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 and/ or instructional personnel, individuals would perform routine and specialized work relating mainly to instructional activities in a school. An employee in this class is required to assist Special Education teachers in providing supportive learning environments that facilitate inclusion of learners with diverse learning needs, and protects the safety, health, and well-being of learners and staff. The scope of work to be performed by the Paraprofessional impacts students from preschool to high school.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Assists by participating in the implementation of educational and other services designed for children with various levels 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;
• Instructs individual or small groups of learners following lesson plans developed by the teacher;
• Obtains and reviews related instructional materials prior to providing interpreting services as requested;
• Assists individual learners with supplementary / independent study projects as assigned by the teacher

• Prepares learning/ instructional material bulletin boards and maintain learning centers;
• Translates simultaneously with the classroom lectures and/ or other presentations and events from English into sign language and translates students responses from sign into English;
• Interprets at special events (e.g. field trips and student instructor conferences);

• Assist hearing impaired students with the learning materials and instructional exercises;
• Works closely with hearing impaired students individually or in small groups to reinforce learning activities;
• Assist hearing impaired students during student orientation;
• 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);

POSITION: ADMINISTRATIVE SECRETARY I

DESCRIPTION

Under general supervision, performs highly secretarial and limited administrative or office management work, uses some latitude interpreting, explaining, and applying routine policy, procedures and regulations and makes independent work decisions within a definite scope requiring knowledge of departmental policies.

DUTIES AND RESPONSIBILTIES (NOT ALL INCLUSIVE)

• Takes and transcribes dictation and types varied complex and difficult materials;
• Interprets and explains policies, rules and regulations to office personnel employees in other offices and other persons contacting the office;
• Plans, assigns and supervises the work of a small number of clerical workers engaged in typing, filing, stenography, account clerk work and other clerical duties;
• Prepares non-technical reports on the operation of the unit for signature of supervisor;
• Interviews persons appearing at the office, directing them to other appropriate offices or otherwise assisting them to perform their business;
• Supervises the preparation of pay documents and personnel transactions from affecting employees and officers of the agency;
• Receives and distributes incoming mail; prepares and signs routine correspondence;
• Schedules supervisor’s appointments and travel arrangements;
• Makes or supervises the making of supplies and equipment inventories;
• Performs other related work as required.

KNOWLEDGE, SKILL AND ABILITIES

• Knowledge of the policies, rules, regulations and procedures affecting operation of the agency;

• Knowledge of the policies rules, regulations and procedures affecting operation of the agency;
• Ability to interpret, explain and apply general and routine policy, rules, regulations and procedures;
• Considerable knowledge of Microsoft Office (Word, Excel and Access)
• Excellent written and oral communication skills;
• Ability to work harmoniously and effectively with all those contacted during the course of work;
• Ability to exercise sound, independent judgment in carrying out functions of the position.

DESCRIPTION

Educational and guidance duties with children referred from the Division of Mental Health Services with home and school adjustments problems. An employee in this class is responsible for establishing liaison between the community schools, homes and the Mental Health program. This includes locating behavioral and adjustment problems, as well as the needs of exceptional or handicapped children and slow learners; and recommending ways of meeting their problems and needs. Work is performed in accordance with professional standards and procedures, and under supervision of a Psychiatrist or the Director of Mental Health Services, but an employee is allowed considerable latitude in applying  acquired training and experience to assigned duties. Work is reviewed primarily through conferences  and review of reports for compliance with departmental policies, and for adherence to standards and accepted techniques and procedures of the profession

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Prepares course objectives and outlines for course of study following the curriculum and guidelines and requirement of the territory and school;
• Prepares materials and classroom for class activities;
• Keeps attendance records and maintain accurate and complete student records as required by law, district policies and administrative regulation;
• Completes IEP progress reports for each student;
• 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;
• Adapts teaching methods and instructional materials to meet student’s varying needs and interests;
• Selects, stores, orders, issues, and inventories classroom equipment, materials and supplies;
• Attends staff meetings and serves on committees as required;
• Administers educational tests to children and adults; scores and analyzes such tests, and reports to supervisors on the results;
• Gives instruction and supervision to teachers in the area of education of the exceptional child;
• Provides special instructions for handicapped children as one method of relieving emotional stress;
• Leads discussion groups for professional and laypersons on various child guidance subjects;
• Conducts study groups for parents of exceptional children;
• Interviews clients, interprets, and reports results to the mental health team;
• Serves as educational consultant to the mental health division and to other community agencies upon request;
• Serves as consultant to the Courts and other community agencies concerned with developing methods and techniques for the prevention of juvenile delinquency;
• Performs task and assumes duties as required by the school principal or designee.

• Knowledge of the theory, principles and techniques of child psychology and psychometrics;
• Knowledge of a variety of instructional strategies;
• Knowledge of 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 laws;
• Skill in administering and scoring educational and psychological tests, analyzing the test results, and to prepare technical reports of the results.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision or assignment of a Principal, Assistant Principal, or designee assigned by the principal;
• Work is controlled by routine review and reporting to or consultation of a 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 whack 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 community.

FACTOR VI, VII: PERSONAL CONTACTS AND PURPOISE 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.

