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The Pennsylvania School for the Deaf · 1 day ago

Substitute Aide

Philadelphia, PA

Part-time

Onsite

New Grad, Entry Level

The Pennsylvania School for the Deaf is seeking a Substitute Aide to provide coverage for 1:1 Aide or Teacher Aide positions. The role involves assisting teachers, engaging with students, and ensuring effective implementation of instructional plans in a supportive educational environment.

Education

Responsibilities

Assist teachers with the implementation of instructional plans, including direct instruction or tutoring of students

Assist teachers with the development of instructional materials and creating and maintaining a constructive classroom environment

Engage in professional development in order to meet Paraeducator standards

Substitute for teachers in the class or team during a teacher's absence as needed

Assist with supervision of students (e.g. during field trips, at lunch)

Provide meaningful and interactive language experiences with students under the direction of the teacher

Provide appropriate support to students in their growth and development (e.g. academically, socially)

Participate in team, cluster, and school-wide meetings

Other duties and responsibilities as assigned by the teacher or supervisor

Assist with specialized teaching and program support and monitoring

Support student hygiene (e.g. self-care, toilet use, feeding)

Become familiar with and support the implementation of specially designed instruction accommodation from the student's IEP

Collect student data as required

Submit weekly ACCESS forms

Help prepare specialized materials for classroom use

Support all students' individual academic, behavioral, self-care, and life-skill goals

Support sensory and SSR

Before leaving the classroom, inform others where you are going and when you will return

Teacher will coordinate and assign staff break times; break times are tentative on classroom daily events and may need to be adjusted at the teacher's discretion

Implement behavioral interventions as specified

During specials where staff are not needed for support, individual meetings, break, and prep work should occur

Support breakfast and transitions to classrooms

Support arrival routine; provide students with prompts and feedback to complete checklist

This should be an active, engaging activity with visual supports that students can manipulate

All staff are responsible for the execution of lessons as designed. Take anecdotal notes and track data as warranted

Teacher determines length of rotation and sets the timer for two minutes before it is time to rotate

When the timer goes off, the teacher will give a two minute warning to staff and students to wrap up their tasks and prepare to rotate

When students finish each rotation, they should hand their rotation card and choices icon to staff for a choice time

If the student does not have all of the boxes checked off, the student should be directed back to the station that has work left to complete

When all rotation schedule cards are collected, return them to their designated area or put them in the staff task box to be cleaned and prepared for the following day

Students Should Be Directed To Check Their Schedules Regularly Throughout The Day

Check schedule cards are used for transitions back to the classroom

Include visual schedule cards on individual schedules for students with additional scheduled tasks (e.g. nurse, toileting, feeding)

Teacher is responsible for assigning tasks to be prepared for the following day and upcoming lessons. End of the day tasks include but are not limited to the following

Clean arrival cards and place in student cubbies

Clean rotation cards

Clean daily schedule sheets

Prepare schedule rings

Prepare rotation cards

Prepare lesson materials

Place lesson materials in designated area

Replenish edible reinforcers

Check batteries and toys and replace if needed

Prepare student goal and data sheets

Check work to do box and complete tasks

Check to do list on board and complete tasks

Clear choice boards and return pictures to board on wall

Review assigned lessons for the following day and ask questions

Qualification

ASL skillsParaeducator credentialHigh school diplomaEducational setting experienceProfessional development training

Required

At least a high school diploma

Intermediate ASL skills required; advanced ASL skills preferred

Understanding and acceptance of communication principles, which emphasize full access to all communication in the school environment, the importance of self-expression and respect for each individual's communication needs

Meet entry-level requirements on PSD's Credential of Competency of Paraeducator within three (3) years from date of hire

Paraeducators are required to complete twenty (20) hours of professional development trainings annually

Occasionally lift up to 25 lbs

Generally works in standard classroom setting and climate

Works in a highly stressful environment dealing with a wide variety of challenges

Ability to sit, stand, walk, kneel, crouch and reach with hands and arms

May be required to physically assist students with disabilities