Learning Facilitator

BLaST Intermediate Unit

SUMMARY: Assist teachers in special education classroom with daily academic and instructional activities. The Facilitator supports the classroom/program teacher in classroom management, small group or individual instruction, progress monitoring or other duties as directed by the instructor.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned.

POC responsibilities for eQUIP (online learning platform).

Provide teachers with weekly updates on grades, minutes spent and progress.

Keep grading systems updated with student progress

Post grades to report cards.

Liaison between IU and district.

School Wide Positive Behavior Coach for building

Lead for SWISS Data and referrals

Assists the instructor in implementing classroom procedures: including preparing materials, progress monitoring, grading and monitoring students.

Attends meetings as directed by the program supervisor.

Maintains student and/or program confidentiality

Oversee School Rewards store.

Completion of 20 hours of professional development annually

SUPERVISORY RESPONSIBILITIES:

The facilitator assists in the instruction of students individually or in small groups under the direct supervision of the classroom/program teacher.

QUALIFICATION REQUIREMENTS: 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, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

EDUCATION and/or EXPERIENCE:

A high school diploma and four years of post-secondary training. Prefer a teacher certification but will accepted an approved Guest Teacher Certification.

LANGUAGE SKILLS:

Ability to read, write and comprehend simple instructions, short correspondence, and memos. Ability to effectively present information in one-on-one and small group situations to staff, parents, students and administrators.

MATHEMATICAL SKILLS:

Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret charts or graphs.

REASONING ABILITY:

Ability to apply common sense understanding to carry out detailed written or oral instructions. Ability to deal with problems involving a few concrete variables in standardized situations.

OTHER SKILLS and ABILITIES:

Ability to work with exceptional students. Ability to maintain composure under stressful conditions. Ability to develop effective working relationships with students, staff and the school community. Ability to communicate clearly and concisely, both orally and in writing. Ability to perform duties with awareness of all district and Intermediate Unit requirements and Department of Education policies. Communicates all staff and parent inquires for information to the teacher.

PHYSICAL DEMANDS: The physical demands 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.

While performing the duties of this job, the employee is regularly required to reach with hands and arms. The employee frequently is required to stand, walk, sit, and talk or hear. The employee is occasionally required to use hands to finger, handle, or feel objects, tools, or controls; climb or balance; and stoop, kneel, crouch, or crawl. The employee is frequently required to bend at the neck more than the average person. Specific vision abilities required by this job include close vision, and peripheral vision. The employee needs to be able to tell where a sound is coming from and hear in a noisy environment. The paraprofessional will assist in physical management of students. This may include the lifting of students and occasionally, physical restraint.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment may be moderate to loud. The employee must work with students and other staff, continuously meeting multiple demands. Occasionally,

This work environment may be stressful. Behavioral self control and a professional demeanor must be displayed at all times.

Learn how to get hired with ESS:

https://youtu.be/puAB0FX2brA

About ESS

As leaders in the education staffing space since 2000, ESS specializes in placing qualified staff in daily, long-term, and permanent K-12 school district positions including substitute teachers, school aides, and other school support staff. With more than 800 school district partners throughout the US, ESS supports the education of more than 4.5 million students every day. We provide our employees the ability to work in school districts across the country in addition to benefits, comprehensive training, flexible work schedules, and professional development. Visit ESS.com to learn more and help to improve education for every student, every day.

ESS Diversity Statement

ESS continuously works to create an environment where all its employees - regardless of race, ethnicity, religion, gender, sexuality, age or abilities - can work to the fullest of their potential in a fair and welcoming space. Believing that a diverse company is more innovative and successful, we have embraced diversity to ensure that we are empowered to make sure that "Every day counts" for our employees, the students, and the schools we serve nationwide.

ESS is an Equal Opportunity Employer (EOE). Qualified applicants are considered for employment without regard to age, race, color, religion, sex, national origin, sexual orientation, disability or veteran status.

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