DESCRIPTION

This is intensive professional social work or rehabilitation counseling. An employee in this class works with minimum supervision and may be assigned some supervisory responsibility. The employee provides assistance, services, and information and makes referral for medical care, vocational guidance and/ or training. The school social worker also investigates social conditions in response to complaints, report’s findings and similar functions related to the operation of a service program when such work requires the application of specialized service skills and program knowledge. The employee may be assigned to any area in the Department of Education.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Assumes leaderships in the planning and provision of comprehensive psychological or rehabilitation services and in cases involving multiple and complicated social problems, and physically and mentally handicapping conditions;
• Provides competent individual, family and group treatment services with a minimum of supervisory contact, and serves as consultant to less experienced staff;
• Assists in needs assessment, designing implementation of staff training relative to the provision of treatment and vocational rehabilitation services;
• Interprets and disseminates laws and regulations affecting the client population to clients and the public;
• Participates in the development and administration of programs in the department;
• Assists in the initial and on-going orientation/ training of all clients, departmental staff and others, as designated;
• Participates where required in consulting with federal and local officials relative to funding legislative inter-agency other pertinent matters
• Prepares and maintains comprehensive case record on each client in accordance with local and federal standards;
• Performs related work as required.

KNOWLEDGE, SKILL AND ABILITIES

• Knowledge of principles and practices of social work and case management techniques;
• Knowledge of federal regulations, local laws and Department policies applicable to the assigned program;
• Knowledge of current information pertaining to the symptoms, control, treatment, and effects of substance abuse, mental illness and family dynamics in families dealing with chronic illness;
• Knowledge of public and private social services providers within the community resources and programs available to clients;
• Knowledge of collaborative case planning;
• Knowledge of de-escalation and crisis intervention techniques;
• Knowledge of principles, methods, and techniques of social work, rehabilitation counseling and the application of social work concepts and theories;

DESCRIPTION

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Prepares course objectives and outlines for course of study following the curriculum guidelines and requirements of the territory and school;
• Prepares materials and classroom for class activities;
• Assigns lessons and corrects homework;
• Administers tests to evaluate pupil progress, records results, and issues reports to inform parents of progress;
• Keeps attendance records and maintains accurate and complete student records as required by law, district policies, and administrative regulation;
• Maintains  discipline  in  classroom  and  enforces  all  administration  policies  and  rules  governing students;
• Meets with parents/guardians to discuss their children’s progress, and to determine priorities and resource needs for their children;
• Confers with parents/guardians, other teachers, counselors and administrators in order to resolve students’ behavioral and academic problems;
• Participates in faculty and professional meetings, educational conferences, and teacher training workshops;
• Performs related duties, such as sponsoring one or more activities or student organizations, assisting pupils in selecting course of study, and counseling student in adjustment and academic problems;
• Establishes clear objectives for all lessons, units and projects, and communicates those objectives to students;

• Adapts teaching methods and instructional materials to meet students’ varying needs and interests;

• Observes and evaluates students’ performance, behavior social development and physical health;
• Plans and conducts activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question and investigate;
• Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks;
• Guide  and  counsel  students  with  adjustment  and/or  academic  problems,  or  special  academic interests;
• Instructs and monitors students in the use and care of equipment and materials, in order to prevent injuries and damage;
• Prepares for assigned classes, and shows written evidence of preparation upon request of immediate supervisors;
• Uses computers, audiovisual aids, and other equipment and materials to supplement presentations;
• Prepares objectives and outlines for courses of study, following curriculum guidelines or requirements
• of states and schools;
• Meets with other professionals to discuss individual students’ needs and progress;
• Prepares and implements remedial programs for students requiring extra help;
• Attends professional meetings, educational conferences, and teacher training workshops in order to maintain and improve professional competence;
• Confers with other staff members to plan and schedule lessons promoting learning, following approved

• curricula;
• Collaborates with other teachers and administrators in the development, evaluation and revision of secondary school programs;
• Prepares reports on students and activities as required by administration;

• Selects, stores, orders, issues, and inventories classroom equipment, materials and supplies;
• Plans and supervises class projects, field trips, visits by guest speakers, or other experiential activities, and guides students’ learning in those activities;
• Administers standardized aptitude and achievement tests, and interprets results to determine students’ strengths and areas of need;
• Sponsors extracurricular activities such as clubs, student organizations, and academic contests;
• Attends staff meetings and serves on committees as required;
• Performs administrative duties such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading;
• Performs tasks and assumes duties as required by the school principal or designee.

