> 
</div></div></div></div></div> 
<div><div>Additional Job Information
</div><div><div>Benefit packages are available for all employees, eligible employees who are regularly scheduled to work 27.5 hours per week or more receive full benefits of the District which include but are not limited to;
<ul><li>No waiting period on Medical, Dental, Vision and Life Insurance</li>
<ul><li>Employees may select an insurance plan wherein WCSD contributes 100% of insurance premiums.</li>
</ul><li>Sick Leave, Holiday Pay and Vacation Pay</li>
<li>Public Employees Retirement System (PERS)</li>
<ul><li>Contribution options will be explained in detail during the New Employee Orientation.</li>
</ul><li>Salary Increases</li>
<li>Longevity Bonuses</li>
<li>Guidance Resources</li>
<li>And More - Visit our Benefits page for more information.</li>
</ul>Temporary employees working less than 6 months do not receive benefits.
New employees will be fingerprinted upon hire and every five years thereafter and will have $58.50 deducted from their first paycheck to help defray the cost of fingerprinting. Non-licensed employees will have $58.50 deduction when their fingerprints are completed every five years. Fingerprint fees are subject to change. .
The job offer is conditional until a report is returned from the FBI and Nevada Department of Public Safety that meets the standards of WCSD for employment purposes
Any applicant who would like to request a reasonable accommodation in any step of the selection process should contact Human Resources at (775) 348-0321.</div></div></div></div></div><div></div>

Special Education Paraeducator Aide 2 1:1 CLS (27 hrs/wk, 180 days)

Aldar Education

<div>
 
 Job Description
 
 
 
 Aldar Education are currently seeking an outstanding UAE National Classroom Assistant for Yasmina American School in Abu Dhabi to start in November 2025.
 
 
 Yasmina American School is Located in the heart of Khalifa City A, and is committed to providing every child with an exceptional education that&rsquo;s both high-quality and affordable. With a comprehensive American curriculum from Pre-KG to Grade 5, we focus on unlocking each child&rsquo;s potential in a supportive and engaging environment.
 
 
 Our passionate teachers and state-of-the-art facilities create the ideal setting for academic excellence and personal development. At Yasmina American School, we make outstanding education accessible, equipping your child to thrive in and beyond the classroom.
 
 
 This is an exciting opportunity to join the highly successful Aldar family of schools and to help shape the future of Abu Dhabi&rsquo;s leading school group.
 
 
 
 Responsibilities
 
 
 
 
 Main Duties and Responsibilities:
 
 
 
 <ul>
 <li>
 Provide support for individual pupils / groups of pupils inside and outside the classroom to enable them to fully participate in a range of activities during the school day and to provide for their social, emotional and physical well-being.
 </li>
 <li>
 Be pro-active in matters relating to health and safety.
 </li>
 <li>
 Assist in the implementation of individual education programmes for individual pupils / groups of pupils and help monitor their progress.
 </li>
 <li>
 Support pupils with additional support needs e.g. emotional and behavioural difficulties and help to develop their social skills.
 </li>
 <li>
 Assist class teachers with maintaining pupil records.
 </li>
 <li>
 Prepare and present displays of pupils&rsquo; work.
 </li>
 <li>
 Support class teachers in photocopying and other tasks in order to support teaching.
 </li>
 <li>
 Support the aims of the school; comply with the requirements of health and safety, other relevant legislation and school policies.
 </li>
 <li>
 Set a good example in terms of dress, punctuality and attendance.
 </li>
 <li>
 Attend team and staff meetings as required.
 </li>
 <li>
 Work with other professional&rsquo;s e.g. speech therapists, occupational therapists etc. as necessary.
 </li>
 <li>
 Undertake other duties from time to time as the principal requires.
 
 
 
 </li>
 </ul>
 
 Specific Duties:
 
 
 
 <ul>
 <li>
 Academic assistance.
 </li>
 <li>
 Giving group instruction as prescribed by the teacher/providing individual instruction.
 </li>
 <li>
 Demonstrating various instructional activities.
 </li>
 <li>
 Monitoring work assigned by teacher &ndash; checking and correcting pupils&rsquo; work while in progress.
 </li>
 <li>
 Keeping pupils on task.
 </li>
 <li>
 Praising and reinforcing achievements of pupils/reporting pupil progress to teacher.
 </li>
 <li>
 Reorganising materials at the end of the day.
 </li>
 <li>
 Checking attendance.
 </li>
 <li>
 Supervising pupils in the classrooms and other locations.
 </li>
 <li>
 Participating in development of behaviour policy/promoting pupils self esteem.
 </li>
 <li>
 Disciplining misbehaviour in line with the whole school policy
 
 
 
 </li>
 </ul>
 
 Qualifications
 
 
 
 
 Minimum Qualifications &amp; Experience:
 
 
 
 <ul>
 <li>
 For UAE Nationals.
 </li>
 <li>
 To have a minimum attested secondary school certificate / Diploma / Degree.
 </li>
 <li>
 Minimum 1 year of experience as Classroom Assistant / Inclusion Assistant.
 
