Preschool Aide​/ESP - Education Support Professional; Long Term Sub

Position: Preschool Aide/ESP - Education Support Professional (Long Term Sub)
The Public Schools of Northborough-Southborough

Educational Support Professional - Preschool - Long-term Substitute

Department:

Student Support Services

Job Title

Educational Support Professional (ESP)

FLSA Status:

(Exempt/Non-exempt)

Unit C

Reports to:

Principal, Assistant Principal or Student Support Services Administration

GENERAL DESCRIPTION (1-3 LINES DESCRIBING ROLE):

The role of the Educational Support Professional (ESP) is to provide specialized instruction to students with disabilities. The ESP works directly under the supervision of a member(s) of the student support services team. The ESP is expected to be flexible and adaptable in meeting the needs of special education students in the school at large.

QUALIFICATIONS:

An Associate's (or higher) degree; or taking and passing a formal assessment measuring one's knowledge of and ability to assist classroom teachers in reading, writing, and mathematics.

ESSENTIAL JOB DUTIES (NOT LIMITED TO):

* Deliver specially designed instruction (curriculum adaptation and instructional adaptation) to special education students as outlined in the student's Individualized Education Program (IEP) and under the supervision and direction of a member(s) of the student support services team.

* Deliver specialized instruction to students either in or out of the classroom setting in individual, small group, or co-taught classes.

* Work cooperatively under the direction of the general education teacher(s) and/or the student support services team to deliver universal accommodations and curriculum.

* Participate as a member of the student support services team.

* Monitor student progress and report such progress weekly to the student support services team.

* Participate in a weekly meeting with the student support services team that includes data review, academic, social, and behavioral programming updates, and sharing of concerns.

* Participate in professional development as required to meet the needs of students.

* Implement daily lessons under the supervision of the student support services team member who is assigned to implement the IEP.

* Implement any behavioral plans as outlined in the student's IEP.

* Assist in data collection in support of the student's IEP goals and objectives.

* Work collaboratively with the student support services team to prepare any specialized instructional materials.

* Prepare to start and end instruction at scheduled times in the classroom on a daily basis in order to support consistency of programming for students.

* Perform all tasks as directed by the building principal.

* In addition, ESPs responsibilities may include but are not limited to the following as documented in the student's IEP:

* Toileting

* Attend specials, recess, lunch, etc.

* Transportation support

Skills, Knowledge and Ability:

* Skilled in implementing instructional and behavioral methods and procedures appropriate for the situation when learning or teaching new things.

* Skilled in de-escalation strategies after receiving district provided training, as appropriate.

* Skilled at assisting students with disabilities.

* Knowledge of or a willingness to learn a variety of computer programs, audio-visual aids, and other equipment and materials to supplement presentations.

* Ability to shift student responsibilities as the need arises.

* Ability to monitor student performance and progress.

* Ability to demonstrate professionalism and confidentiality

WORK ENVIRONMENT &

PHYSICAL REQUIREMENTS:

Work Environment:
The work environment is in a school setting and can expand to all aspects of the students' school day

Physical Requirements:

* In a school setting working with students who are on IEP's.

* Ability to physically support students who utilize specialized equipment such as standers, wheelchairs, supportive seating etc.

* Able to lift up to 45 lbs. to support students, if needed.

* Ability to physically respond to students who are physically unsafe and use physical restraints as part of a de-escalation process (verbal de-escalation is preferred).

* Ability to physically respond to students who have bolted from the building.

* Ability to physically maintain a safe learning environment, including moving…