special education 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)

Riverhead Central School District

<div>POSITION: Special Education Facilitator (Administrator) 
10.5 Month Position (Probationary Appointment) 

 
SALARY: Starting Salary Range Per R.A.A. Contract: 
$118,200.86
START DATE: December 1, 2025 
 
Job Qualifications 
REQUIREMENT: Valid NYS School SDL or SDA Certification
Valid NYS Special Education Certification or School Psychologist Certification
CPSE/CSE Chairing Experience
Vast knowledge of Special Education
Excellent organizational and interpersonal skills 
Responsibilities: The Special Education Facilitator position will require administration certification. The facilitator will chair CPSE/CSE meetings and provide professional development to staff. The facilitator will serve as a liaison between faculty, students, and families. They will report to the Director of Special Education and Pupil Personnel Services. 
Position Start Date:12/01/2025 
Application Deadline:11/21/2025</div>

Special Education Facilitator

ELECO

<ul><li>Provide individualized assistance with academic tasks.</li><li>Work closely with the classroom teacher to implement goals from the student's Individualized Education Plan.</li><li>Encourage her to participate appropriately in class;</li><li>notify the teacher if she does not understand the material;</li><li>be positive in her approach to new tasks; and helping her to gain self control.</li><li>improve communication by maintaining eye contact;</li><li>encouraging her to ask for help from her teachers;</li><li>having her share special interests with the children;</li><li>helping her to respond appropriately to /her classmates in social situations</li><li>seeing that she compliments his peers when appropriate</li></ul>Job Type: Full-timePay: QAR1,500.00 - QAR1,800.00 per monthExperience:<ul><li>Shadow Teacher: 3 years (Required)</li></ul>Language:<ul><li>English (Required)</li></ul>

Shadow Teacher - One-to-One (Live-in)

Statesmen College Preparatory Academy for Boys

<div>We are looking for a qualified Student Support Specialist (SPED Teacher) to directly support the mission of Statesmen College Preparatory Academy for Boys by ensuring that the Statesmen vision of high-quality instruction is taking place within the classroom daily with a special focus on increasing access and engagement for the scholars in our Special Education or ELL program. Using vetted and evidence-based methodology appropriate to the specific disability or language barrier, our Student Support Specialists work with a team of education professionals to guarantee greater engagement and success for students with whom they work closely. 
The person best suited for this role is a learning-oriented and inspirational leader with a desire to impact the overall academic experience of underserved students. The best candidates will have an advanced degree and a track record of creating high levels of academic growth within populations of students with significant potential and limited experience of prior academic success.

Please see attachment below for full job description. 

Requirements
<ul>
<li>Bachelor&rsquo;s degree in Education or an aligned field of study.</li>
<li>Understanding of teaching practices and educational guidelines aligned to Common Core State Standards.</li>
<li>Outstanding communication and interpersonal skills.</li>
<li>Strong organizational and problem-solving skills.</li>
<li>Authorized to work in the US (Statesmen does not sponsor employment visas)</li>
</ul>
Statesmen College Preparatory Academy for Boys PCS seeks diversity in its student/parent body, faculty, Board of Trustees, staff, and administration. While Statesmen Academy for Boys is a single-gender academy, it is an organization deeply committed to diversity, equity, and inclusion. Therefore, the organization's policy and commitment are not to make employment decisions based on race, color, national origin, ethnicity, religion, sex, gender, sexual orientation, disability, age, or other personal or professional status. 
 
Full Job Description</div>

Student Support Specialist (Special Education Teacher)

Al Noor Rehabilitation & Welfare Association for People of Determination

Job Overview
<ul>
<li>Conducting structured, engaging lessons using multisensory and student-centered approaches to accommodate the diverse learning needs of the class.</li>
<li>Collaborating closely with Special Educators and other professionals through shared goals and coordinated strategies that are embedded in daily routines of students.</li>
<li>Reporting to the Special Educator, the progress of students. Guiding and supervising caregivers in implementing strategies, behaviour management and supporting student engagement.</li>
<li>Creating and modifying instructional materials using visual support, tactile resources, and assistive technology.</li>
</ul>
 Requirements: 
<ul>
<li>Master s/Bachelor Degree in Special Education from a recognized university in full time basis.</li>
<li>Minimum 1 to 3 years experience. Experience in UAE preferred</li>
</ul>
 Preferred: 
<ul>
<li>Applied Behavior Analysis (ABA), Augmentative and Alternative Communication (AAC), Literacy Instruction, Functional skills and Life Skills Training, Transdisciplinary Approach, Multisensory teaching methods, IT and Documentation Skills.</li>
</ul>
If you feel you meet the above requirements, please send your CV to hr@alnoorpod.ae