FACTOR I: KNOWLEDGE AND ABILITIES

• Knowledge of the theory, principles and techniques of instruction in a specific content area;
• Knowledge of a variety of instructional strategies;
• Knowledge of the education laws, policies, rules and regulations of the United States Virgin Islands;
• Knowledge of the principles of teaching and classroom control;
• Ability to isolate behavioral and adjustment problems and to recommend methods of helping to solve the problems;
• Ability to establish and maintain effective working relationships with all persons contacted during the course of the work;
• Ability to plan lessons, coordinate resources, and manage time on task;
• Ability to create a classroom environment that is conducive to learning and appropriate to the maturity and interests of the students;
• Ability to cooperate and share professionally with members of the administration and other staff;
• Ability to maintain confidentiality about students in accordance with state and federal law.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal or  as assigned by the principal;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through class visits, reports and achievement of objectives.

FACTOR III: GUIDELINES

• Federal  safety  and  privacy  laws,  including  HIPPA,  and  Departmental  policies,  guidelines  and procedures must be followed.

FACTOR IV: COMPLEXITY

• Work requires advanced judgment and  ingenuity:  Plans and performs complex work which involves new or changing conditions; Involved in strategic planning to carry out Department policies, objectives and programs for teaching and learning. Makes decisions that involve a great deal of responsibility.

FACTOR V: SCOPE AND EFFECT

• Is responsible for the planning and implementation of instructional programs so that students achieve individual maximum potential to redound to benefit of the student and the community.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOSE OF CONTACTS

• Personal contact is made with students, fellow employees, supervisors, administrators, and parents/guardians for the purpose of obtaining, clarifying, or giving facts or information to aid in accomplishing daily tasks and long term objectives for students and the Department..

LOCATION:             St. Croix District

Interested persons should contact: DIVISION OF HUMAN RESOURCES

                                                        This email address is being protected from spambots. You need JavaScript enabled to view it.

Deadline for applying:   June 16, 2017

Starting Salary:              $22,675-$34,607        

Union:               American Federation of Teachers

DESCRIPTION

The special education paraprofessional assists with providing appropriate educational opportunities and instruction for each student, according to the guidelines established by the VI Department of Education. Under the direct supervision of the principal, the special education paraprofessional performs routine and non-specialized work mainly related to the non-teaching activities in a school in order to supportive an inclusive and diverse learning environment, and to protect the safety, health, and well-being of learners and staff.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Assists by participating in the implementation of educational and other services designed for children with various degrees of disabilities;
• Accompanies students to and from their homes when required;
• Assists with personal and hygiene care of male and female students;
• Maintains open communication with parents, faculty and staff;
• Works closely with health services and guidance personnel to assist students with special problems;
• Supervises students with disabilities in various school settings such as the playground, lunchroom, and study periods;
• Instructs individual or small groups of learners following lesson plans developed by the teacher;
• Assists individual learners with supplementary/independent study projects as assigned by the teacher;
• Prepares learning/instructional materials and bulletin boards and maintain learning centers;
• Participates in regularly scheduled teacher and paraprofessional meetings that may also include other team members, which will facilitate the planning of learning experiences for individuals and groups of children;
• Maintains, as directed by an occupational or physical therapist, nurse, or speech-language pathologist, adaptive equipment required by learners with physical and sensory disabilities, or health-related needs;
• Assists teachers/providers with functional assessment activities to determine a child’s developmental level and learning needs, including documenting the data and maintaining learner records required by the state, district, or agency;
• Administers standardized assessment instruments scored and analyzed by teachers or other professional practitioners;
• Supervises students in community-based learning environments to prepare them to make the transition from school-to-work and to participate in the adult world (if required by learner or program needs);
• Familiarizes employers and other members of the community of the needs of individual learners (if required by the program or learner needs);
• Assists occupational and physical therapists, speech language pathologists, and nurses in providing related services (if required by learner or program needs);
• Assist student(s) with transportation needs such as pushing, guiding, and maintaining wheelchairs, walkers, etc;
• Participates in Individualized Educational Plan (IEP) and Individual Family Service Plan (IFSP) planning team meetings as required by learner needs;
• Performs other duties assigned by the supervisor.