 
 
 </li>
 </ul>
 
 Job specific knowledge &amp; skills:
 
 
 
 <ul>
 <li>
 Previous experience working with students whom English is not their first language.
 </li>
 <li>
 Passion for teaching and commitment to educating the whole child.
 </li>
 <li>
 A high level of professionalism and consideration of the well-being of children.
 </li>
 <li>
 Recent and consistent involvement in extra-curricular activities.
 </li>
 <li>
 Respect for all members of a school community, irrespective of position, gender, age and ethnic background.
 </li>
 <li>
 A positive and solution-focused attitude to working life.
 </li>
 <li>
 A clean enhanced Disclosure and Barring Services check or police check.
 </li>
 </ul>
</div>

Classroom Assistant (UAEN) - Yasmina American School (AY25-26)

NINOS INC

A. MINIMUM QUALIFICATIONS: 
1. Must be at least 18 years of age 
2. Must have no criminal record or criminal charges pending 
3. Must have a valid driver's license and reliable transportation with liability insurance 
4. Must be able to speak, read and write English 
5. Must have or be willing to obtain First Aide/CPR certification 
6. Must have a clear TB and physical examination before first day of employment 
7. Must have an Associate's Degree Early Childhood Education 
8. Must have computer skills &ndash; Microsoft Windows environment and Office suite 
9. Must have superior computer skills &ndash; Microsoft Windows environment and Office Suite 
 
B. PREFERRED QUALIFICATIONS: 
1. Have a Baccalaureate Degree in Early Childhood Education 
2. Be Bilingual &ndash; able or willing to learn to speak, read and write English and Spanish 
3. Be a local resident of Cameron or Willacy County 
4. Be a person sensitive to the needs of the poor and disadvantaged 
 
C. GENERAL RESPONSIBILITIES: 
1. Responsible of the assigned Head Start/Early Head Start classroom 
2. Responsible for the overall operation and management of the classroom 
3. Must work in a team teaching approach with a teacher aide and insure that all curriculum activities and program Performance Standards be implemented in the classroom 
4. Responsible for the proper nutrition of all children 
5. Assist in formulation and maintaining records of individual children in the classroom 
6. Responsible for the care of classroom equipment, materials and supplies 
7. Responsible for daily/weekly classroom lesson plan 
8. Will assure that all screening activities are conducted and follow-up is completed. 
9. Designs Individual Education Plans (IEP) as needed 
10. Supervises teacher aide and delegates responsibilities so team teaching is enhanced. 
11. When necessary will be expected to attend staff training through pre-service, in-service workshops, and out of town conferences 
12. Supports the efforts of Head Start families in the enhancement of their children's healthy wellbeing and academic success 
13. Performs any other duties assigned by supervisor relative to program operations 
14. Works on weekends, holidays, and/or evenings on especial assigned projects and/or tasks on request of the Executive/Head Start Director

Teacher

Blooms Education

Key Responsibilities:
<ul>
<li>
Support teachers in classroom management and student learning activities.
</li>
<li>
Assist with preparation of teaching materials and classroom resources.
</li>
<li>
Supervise and support students during lessons, break times, and school activities.
</li>
<li>
Monitor student behaviour and ensure adherence to school policies.
</li>
<li>
Provide personalised support to students, including those with additional learning needs.
</li>
<li>
Assist with administrative tasks, including attendance, filing, and maintaining records.
</li>
<li>
Support teachers during school events, trips, and extra-curricular activities.
</li>
<li>
Act as an ambassador for the school, representing Bloom World Academy professionally at all times.
</li>
</ul>
Essential Qualifications and Requirements:
<ul>
<li>
UAE National with strong&gt;family book
</li>
<li>
Minimum strong&gt;High School Diploma
</li>
<li>
Experience working with children in a school or educational environment is preferred.
</li>
<li>
Strong interpersonal skills with the ability to build positive relationships with students, staff, and parents.
</li>
<li>
Professional, reliable, flexible, and motivated.
</li>
</ul>
Desirable:
<ul>
<li>
Previous experience as a Classroom Assistant or in a similar school support role.
</li>
</ul>
This is a strong&gt;contract role until the end of the academic year 2025/2026
Apply now to join our team and make a difference at Bloom World Academy!

Classroom Assistant

Dugong International

ore responsibilities<ul><li>Academic support: Help students understand lessons, complete assignments, take notes, and stay focused in class.</li><li>Behavioral and social support: Assist with self-control, social interaction with peers, and managing challenging behaviors.</li><li>Communication and collaboration: Act as a bridge between the student, the classroom teacher, parents, and therapists, providing feedback on the student's progress.</li><li>Inclusion and adaptation: Help integrate the student into the classroom by adapting learning activities and implementing strategies suggested by special educators.</li><li>Implementing plans: Assist in creating and implementing Individualized Education Programs (IEPs) and behavioral plans.</li></ul>Key skills and knowledge<ul><li>Understanding of the child's specific needs, such as communication methods, sensory needs, and behavioral patterns.</li><li>Strong communication and interpersonal skills to work effectively with various stakeholders.</li><li>Ability to model appropriate behaviors and social skills.</li><li>Flexibility to adapt to the dynamic needs of the classroom and the student.</li></ul>Job Type: Full-timePay: &#8377;9,242.71 - &#8377;20,000.00 per monthWork Location: In person

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2738 classroom aide jobs NEAR_ME

Instructional Aide

Special Education Paraeducator Aide 2 1:1 CLS (27 hrs/wk, 180 days)

Classroom Assistant (UAEN) - Yasmina American School (AY25-26)

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Classroom Assistant

Classroom Assistant (UAEN) - Yasmina American School (AY25-26)

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