KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax:

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1 KAHNAWÀ: KE EDUCATION CENTER P.O BOX 1000 KAHNAW À:KE, QC J0L 1B0 Tel: Fax: JOB DESCRIPTION SPECIAL EDUCATION TEACHER ASSISTANT August 2013 SUMMARY DESCRIPTION: The teacher assistant, under the joint supervision of the Classroom Teacher and the Resource teacher, and the general supervision of the Associate Principal or the Principal is responsible for: assisting the Classroom teacher and the Resource Teachers in planning and implementing integrated programs of studies for students with special needs in collaboration with your Professional Learning Community teams, assisting in the planning, preparing and presenting daily lessons that integrate education plans for special needs students and using KAHNAWÀ:KE EDUCATION SYSTEM established mapping, lesson plan and other forms and formats, assisting the teacher in planning, preparing and presenting daily lessons and materials that integrate special needs students in classroom and school activities, assisting the teacher in managing and organizing special needs students into the classroom and the school, developing positive interpersonal relationships with students, parents, colleagues, and supervisors, following school and system policy and procedures, demonstrating positive and professional attitudes and responsibilities, developing personally and professionally to improve competencies and performance. and performing other related duties. KAHNAWAKE EDUCATION CENTER KSS & KAT TEACHER ASSISTANT August 2013

2 2 TEACHER ASSISTANT DUTIES AND RESPONSIBILITIES PART A: TEACHER ASSISTANT COMPETENCIES 1. PROGRAM OF STUDIES: PLANNING AND IMPLEMENTATION 1.1 Assists the Classroom Teacher and the Resource Teacher in adapting the goals and objectives for each subject or course in the program of studies for the students with special needs in collaboration Professional Learning Community teams. 1.2 Assists the teacher in adapting and establishing knowledge, skill and attitude instructional objectives for all lessons, units and themes for students with special needs. 1.3 Assists the teacher in adapting and utilizing culturally-relevant, integrated, holistic, cooperative, experiential, and student-centered methods, materials and resources for students with special needs. 1.4 Assists the teacher in developing and implementing evaluation methods and materials for students with special needs. 1.5 Assists the teacher in integrating the objectives of two or more subjects in planning lessons, units and themes, for students with special needs. 2. LESSON PLANNING AND INDIVIDUAL EDUCATION PLANS 2.1 Assists the Classroom/Homeroom Teachers and the Resource Teacher in developing education plans for special needs students, 2.2 Assists in implementing the Individual Education Plan (IEP) for students with special needs. 2.3 Assists in implementing the objectives of the IEP by working with individuals or small groups using methods, materials and equipment described in the education plan. 2.4 Assists in monitoring and evaluating the achievement of the objectives of the IEP using methods and materials described in the plan. 2.5 Assists the Classroom/Homeroom Teachers in reporting student progress of the IEP to the Student Services Team and the parents 3. METHODS AND MATERIALS 3.1 Assists in developing and producing culturally-relevant and appropriate materials to integrate the programs for special needs students in the classroom. 3.2 Assists in preparing materials and equipment to use in integrating the IEP plans for students with special needs

3 3 3.3 Demonstrates ability to motivate and teach special needs students effectively by using a variety of methods, materials and activities developed in the education plan. 3.4 Uses a variety of communication techniques with an emphasis on group discussions and student-centered conferences. 3.5 Assists in using a variety of evaluation methods and materials to assess students abilities and achievements in order to develop the IEP. 4. CLASSROOM MANAGEMENT 4.1 Assists in providing an open atmosphere in which students feel invited, accepted, wanted, and genuinely cared for. 4.2 Assists in establishing and maintaining classroom rules, routines and procedure that are consistent with school and system policy and procedures especially during the First Six Weeks of the School Year. 4.3 Assists in using effective classroom management techniques with an emphasis on cultural values, such as RESPECT, to guide students to use appropriate behaviour and acceptable language. 4.4 Assists in managing and resolving student behaviour, particularly BULLYING and any unacceptable behaviour using effective behaviour methods, including conflict resolution and peer mediation. 4.5 Assists in developing classroom routines so all students can develop responsibility to work independently and cooperatively. 5. CLASSROOM ORGANIZATION 5.1 Assists the teacher in teaching cooperative and independent work and study skills for students with special needs. 5.2 Assists the teacher in providing a classroom environment that is safe, pleasant, aesthetic, stimulating and conducive to learning. 5.3 Assists the teacher in creating relevant and appropriate educational displays and centers that reflect current themes and projects and that reflect the Kanien kehá:ka culture. 5.4 Assists the teacher in maintaining accurate, effective, and organized records that include curriculum maps, plan books, programs of studies, timetables, classroom registers, student progress and cumulative reports and files, and inventory records. 5.5 Assists the teacher in using classroom space and equipment effectively and with concern for security and maintenance.

4 4 PART B: PROFESSIONAL COMPETENCIES AND RESPONSIBILITIES 1. INTERPERSONAL RELATIONSHIPS 1.1 ASSISTANT/ STUDENT RELATIONS Counsels students, individually and in groups, to develop realistic goals, which contribute to students intellectual, personal, social and emotional growth and development Expects and demands high performance consistent with student abilities, interests and needs Responds appropriately to students needs, interests, aptitude, talents and learning styles, and recognizes student achievement daily with praise and positive reinforcement Establishes and maintains a positive atmosphere of mutual respect, mutual understanding, mutual acceptance, and a positive sense of humour Assumes responsibility for the behaviour and conduct of all students throughout the school day. 1.2 ASSISTANT / TEACHER RELATIONS Respects the rights, opinions, property, and contributions of others Participates actively and consistently in planning, meetings and activities by sharing ideas, materials and activities Establishes and maintains a positive relationship of mutual respect, mutual understanding, mutual acceptance, and a positive sense of humour Communicates ethically and professionally Consults with teachers, consultants, and specialists to facilitate, improve and evaluate the effectiveness of school programs. 1.3 ASSISTANT / PARENT RELATIONS Participates in parent conferences and accommodate parents requests for conferences regarding their children using relevant school records Participates in communicating frequently and regularly with parents regarding student progress and development and offers suggestions for improvement of student behaviour and student work and study skills when appropriate and within an educational context Establishes and maintains a positive atmosphere of mutual respect, mutual understanding, mutual acceptance, and a positive sense of humour.

