El Monte City School District Position Description Position: Instructional Support Specialist II Position Number: Department/Site: FLSA: non-exempt Reports to/Evaluated by: Salary Grade: 9, 10, 11 Summary Provides instructional, group and individual behavior, and clerical support to teachers in classroom settings, assisting individuals or small groups of students to enhance learning. Assists teachers with instruction that occurs in special education and general education classrooms and play field environs. Distinguishing Career Features The Instructional Support Specialist II is the second in a four level career path for instructional support to teachers. The Instructional Support Specialist I provides instructional assistance to general education classrooms where activities can be carried out by an incumbent who meets minimum NCLB requirements, namely the passing of a competency exam. Advancement to levels II-IV requires additional credits, advanced knowledge, skill, and ability to work with special student populations, projects, or in specially recognized skill areas. Instructional Assistants II are typically assigned to Special Education RSP students or the equivalent that will rotate from special education to general education classrooms. Instructional Support Specialist II and above also possess the required educational background for NCLB. Salary grade advancement is as follows: 12 semester units = grade 9; 24 semester units = grade 10; 36 semester units = grade 11. Instructional Support Specialists III are found in areas such as labs, cued speech translation, or special day class where additional specialization through education or certification is required and where work assignments have additional physical requirements. The Instructional Support Specialists IV are trained specialists, usually in special education. The Instruction Support Specialists V specialize in district-wide programs and/or special subjects or disciplines such as but not limited to, math, music or sciences, where the incumbent will prepare materials and deliver in-service demonstrations. Instruction Support Specialists V will also use assistive and adaptive technologies to reinforce learning. Again, the Instructional Support Specialist career path requires as a minimum, completion of 48 college transfer credit hours or successful completion of a rigorous academic assessment exam in order to comply with “no child left behind” requirements. Essential Duties and Responsibilities Assists one or more teachers with presentation of learning materials and instructional exercises. Assists in conducting lessons and with other classroom activities such as projects, small group exercises, and independent study. Prepares for, and assists with classroom projects and special assignments. Organizes materials and supplies to facilitate use by students, assists students requiring help, offers positive feedback and alternatives, and cleans up work areas following projects. Works with individuals or small groups of special education students. Listens to and reinforces instructions given by teachers in reading, spelling, math and other subjects. Assists in maintaining order among children in the classroom and school grounds. Supervises students in the classroom, school grounds and gathering areas, field trips, and special events. Monitors classroom activities when a teacher is absent from the classroom. Accompanies students going from one location to another. Observes, monitors, and controls behavior of students within approved procedures. Reports student academic and behavior progress and performance to teachers. Documents student progress by correcting assignments, administering and scoring criterion referenced tests, recording and charting test scores and curriculum based measurements in reading. Assists with preparation of instructional and testing materials. Suggests and may prepare materials that offer alternative approach to facilitate student learning. Confers, as needed, with teachers concerning student needs. Alert teacher to any special problems or information concerning students. Assists teachers, resource staff, and parents to develop and evaluate individual and group educational goals and objectives. Assists and guides students by appropriate role modeling, emotional support, patience, and friendly, engaging attitude. Develops and uses incentives as positive reinforcement. Exercises constant supervision of children. Assesses the need for, and uses appropriate discipline in accordance with grade level and student’s ability to understand discipline. Prepares display and bulletin board materials for beautification and decoration of the classroom environment. Assists in maintaining a neat, orderly, and attractive learning environment that supports learning. Sets up and operates audiovisual equipment, computers, and other equipment that serves to assist and enhance instructional programs. Assists with loading and unloading of students onto buses. Supervises lunches and snacks. Assures safety of students following health and safety rules. May translate learning and related materials to a second language for students, parents, and teachers, in both classroom and conference environments. May assist students with personal hygiene matters, which could involve assisting with lavatory and other personal care activities. Performs other duties as assigned that support the overall objective of the position. Qualifications Knowledge and Skills The position requires basic knowledge of the principles and practices of age appropriate child development and guidance applicable for an educational setting. Requires working knowledge of the basic subjects taught in the District schools, including arithmetic, grammar, spelling, language and reading, with sufficient competency to assist students with individual or group studies. Requires a basic knowledge of teaching and instruction methods. Requires knowledge of basic clerical and record keeping processes. Requires knowledge of special education programs. Requires knowledge of and skill at using personal computers, audiovisual, and other equipment to support learning, record information, and send communications. Requires sufficient human relation skills to work productively and cooperatively with teachers, students, and parents in formal and informal settings, to exercise patience when conveying information, and demonstrate sensitivity to the special needs of students. Abilities Requires the ability to assist teaching staff with implementation of instructional goals and activities. Requires the ability to assess the needs of individual students and develop programs to meet those needs. Requires the ability to interact with teachers, parents, and specialists in order to carry out assigned duties. Requires the ability to oversee students, administer assignments and tests, and perform general clerical tasks. Requires the ability to make informal presentations to individual and small groups of students and assist with demonstrations of assigned subject matter to classroom sized groups. Requires the ability to relate positively to students in a teaching/learning environment in a way that builds confidence, recognizes and works on learning disabilities and barriers. Physical Abilities Requires the ability to perform indoors in an office and/or classroom/laboratory environment engaged in work of primarily a sedentary to a moderately active nature. Requires near visual acuity to read and write printed materials and computer screens. Requires hearing and speech ability for ordinary and telephonic conversation, to speak to groups, and to hear sound prompts from equipment. Requires ambulatory ability to move about office, classroom/laboratory, and school grounds, to tutor, assist with presentations, and reach work materials. Requires sufficient manual and finger dexterity to demonstrate teaching aids, to point out important words/figures to students, and to operate personal computers. Requires the ability to lift, carry, push, and move supplies, fixtures, wheelchairs, etc., of light-to-medium weight (under 50 pounds). Education and Experience The position requires a high school diploma or equivalent, completion of a rigorous competency exam and certification, along with 12 hours of college credits that are degree eligible, and prior experience working with children in a classroom environment (which may take place concurrent with higher education). Extra years of experience working in a special education environment may substitute for the required 12 hours of college credit. Incumbents may be placed in a higher range based on completion of 24-to-36 college credit hours. Salary grade advancement is as follows: 12 semester units = grade 9; 24 semester units = grade 10; 36 semester units = grade 11. Licenses and Certificates May require a valid driver’s license. Certificate of competency complying with NCLB. Working Conditions Work is performed indoors and outdoors with some, yet infrequent exposure to health and safety considerations.