BASIC FUNCTION: Under the direction of the Site Administrator and Classroom Teacher, a substitute paraeducator is one hired with the understanding that his/her association with Gilroy Unified School District will be on a substitute basis, as needed, because of the absence of a permanent or probationary employee. Substitute employees are paid at an hourly or daily rate, determined by the school district. The Substitute (Paraeducator) works in the absence of a paraeducator, providing direct services to students with a variety of needs in a general and/or special education setting.  Classroom settings can vary from classrooms, learning centers, and vocational programs.  The Substitute (Paraeducator) may serve students with any, or a combination of the following conditions:  intellectual disabilities, autism, severe physical/medical involvement such as cerebral palsy or seizure disorders, communication disorders, hearing/vision impairment, learning disabilities, emotional disturbances, and behavior disorders.

 

TYPICAL DUTIES (Responsibilities will include but are not be limited to):

The Substitute (Paraeducator) is responsible for the following duties:

• Provides direct assistance to students in areas including vocational skills, academics, motor skills including physical education and body awareness, speech and language, leisure/recreation activities, domestic skills (food preparation/housekeeping), self-help (toileting, feeding, personal hygiene, dressing, etiquette, and manners), other specialized health care such as diapering and toilet training, and other specialized subject areas based on needs.
• Supervises students in a variety of tasks, ensuring safety and support
• Assists in the preparation of instructional materials
• Provides supports in data keeping
• Assists students in using adaptive devices
• Performs other related activities as required

KNOWLEDGE AND ABILITIES:

• Knowledge/understanding of working with minors and child/adolescent psychology
• Knowledge/understanding of working with students with special needs in a special education setting
• Interpersonal skills using tact, patience, and courtesy
• Oral and written communication skills
• Record-keeping techniques
• Operate computers and peripheral equipment properly and efficiently
• Maintain various records related to work performed
• Work independently with little direction
• Communicate effectively orally and in writing
• Establish and maintain cooperative and effective working relationships with others

WORKING ENVIRONMENT:

• Office environment
• School environment

PHYSICAL DEMANDS (consideration will be given to reasonable accommodation):

• Sit for sustained periods of time
• Climb slopes, stairs, steps and ladders
• Exhibit full range of motion for shoulder external rotation and internal rotation, shoulder abduction and adduction, elbow flexion and extension, shoulder extension and flexion, back lateral flexion, hip flexion and extension and knee flexion;
• Conduct frequent repetitive arm, hand and body motion
• Sufficient hearing to conduct in-person and telephone conversations
• Sufficient physical mobility to move about school sites
• Sufficient vision to read printed material
• Ability to speak in an understandable voice with sufficient volume to be heard in normal conversational distance, on the telephone, and in addressing groups
• Physical, mental, and emotional stamina to endure long hours under stressful conditions
• Standing and sitting for long periods of time
• Dexterity of hands and fingers to operate a computer keyboard
• During crisis situations, may require moderate to significant physical work and lengthy periods of standing
• Physical ability to lift, carry, push, pull up to ten pounds on a regularly basis and up to 50 pounds occasionally
• Ability to bend, twist, kneel and stoop
• Ability to reach in all directions

PREFERRED QUALIFICATIONS:

• Minimum of 48 college units, AA degree, or equivalent

• Previous Experience