FACTOR VIII: PHYSICAL DEMANDS

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

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

GOVERNMENT OF THE US VIRGIN ISLANDS DEPARTMENT OF EDUCATION

DIVISION OF HUMAN RESOURCES

POSITION: ADULT EDUCATION COUNSELOR

DESCRIPTION

This position consists in utilizing leadership, advocacy and collaboration. The Adult Education counselor promotes adult learning or out-of-school youth success, provides preventive services, and responds to identify the target group needs by implementing a comprehensive counseling program that addresses academic, career, and personal/ social development.

An employee in this class is responsible for receiving adult learners or out-of-school youth related confidential concerns from all school employees, following up such reports with home conferences or appropriate authority. Work also includes liaison with the Department of Social Welfare so as to obtain available assistance, which would aid the family economy and thus permit better school performance. Work is performed under the general supervision of the principal, but an employee is allowed considerable latitude in the use of training and experience towards working with adult learners and out-of-school youth. Work is reviewed primarily through conferences and review of reports submitted and completion of school programs.

DUTIES AND RESPONSIBILITIES (NOT ALL INCLUSIVE)

• Informs staff, adults, and  out-of-school youth of services provided by the Adult Education program and how to access those services;
• Provides leadership and collaborates with other educators in the school-wide integration;
• Provides applicable materials and resources to teachers for doing guidance activities in their classrooms;
• Provides staff with resources to accommodate individual differences and needs of adult learners or out-of- school youth;
• Conducts small and large group activities based on courses designed to meet the particular needs of the local community;
• Assists all adult learners or out-of-school youth, individually or in groups, with developing academic, career and personal/social skills, goals and plans;
• Accurately and appropriately uses assessment procedures for determining and structuring individual and group counseling services;
• Manages and communicates a clear means for counseling referrals and other access to counseling services;
• Appropriately guides adult learners or out-of-school youth in developing goals based on individual data and other relevant information;
• Monitors adult learners or out-of-school youth’s academic performance, behavior and attendance assisting with appropriate interventions;
• Accurately and appropriately interprets and utilizes adult learners or out-of-school youth data;
• Consults  and  collaborates  effectively  with  teachers,  administrators,  and  other  educational/community resources regarding adult learners or out-of-school youth with identified concerns and needs;
• Collaborates with adult learners or out-of-school youth with educational and career planning;
• Apprises teachers of adaptive materials and services that exist and are available to adult learners or out-of- school youth;
• Participates in professional development activities relevant to counseling, to improve knowledge and skills;
• Uses available technology resources to enhance the school counseling program;
• Adheres to laws, policies, procedures and ethical standards of the school counseling profession;
• Performs other related work as required.

FACTOR I: KNOWLEDGE AND ABILITIES REQUIRED

• Knowledge of V. I. Code Titles 17 and 34, particularly as they relate to adult and out-of-school youth;
• Knowledge of the theory, techniques, and procedures of counseling;
• Knowledge of the community facilities and services available for use by adults and out of school youth with economic and child guidance problems;

Adult Education Counselor                                                                                                                Page 2

• Ability to act as liaison between teachers, parents and administrators;
• Ability to deal tactfully with adult learners or out-of-school youth, and to gain the cooperation of persons being interviewed;
• Ability to conduct adult vocational programs and trainings as appropriate;
• Ability to take part in crisis team involvements to any school site as needed;
• Ability to give orders while remaining calm in crisis situations;
• Ability to plan and coordinate programs such as short courses, lectures, workshops, seminars, conferences, film series, demonstrations or group presentations to assist with future educational plans;
• Ability to express oneself clearly and concisely, orally and in writing;
• Ability to establish and maintain effective working relationships with coworkers and all other persons contacted during the course of the work;
• Ability to work as an empowering team member.

FACTOR II: SUPERVISORY CONTROLS

• Works under the direct supervision of a Principal and Assistant Principal or activity center head;
• Work is controlled by routine review and reporting to or in consultation with supervisor through on-site visits, reports and achievement of objectives.

FACTOR III: GUIDELINES

• Federal laws including HIPPA (Health Insurance Portability and Accountability Act of 1996) and Departmental guidelines and procedures must be followed. Employee is expected to use knowledge acquired through professional training and experience to make independent decisions.

FACTOR IV: COMPLEXITY

• Requires a combination of job functions using serious judgment to perform a variety of job responsibilities;
• Requires long hours of concentration, patience and flexibility for unplanned events/situations.

FACTOR V: SCOPE AND EFFECT

• Utilizing leadership, advocacy, and collaboration, school counselors promote adult learners or out of school youth success, provide preventive services, and respond to identified adult learners or out of school youth needs by implementing a comprehensive school counseling program that addresses academic, career, and personal/social development for all adult learners or out of school youths;
• Requires responsibility for the completion of assigned tasks by supporting, and performing routine work activities;
• Errors at this level will have major repercussions that will be counterproductive to efficient school safety and class room management.

FACTOR VI, VII: PERSONAL CONTACTS AND PUROPSE OF CONTACTS

• Personal  contacts  are  with  adult  learners,  out  of  school  youth,  parents,  colleagues,  supervisors, administrators, and the general public.
• Purpose of contacts is to obtain, clarify, or give facts or information to aid in the production of accomplishing objectives of the Adult Education program.

FACTOR VIII: 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 required to:

• Sit, and talk or hear within normal range;
• Reach with hands and arms;
• Read fine print, and review information on a PC monitor, as well as, hard copy output;
• Manipulate objects with fingers. For example, using a keyboard;
• Use the spoken word;
• Move about and exert some physical dexterity.