Assistant Special Educator

Comal Independent School District

<div>Primary Purpose:
Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society. 
Education / Certification:
<div><ul><li>Bachelor&rsquo;s degree from accredited university.
</li></ul><ul><li>Valid Texas teaching certificate with required endorsements or required training for subject and level assigned.
</li></ul><ul><li>Teaching certification held in multiple areas is preferred.
</li></ul><ul><li>Teachers must obtain ESL Certification within one year of employment.
</li></ul><ul><li>Demonstrated competency in the core academic subject area assigned.
</li></ul></div>Special Knowledge / Skills:
<div><ul><li>Knowledge of core academic subject assigned.
</li></ul><ul><li>General knowledge of curriculum and instruction.
</li></ul><ul><li>Ability to instruct and supervise student athletes.
</li></ul><ul><li>Strong organizational, communication, and interpersonal skills.
</li></ul></div>Experience / Other Requirements:
<div><ul><li>At least one year of student teaching or an approved internship.
</li></ul></div>Major Responsibilities and Duties: 
Instructional Strategies
<div><ul><li>Develop and implement lesson plans that fulfill the requirements of district&rsquo;s curriculum program and show written evidence of preparation as required.
</li></ul><ul><li>Prepare lessons that reflect accommodations for differences in student learning styles.
</li></ul><ul><li>Present subject matter according to guidelines established by Texas Education Agency, board policies, and administrative regulations.
</li></ul><ul><li>Plan and use appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned.
</li></ul><ul><li>Conduct assessment of student learning styles and use results to plan instructional activities.
</li></ul><ul><li>Work cooperatively with special education teachers to modify curricula as needed for special education students according to guidelines established in Individual Education Plans (IEP).
</li></ul><ul><li>Work with other members of staff to determine instructional goals, objectives, and methods according to district requirements.
</li></ul><ul><li>Plan and supervise assignments of teacher aide(s) and volunteer(s).
</li></ul><ul><li>Use technology to strengthen the teaching/learning process.
</li></ul></div>Student Growth and Development
<div><ul><li>Help students analyze and improve study methods and habits.
</li></ul><ul><li>Conduct ongoing assessment of student achievement through formal and informal testing.
</li></ul><ul><li>Assume responsibility for extracurricular activities as assigned. Sponsor outside activities approved by the campus principal.
</li></ul><ul><li>Be a positive role model for students, support mission of school district.
</li></ul></div>Classroom Management and Organization
<div><ul><li>Create classroom environment conducive to learning and appropriate for the physical, social, and emotional development of students.
</li></ul><ul><li>Manage student behavior in accordance with Student Code of Conduct and student handbook.
</li></ul><ul><li>Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
</li></ul><ul><li>Assist in selection of books, equipment, and other instructional materials.
</li></ul></div>Communication
<div><ul><li>Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
</li></ul><ul><li>Maintain a professional relationship with colleagues, students, parents, and community members.
</li></ul><ul><li>Use effective communication skills to present information accurately and clearly.
</li></ul></div>Professional Growth and Development
<div><ul><li>Participate in staff development activities to improve job-related skills.
</li></ul><ul><li>Keep informed of and comply with state, district, and school regulations and policies for classroom teachers.
</li></ul><ul><li>Compile, maintain, and file all physical and computerized reports, records, and other documents required.
</li></ul><ul><li>Attend and participate in faculty meetings and serve on staff committees as required.
</li></ul><ul><li>Responsible for properly maintaining district records, adhering to all policies set forth by the district for records maintenance and learning the records retention schedule for department records.
</li></ul><ul><li>Perform other duties as assigned.
</li></ul></div>Supervisory Responsibilities:
 
