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Middle School Special Education Teacher Assistant
CA382F966749E8D17241DC2E78C3B094 · Acosta Middle School - Milwaukeee, WI 53204; 1038 South 6th Street, Milwaukeee, WI, 53204, USA · Active · Paycom ATS
Job facts
| Field | Value |
|---|---|
| Company | CA382F966749E8D17241DC2E78C3B094 |
| Title | Middle School Special Education Teacher Assistant |
| Normalized title | - |
| Department / team | Education |
| Location | Milwaukeee, WI, United States |
| Work model | - |
| Employment type | Full Time |
| Salary | - |
| Status | active |
| ATS provider | Paycom ATS |
| Posted / first seen | 2026-06-04 / 2026-06-06 |
| Changed / last seen | 2026-06-06 / 2026-06-06 |
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Linked records
| Company | CA382F966749E8D17241DC2E78C3B094 |
| Source | 8fb05460-40f1-4301-b315-f384db9ae206 |
| ATS provider | Paycom ATS |
Description
Description
The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
The Special Education Teacher Assistant’s role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric):
Works collaboratively with Special Education Teacher assist students towards goals in IEP
Teach students to think through problems in Mathematics, Reading and other areas identified in IEP
Administers test, and records results while collaborating with Special Education and classroom teachers
Assigns lessons corrects paper, and hears oral presentations
Teaches rules of conduct
Maintains order in classroom
Counsel’s pupils when adjustment and academic problems arise
Discusses pupil’s academic and behavioral attitudes and achievements with parents
Keeps attendance and records as required by school and IEPs
Participates in class field trips with identified students as needed
Attends meetings, conferences, and in-service, and participates in special events of the school and the agency
CHILD GROWTH & DEVELOPMENT:
Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.
Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.
Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.
Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum.
Creates partnerships with families to establish positive interaction patterns in program, school, and home.
The Special Education Teacher Assistants’s responsibilities also fall within the following core functions, although s/he may perform other tasks as needed:
Planning
Program Implementation
Family Partnerships
Communication and Service Coordination
Record Keeping and Reporting
On-going Monitoring and Self-Assessment
Supervision and Human Resources
Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.
Establishing and maintaining a safe, healthy learning environment.
Supporting the social and emotional development of children.
Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families.
PLANNING:
Will assist in ensuring that the written curriculum includes:
goals for children’s development and learning;
the experiences through which children will achieve these goals;
what staff and parents can do to help children achieve these goals;
the materials needed to support the implementation of the curriculum towards achieving the stated goals
Responsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom
Will assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.
PROGRAM IMPLEMENTATION:
Follow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.
Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.
Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences.
Implement Individual Family Services Plans (IFSPs) for children with disabilities.
Provide children with a consistent classroom routine.
Provide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements.
Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social.
Supervise all classroom field trips and outdoor activities.
Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.
FAMILY PARTNERSHIPS:
Invite parent involvement in the development of the program’s curriculum and approach to child development and education.
Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.
Encourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.
Establish positive and productive relationships with families focusing on building trust and rapport.
Work with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.
Participate in parent orientation and ongoing parent trainings as required.
Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.
Share pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate.
Maintain regular contact with parents and complete appropriate documentation.
Forward classroom updates to the teacher to be included in the monthly newsletter.
Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.
RECORD KEEPING AND RECORDING
Request supplies as needed and participate in classroom/program inventory as requested.
Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.
ONGOING MONITORING AND SELF-ASSESSMENT
Conduct daily health checks.
Assess children on an on-going basis.
K4 Program: Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold.
Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed.
SUPERVISION AND HUMAN RESOURCES:
Model appropriate classroom practices.
Work with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.
Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines.
Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.
Participates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.
Participates actively in Special Education Assistant Meetings.
Participates in assigned meetings, events and training as required.
CLASSROOM MANAGEMENT:
Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.
Uses proactive, positive reinforcement strategies to encourage appropriate behavior.
Recognizes and celebrates student successes to build confidence and motivation.
Foster a safe and supportive atmosphere where students feel valued and encouraged to participate
Effectively monitor and supervise students at all times.
Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.
Manage student behavior proactively and respectfully using positive behavior supports across the school environment.
SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS:
Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.
Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.
Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making
COMMUNICATION & FAMILY ENGAGEMENT:
Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.
Models professional and ethical standards when dealing with students, parents, peers and community.
Establishes and maintains cooperative working relationships with students, parents and other professionals.
Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.
Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.
Participate in family-teacher conferences and contribute to school events or family engagement opportunities.
PROFESSIONAL DEVELOPMENT:
Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.