5 Listens and responds appropriately to parents concerns in an educational context Assists teachers in encouraging parents to participate in school activities and programs. and within an educational context. 1.4 ASSISTANT / ADMINISTRATORS RELATIONS Participates in developing, establishing and achieving the school s philosophy, goals and objectives and in developing, establishing and maintaining school rules, policies, routines, and procedures for the general operation of the school Communicates openly, respectfully, and professionally at all times Establishes and maintains a positive atmosphere of mutual respect, mutual understanding, mutual acceptance, and a positive sense of humour Submits reports and forms promptly and within established deadlines Participates collaboratively in the formative and summative evaluation process using the established Performance Rating Scale (Appendix ) and demonstrating an ability to react constructively to criticism and to follow directions and suggestions. 2. PERSONAL SUITABILITY AND ADJUSTMENT TO THE SYSTEM 2.1 Develops and demonstrates an understanding of the cultural background of the community and participates in cultural, social and spiritual traditions. 2.2 Adapts well and is sensitive to the character of the school and the system. 2.3 Uses educational background to enrich cultural and academic growth of students. 2.4 Conforms to policies, rules, and regulations of the school and the system. 2.5 Demonstrates a positive and supportive attitude for the general operation of the school and the system. 3. PROFESSIONAL ATTITUDE AND RESPONSIBILITY 3.1 Demonstrates leadership and initiative through participation in programs and activities that enhance student and staff life. 3.2 Participates in the development and piloting of innovative programs, methods and materials. 3.3 Participates in the development and implementation of school and system policies and programs that promote quality education.

6 6 3.4 Maintains the highest standards of professional behaviour and language in public and relates well to students and staff outside the classroom and school context. 3.5 Actively participates in extracurricular and community activities when and where possible. 4. PERSONAL AND PROFESSIONAL DEVELOPMENT 4.1 Keeps informed of current trends and practices in education. 4.2 Participates in conferences, workshops, and in-service training. 4.3 Participates in inter-class and inter-school visits to improve instruction. 4.4 Demonstrates an ability to self-evaluate realistically to improve performance. 4.5 Shows interest in furthering academic studies. 5. PERFORMS OTHER RELATED DUTIES PART C: QUALIFICATIONS / REQUIREMENTS

7 7 EDUCATION / EXPERIENCE: A combination of education and experience providing the necessary knowledge, skills and attitudes for successful performance would be required for this position. Specific Qualifications: A Child Care Certificate, a Teacher Assistant Certificate or a Teaching Certificate completed or in progress and experience in working with children or teaching children. KNOWLEDGE OF: Growth and developmental characteristics of children and / or adolescents Kanien kehá:ka and Kahnawà:ke culture and people Language of instruction Current trends in education, such as, holistic education, developmental education, experiential education, whole language, cooperative learning, inclusive education, problem solving, and thinking skills SKILLS: Complete fluency and literacy in language of instruction Ability to communicate effectively with students in language of instruction Long-range and short-term program planning and, individual lesson planning Integration of special needs students and individual education planning Making and using teaching materials Ability to motivate and teach all students effectively by using a variety of methods, materials, and activities Managing a classroom of students Organizing a child-centered classroom Maintaining records of student progress Interpersonal skills to maintain effective relationships with students, colleagues, parents and supervisors ATTITUDES: High expectations of students Child / student centered Inclusion of special needs students Positive attitude about student ability and potential Sensitive to needs of students with special needs Supportive of system philosophy, mission, goals, objectives, and policy Participates in and pursues personal and professional development This job description should not be interpreted to imply that these requirements are the exclusive standards of this position. Employees will follow any other instructions and perform any other related duties, as may be required and requested.

8 8 APPENDIX : PERFORMANCE RATING SCALE 1. CONSISTENTLY OUTSTANDING Performance in this area is outstanding. Personal / Professional competencies are demonstrated at a high level of performance. This employee continuously seeks to expand the scope of competencies through personal and professional development, constantly undertakes additional responsibilities, and demonstrates leadership skills in improving the quality of education for the school and the system. 2. ABOVE STANDARD Performance in this area is above standard. Some competencies are demonstrated at a high level, while other competencies are consistently adequate and acceptable. This employee requires little supervision to complete duties, and sometimes seeks to expand the scope of competencies through personal and professional development and occasionally undertakes additional responsibilities. 3. AT STANDARD Performance in this area is at standard. All competencies meet all expectations at an acceptable and adequate level. This employee requires some supervision to complete duties, maintains an adequate and acceptable level of performance and performs additional responsibilities as assigned or requested. Personal and professional development is recommended to expand competencies that are at standard. 4. BELOW STANDARD Performance in this area is below standard and needs improvement. Some competencies are not performed at an acceptable and adequate level. This employee requires frequent supervision and assistance to achieve an adequate and acceptable level of performance. Personal and professional development is highly recommended in competencies that are below standard. 5. INADEQUATE AND UNACCEPTABLE Performance in this area is inadequate and unacceptable. This employee has made no improvement after close and continuous supervision.