Supervise assigned teacher aide (s).</div>

1st Grade Teacher

International Leadership of Texas

<div>
 
 
 *This role is for the 2025 - 2026 school year
 
 
 
 
 
 
 
 Compensation package for certified teachers starting at $62,500*
 
 
 
 
 
 
 
 Compensation package for non-certified teachers starting at $54,500*
 
 
 
 
 
 
 
 *The starting compensation package shown includes a
 
 
 $5,000 Certified Math Teacher Stipend. All starting amounts include a $2,000 STAAR Tested Grade-Level hiring incentive
 
 
 
 
 
 
 
 Primary Purpose:
 
 
 
 Provide students with appropriate learning activities and experiences in the core academic subject area assigned to help them fulfill their potential for intellectual, emotional, physical, and social growth. Enable students to develop competencies and skills to function successfully in society.
 
 
 
 
 
 
 Qualifications:
 
 
 
 
 Education/Certification:
 
 
 
 Bachelor&rsquo;s degree from accredited university Valid Texas teaching certificate with required endorsements or training for subject and level assigned-preferred
 
 
 Demonstrated competency in the core academic subject area assigned
 
 
 
 
 
 
 Special Knowledge/Skills:
 
 
 
 Knowledge of core academic subject assigned
 
 
 Knowledge of curriculum and instruction
 
 
 Ability to instruct students and manage their behavior
 
 
 Strong organizational, communication, and interpersonal skills
 
 
 
 
 
 
 Experience:
 
 One-year student teaching or approved internship preferred
 
 
 
 
 
 
 
 
 
 Major Responsibilities and Duties:
 
 
 
 Instructional Strategies
 
 
 1. Develop and implement lesson plans that fulfill the requirements of district&rsquo;s curriculum
 
 
 program and show written evidence of preparation as required. Prepare lessons that reflect
 
 
 accommodations for differences in individual student differences.
 
 
 2. Plan and use appropriate instructional and learning strategies, activities, materials, equipment,
 
 
 and technology that reflect understanding of the learning styles and needs of students assigned
 
 
 and present subject matter according to guidelines established by Texas Education Agency,
 
 
 board policies, and administrative regulations.
 
 
 3. Conduct assessment of student learning styles and use results to plan instructional activities.
 
 
 4. Work cooperatively with special education teachers to modify curricula as needed for special
 
 
 education students according to guidelines established in Individual Education Plans (IEP).
 
 
 5. Work with other members of staff to determine instructional goals, objectives, and methods
 
 
 according to district requirements.
 
 
 6. Plan and assign work to instructional aide(s) and volunteer(s) and oversee completion.
 
 
 
 
 
 
 Student Growth and Development
 
 
 
 7. Conduct ongoing assessment of student achievement through formal and informal testing.
 
 
 8. Assume responsibility for extracurricular activities as assigned. Sponsor outside activities
 
 
 approved by the campus principal.
 
 
 9. Be a positive role model for students; support mission of school district.
 
 
 
 
 
 
 Classroom Management and Organization
 
 
 
 10. Create classroom environment conducive to learning and appropriate for the physical, social,
 
 
 and emotional development of students.
 
 
 11. Manage student behavior in accordance with Student Code of Conduct and student handbook.
 
 
 12. Take all necessary and reasonable precautions to protect students, equipment, materials, and
 
 
 facilities.
 
 
 13. Assist in selecting books, equipment, and other instructional materials.
 
 
 14. Compile, maintain, and file all reports, records, and other documents required.
 
 
 
 
 
 
 Communication
 
 
 
 15. Establish and maintain a professional relationship and open communication with parents,
 
 
 students, colleagues, and community members.
 
 
 
 
 
 
 Professional Growth and Development
 
 
 
 16. Participate in staff development activities to improve job-related skills.
 
 
 17. Comply with state, district, and school regulations and policies for classroom teachers.
 
 
 18. Attend and participate in faculty meetings and serve on staff committees as required.
 
 
 
 
 
 
 Additional Duties:
 
 
 
 19. Any and all other duties as assigned by your immediate supervisor.
 
 
 
 
 
 
 Supervisory Responsibilities:
 
 
 
 Direct the work of assigned instructional aide(s).
 
</div>

Math Teacher (8th Grade)

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