Participates in all required training and meetings, as well as school and UCC training, and meetings.
Reflect on teaching practices and seek opportunities for continuous improvement.
Engage in professional learning communities and schoolwide initiatives.
Uphold ethical practices and professional conduct.
Collaborate with colleagues, support staff, and administration to support student success.
Contribute to a positive school culture and shared leadership.
COLLABORATION & TEAMWORK:
Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.
Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs
Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.
Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.
Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.
BILINGUAL STAFF:
Translate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.
Assist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.
Foster positive relationships with students, parents, and colleagues by bridging language barriers.
Non-Essential Duties:
Performs any and all other duties as assigned.
Supervises students and provides support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building.
INTENDED OUTCOMES AND SUCCESS MEASURES:
Students with IEPs receive consistent support aligned to their individual goals and accommodations.
Students show increased independence and participation in classroom activities.
Students receive scaffolded academic support that promotes skill development and engagement.
Students are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments.
Students with disabilities are successfully included in general education settings to the greatest extent appropriate.
Students with IEPs demonstrate measurable progress toward academic and functional goals.
Increase in time on task and task completion for supported students.
Reduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs.
Supports and accommodations outlined in student IEPs are implemented consistently and accurately.
Data on student behavior or academic performance is collected and submitted as required.
Active participation in IEP team meetings or progress reviews (as appropriate).
Evidence of successful small-group or 1:1 reinforcement aligned to the teacher’s lesson plans.
Feedback from teachers and service providers indicates the assistant effectively supports instructional delivery.
Regular, proactive communication with the supervising teacher and/or case manager.
Participation in team meetings and PD focused on student needs and support strategies.
Positive relationships established with students, staff, and families.
Follows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).
Maintains confidentiality and professionalism in all interactions.
Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.
KNOWLEDGE, SKILLS, AND ABILITIES:
Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.
Demonstrates attention to detail and problem-solving skills
Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.
Demonstrate the ability to adapt to any situation inside and outside the classroom.
Demonstrates organizational skills for the classroom and school environment.
Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.
Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.
Demonstrates the ability to multitask and prioritize work.
Demonstrates the ability to self- reflect, and seek feedback to improve practices.
Demonstrates a growth mindset committed to continuous learning, growth, and development.
Demonstrates the ability to work as a team as well as independently.
Demonstrates respect towards the students, parents, colleagues, and administrators.
Demonstrates knowledge to work with students’ special needs and parents.
Handle sensitive information in a confidential manner’
Demonstrate the ability to listen to others and remain receptive to new ideas.
Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.
Demonstrate sustained effort and enthusiasm in the quality and quantity of work.
Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.
Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.
Demonstrate motivation, initiative, flexibility, and the ability to work independently.
Demonstrate excellent human relations and interpersonal skills.
Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.
COMPLIANCE AND POLICY ADHERENCE
Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.
Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.
Support and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.
Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.
Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.
Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.
Participate in required professional development and training hours to meet federal, state, and accreditation requirements.
Ensure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines.
Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.
Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.
Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.
Qualifications
The Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment.
Candidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.
Must have a valid driver’s license and reliable transportation.
The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.
For staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire.
PHYSICAL REQUIREMENTS:
Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.
Visual and auditory acuity to supervise students and respond to classroom needs.
Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.
Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).
Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing).
May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range
Ability to receive and respond to oral communication.
WORKING CONDITIONS:
Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).
May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)
Frequent contact with students, parents/guardians, support staff, and school administration.
May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.
Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.
Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).
Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices)
May be required to operate a motor vehicle during the course of duties.
Reasonable accommodations may be made to help perform essential functions.
UCC provides reasonable accommodation to qualified individuals with disabilities.