FACTOR I: KNOWLEDGE, SKILLS AND ABILITIES

• Knowledge of basic school subjects and ability to communicate knowledge to others;
• Knowledge of the special behavior patterns pertaining to student age and growth process;
• Knowledge of and interest in the community and the welfare of its children;
• Knowledge and awareness of ethical and confidential conduct in personal relationships on the job;
• Knowledge, patience and understanding of mentally handicapped children and a sincere desire to assist in their educational development;
• Ability to read and write in grammatically correct sentences;
• Ability and willingness to work with professional and technical supervisors as a team in striving to provide the utmost for development of children;
• Ability to assume the role of teacher and playmate in directing the play of children toward desired objectives;
• Ability to follow clearly written lesson plans;

• Ability to establish and maintain effective working relationships with all persons contacted during the course of work;
• Ability to follow oral and written directions, maintain simple records, absorb training and apply learned skills;
• Ability to follow oral and written directions and to maintain simple records;
• Ability to manage class room time and group control;
• Ability to work cooperatively with students, staff, administrators, parents and others;
• Ability to be tolerant, ant patient under stressful situations.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal, Counselor, Special Education Teacher or other designee;
• Work is controlled by routine review and reporting to or consultation with supervisor;
• Work is reviewed through classroom visits, periodic reports and achievement of objectives.

FACTOR III: GUIDELINES

• Federal and state law, including HIPAA, and Departmental guidelines and procedures must be followed;

FACTOR IV: COMPLEXITY

• Responsible for supporting the continuance of a safe and healthy learning environment for assigned students. The work requires patience and diligence.

FACTOR V: SCOPE AND EFFECT

• Is responsible for supporting the planning and implementation of instructional programs so that special education students achieve individual maximum potential to redound to benefit of the student and the community.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOSE OF CONTACTS

• Personal contact is made with fellow employees, teachers, administrators, and parents/guardians for the purpose of obtaining, clarifying, or giving facts or information to aid in accomplishing daily tasks and long term objectives.

FACTOR VIII: PHYSICAL DEMANDS

While performing the duties of this job, the employee is required to:

• Stand for long periods of time with intermittent walking, standing, sitting, and bending;
• Talk or hear within normal range;
• Reach with hands and arms;
• Read fine print;
• Lift/push/pull up to 70 pounds;

FACTOR IX: WORK ENVIRONMENT

• Requires performing regular job functions in a school working environment;
• Workers are required to adhere to standard safety regulations to ensure personal safety and the safety of others;

MINIMUM QUALIFICATIONS

• Graduation from a recognized college or university with an Associate of Arts Degree in Early Childhood Education, Education or a related field, or
• Completion of two (2) years of college to include sixty (60) college credits, or
• High School Diploma with fifteen (15) college credits, preferably with two (2) years working experience in youth-related or tutorial programs.

* Applicants with a High School diploma must first pass the state approved Paraprofessional Assessment Exam.

DUTIES AND RESPONSIBILITIES: (NOT ALL INCLUSIVE)

• Exercises general supervision over the program planning for all school-age children in need of special education services as determined through evaluations and recommendations of the Educational Diagnostic Center in their assigned area of supervision;
• Provides identification census in accordance with VI Rules and Regulations and Annual Federal data requirement on a monthly basis;
• Maintains a current list and description of program options in their area of supervision;
• Coordinates Education Planning Meetings to facilitate the individualized Educational Plan (IEP) as described in the IDEA for students 14 y ears and older;
• Gives direct assistance to teacher in the implementation of a student’s Individualized Educational Plan (IEP) where necessary;
• Provides statistical and narrative data on forms provided by U.S. Department of Education, Office of Special Educational Programs as required by law and programmatic need;
• Assists with writing grants for special funding in this area;
• Assists with program and curriculum development in this area;
• Performs other duties as required.

SUPERVISORY CONTROL

• Reports to Director/District Coordinator of Special Education.

GUIDELINES

• Possesses sound knowledge of the policies and procedures established by the laws and regulations governing the program;