Job Description
I. POSITION DETAILS:
Early Intervention Teacher's Aides (Part-Time)
Location: Saegertown Elementary EI Classroom
Start Date: 2025-2026 school year, starting July 1st with limited days in the Summer until August In-Service
Hourly Rate: Aide I- $19.50/hour Aide II- $19.66/hour
Current Hours:
Tuesday 12:00-3:15
Wednesday 8:45-3:15
Thursday 12:00-3:15
Friday 8:45-3:15
*Subject to change base on programmatic needs
(Aide positions can be from 10-24.9 hours per week and can fluctuate based upon student attendance/needs)
Number of positions: 1
II. ROLE STATEMENT:
This is a support position directly responsible to a teacher or a support services professional such as guidance counselor, physical therapist, or occupational therapist.
III. ESSENTIAL FUNCTIONS:
A. Assist professional staff with activities related to the delivery of instruction, supervision, and physical care of students.
B. Perform clerical, record keeping, and instructional support duties as required by the teacher or support professional.
C. Carry out instructional, technical, behavioral, or therapeutic activities as prescribed and supervised by the teacher or support professional.
D. Perform other duties as assigned by the teacher or support professional and approved by the Program Supervisor.
IV. QUALIFICATIONS:
A. Language Skills: Ability to read and comprehend simple instructions, short correspondence, and memos. Ability to write simple correspondence. Ability to effectively present information to students in individual and small group situations.
B. Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals.
C. Reasoning Skills: Ability to apply commonsense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in standardized situations.
D. Physical Demands: While performing the duties of this job, the employee is regularly required to stand, stoop, kneel, crouch, or crawl. The employee frequently is required to reach with hands and arms and talk/hear. The employee is occasionally required to walk, sit, and use hands to finger, handle, or feel objects, tools, or controls. The employee must occasionally lift and/or move up to 65 pounds unassisted or up to 150 pounds with assistance. Specific vision abilities required by this job include close vision and peripheral vision.
E. Must be able to complete and maintain certification in first aid, CPR, and Handle With Care Behavior Management Systems course (HWC), or crisis prevention intervention (CPI) training as appropriate. Must be able to apply skills and techniques from these trainings.
F. Maintain confidentiality of student information.
G. Possess current Act 114 (FBI Fingerprinting), Act 151 (Child Abuse History), and Act 34 (Criminal Record Check) clearances.
H. Special training/experience required for aide/interpreters and aide/Braille readers/writers.
V. EXPERIENCE AND EDUCATION:
AIDE I: High school diploma or GED equivalent and successful completion of Paraprofessional Assessment.
AIDE II: High school diploma or GED equivalent AND associate's (or higher) degree or a minimum of two years of college (64 credits) or practical nurse's certification.
** AIDE I and AIDE II classifications are used for salary scale placement.
VI. PROPERTY AND CONFIDENTIALITY REQUIREMENTS:
All property, including intellectual property, materials, equipment or actual products and services developed or accrued as part of the job duties and responsibilities listed above is the property of the IU#5. It may not be used for personal profit or gain and will be relinquished to the IU#5 upon termination of employment from the IU#5. In addition, the person employed in this position shall maintain confidentiality with regard to the personal and private information about clients and co-workers, programs and services, and any other proprietary information accrued as a result of IU#5 employment or as required by state or federal laws and regulations.
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