Anne Arundel County Public Schools

Works collaboratively with school-based staff to ensure student achievement through early intervention in the areas of literacy, mathematics, and social emotional development for students in kindergarten through third grade.. Works directly with identified intervention students to provide social emotional learning and students individually or in small groups to reinforce subjects initially introduced by the teacher.. Attends trainings and receives job-embedded coaching in evidence-based instructional programs, instruction and support, social emotional learning and other services.. New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade).. Division: Academics Business Unit: Curriculum & Instruction (C&I) Department: Special Education Negotiated Agreement: Secretaries and Assistants Association of Anne Arundel County (SAAAAC)

early intervention

Position SummaryTitle Code Teacher Assistant: Early Intervention Job Details: This position is for the 2024-2025 school year Job Summary Works collaboratively with school-based staff to ensure student achievement through early intervention in the areas of literacy, mathematics, and social emotional development for students in kindergarten through third grade. Acts as a support teacher during instruction to support content areas interventions and instruction. Essential Duties/Responsibilities <ul><li>Assists in delivering additional academic support for struggling learners using evidence-based programs and strategies.</li><li>Supports transfer of content area and social emotional skills taught in interventions and small groups to the general education curriculum.</li><li>Works directly with identified intervention students to provide social emotional learning and students individually or in small groups to reinforce subjects initially introduced by the teacher.</li><li>Assists in maintaining non-academic portfolios for identified intervention students.</li><li>Observes and gathers student assessment data and discusses observations/progress of students with instructional staff.</li><li>Monitors student growth progress interventions and skill attainment during intervention instruction and provides information to classroom teacher.</li><li>Attends trainings and receives job-embedded coaching in evidence-based instructional programs, instruction and support, social emotional learning and other services.</li><li>Collaborates with families to support school to home transfer of content areas skills.</li><li>Participates in school-based intervention meetings, professional development and data discussions.</li><li>Performs other related duties as assigned within the same classification or lower. </li></ul>Minimum Qualifications To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Education <ul><li>High School Diploma or Equivalency Certificate required. </li></ul>Experience <ul><li>Six (6) months training and/or experience in an educational/instructional environment preferred. </li></ul>Knowledge, Skills, Abilities And Other Characteristics <ul><li>Willingness to learn and implement instructional methods, strategies and techniques.</li><li>Ability to participate in ongoing professional learning in content area, pedagogy and instructional support.</li><li>Ability to exercise considerable patience, courtesy, tact and good judgment in working with students, teachers, administrators, fellow employees and parents.</li><li>Ability to employ a variety of teaching styles to respond to the needs of diverse learners.</li><li>Demonstrated ability to effectively work and communicate with diverse populations.</li><li>Demonstrated proficiency with business technology applications (e.g. Video/Web Conferencing, Microsoft Office Suite -Word, Excel, Outlook, and/or PowerPoint preferred). </li></ul>Licenses and Certifications Employee must retain active licenses, certifications, and enrollment as a condition of employment. <ul><li>N/A </li></ul>Driving Requirements <ul><li>N/A </li></ul>Career Ladder Requirements Qualification Requirements for Employment in Higher Grade as a New Hire or Transfer requires: <ul><li>Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university. </li></ul>Qualification Requirements For Title I Facilities Requires <ul><li>New hires or transfers who have successfully achieved the Highly-Qualified ParaEducator status through successful completion of the ParaPro assessment or post-secondary education in accordance with the mandated requirements for Title I and/or relevant laws in place are eligible for placement at Grade XX (Higher Grade). However, placement in Grade XX (Higher Grade) is contingent on having met the aforementioned requirements and the school's Title I status. Grade placement may be reduced if the school no longer qualifies as Title I and/or you voluntarily transfer to a non-Title I Teacher Assistant position. </li></ul>Eligibility for Consideration for Promotional Increase from Lower Grade to Higher Grade requires: <ul><li>Successful completion of 30 semester hour credits earned after July 1, 1993 from a Regionally Accredited college or university.</li><li>Consistent maintenance of an effective and orderly work environment.</li><li>Consistent compliance with general office procedures such as (1) standards contained in the AACPS Employee Handbook; (2) demonstration of discretion and excellent customer service; and (3) regular and punctual attendance. </li></ul>LEADERSHIP ROLE <ul><li>N/A </li></ul>PHYSICAL DEMANDS/WORKING CONDITIONS The physical demands and working conditions described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical Demands <ul><li>Standing: over 2/3 percent of the time</li><li>Walking: over 2/3 percent of the time</li><li>Sitting: over 2/3 percent of the time</li><li>Using hands to handle or feel: over 2/3 percent of the time</li><li>Pinching (fine motor skills): over 2/3 percent of the time</li><li>Wrist deviation: over 2/3 percent of the time</li><li>Keyboarding: over 2/3 percent of the time</li><li>Pushing: over 2/3 percent of the time</li><li>Pulling: over 2/3 percent of the time</li><li>Reaching (with hands and/or arms): over 2/3 percent of the time</li><li>Climbing (Ascend/Descend): between 1/3 and 2/3 percent of the time</li><li>Balancing: over 2/3 percent of the time</li><li>Stooping: over 2/3 percent of the time</li><li>Kneeling: between 1/3 and 2/3 percent of the time</li><li>Crouching: between 1/3 and 2/3 percent of the time</li><li>Crawling: under 1/3 percent of the time</li><li>Bending: over 2/3 percent of the time</li><li>Twisting: between 1/3 and 2/3 percent of the time</li><li>Squatting: over 2/3 percent of the time</li><li>Talking: over 2/3 percent of the time</li><li>Hearing: over 2/3 percent of the time</li><li>Repetitive Motions: over 2/3 percent of the time</li><li>Eye/Hand/Foot Coordination: over 2/3 percent of the time</li><li>Driving: under 1/3 percent of the time</li><li>As required by the duties and responsibilities of the position. </li></ul>Vision The vision demands with correction described here are representative of those that must be met to successfully perform the essential functions of this job. <ul><li>No special vision requirements </li></ul>Work Environment Location <ul><li>Office, school or similar indoor environment: over 2/3 percent of the time </li></ul>Noise Level <ul><li>Loud: over 2/3 percent of the time </li></ul>Weight & Force Lifting and carrying requirements <ul><li>Up to 50 pounds: between 1/3 and 2/3 percent of the time </li></ul>Travel Requirements <ul><li>N/A </li></ul>JOB INFORMATION Approved Date: 7/1/2023 Established Date: 6/12/2019 Title Code: C04029 Title: TEACHER ASSISTANT: EARLY INTERVENTION Reports to Generic: Principal Reports to Specific: PRINCIPAL ORGANIZATION Division: Academics Business Unit: Curriculum & Instruction (C&I) Department: Special Education Negotiated Agreement: Secretaries and Assistants Association of Anne Arundel County (SAAAAC) HR JOB INFORMATION Unit: IV Days Worked: 191 FLSA Exemption Status: Non-Exempt Grade: SG05;SG06 Essential Job: Months Worked: 10 Hours Worked: 7 Job Family: Educational Support Services Sub-Function: Classroom Assistants

START NEW SEARCH