Full job record
| Job ID | dd95e89128dd4c98c0e47497c9399fecaa08c579 |
| Org ID | 73f6c27b-3727-4cc5-8d99-a365b5c4d9b0 |
| Source ID | 8fb05460-40f1-4301-b315-f384db9ae206 |
| Board ID | 8fb05460-40f1-4301-b315-f384db9ae206 |
| Provider | paycom |
| Provider Job Key | 233704 |
| Title | Middle School Special Education Teacher Assistant |
| Normalized Title | — |
| Status | active |
| Active | yes |
| Location Text | Acosta Middle School - Milwaukeee, WI 53204; 1038 South 6th Street, Milwaukeee, WI, 53204, USA |
| Department | Education |
| Team | — |
| Employment Type | full_time |
| Workplace Type | — |
| Remote Policy | — |
| Country | United States |
| Region | WI |
| City | Milwaukeee |
| Salary Raw | Description The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students. ESSENTIAL DUTIES AND RESPONSIBILITIES: The Special Education Teacher Assistant’s role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric): Works collaboratively with Special Education Teacher assist students towards goals in IEP Teach students to think through problems in Mathematics, Reading and other areas identified in IEP Administers test, and records results while collaborating with Special Education and classroom teachers Assigns lessons corrects paper, and hears oral presentations Teaches rules of conduct Maintains order in classroom Counsel’s pupils when adjustment and academic problems arise Discusses pupil’s academic and behavioral attitudes and achievements with parents Keeps attendance and records as required by school and IEPs Participates in class field trips with identified students as needed Attends meetings, conferences, and in-service, and participates in special events of the school and the agency CHILD GROWTH & DEVELOPMENT: Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders. Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities. Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home. Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum. Creates partnerships with families to establish positive interaction patterns in program, school, and home. The Special Education Teacher Assistants’s responsibilities also fall within the following core functions, although s/he may perform other tasks as needed: Planning Program Implementation Family Partnerships Communication and Service Coordination Record Keeping and Reporting On-going Monitoring and Self-Assessment Supervision and Human Resources Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities. Establishing and maintaining a safe, healthy learning environment. Supporting the social and emotional development of children. Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families. PLANNING: Will assist in ensuring that the written curriculum includes: goals for children’s development and learning; the experiences through which children will achieve these goals; what staff and parents can do to help children achieve these goals; the materials needed to support the implementation of the curriculum towards achieving the stated goals Responsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom Will assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes. PROGRAM IMPLEMENTATION: Follow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served. Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond. Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences. Implement Individual Family Services Plans (IFSPs) for children with disabilities. Provide children with a consistent classroom routine. Provide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements. Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social. Supervise all classroom field trips and outdoor activities. Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination. FAMILY PARTNERSHIPS: Invite parent involvement in the development of the program’s curriculum and approach to child development and education. Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences. Encourage parent participation in staff-parent conferences and home visits discussing their child’s development and education. Establish positive and productive relationships with families focusing on building trust and rapport. Work with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year. Participate in parent orientation and ongoing parent trainings as required. Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed. Share pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate. Maintain regular contact with parents and complete appropriate documentation. Forward classroom updates to the teacher to be included in the monthly newsletter. Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator. RECORD KEEPING AND RECORDING Request supplies as needed and participate in classroom/program inventory as requested. Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning. ONGOING MONITORING AND SELF-ASSESSMENT Conduct daily health checks. Assess children on an on-going basis. K4 Program: Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold. Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed. SUPERVISION AND HUMAN RESOURCES: Model appropriate classroom practices. Work with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers. Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines. Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work. Participates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations. Participates actively in Special Education Assistant Meetings. Participates in assigned meetings, events and training as required. CLASSROOM MANAGEMENT: Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process. Uses proactive, positive reinforcement strategies to encourage appropriate behavior. Recognizes and celebrates student successes to build confidence and motivation. Foster a safe and supportive atmosphere where students feel valued and encouraged to participate Effectively monitor and supervise students at all times. Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment. Manage student behavior proactively and respectfully using positive behavior supports across the school environment. SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS: Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate. Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure. Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making COMMUNICATION & FAMILY ENGAGEMENT: Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth. Models professional and ethical standards when dealing with students, parents, peers and community. Establishes and maintains cooperative working relationships with students, parents and other professionals. Share academic and behavioral updates in a clear, empathetic, and strengths-based manner. Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns. Participate in family-teacher conferences and contribute to school events or family engagement opportunities. PROFESSIONAL DEVELOPMENT: Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community. Participates in all required training and meetings, as well as school and UCC training, and meetings. Reflect on teaching practices and seek opportunities for continuous improvement. Engage in professional learning communities and schoolwide initiatives. Uphold ethical practices and professional conduct. Collaborate with colleagues, support staff, and administration to support student success. Contribute to a positive school culture and shared leadership. COLLABORATION & TEAMWORK: Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices. Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc. Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans. Support classroom behavior through proactive management strategies and, when appropriate, restorative practices. BILINGUAL STAFF: Translate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa. Assist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families. Foster positive relationships with students, parents, and colleagues by bridging language barriers. Non-Essential Duties: Performs any and all other duties as assigned. Supervises students and provides support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building. INTENDED OUTCOMES AND SUCCESS MEASURES: Students with IEPs receive consistent support aligned to their individual goals and accommodations. Students show increased independence and participation in classroom activities. Students receive scaffolded academic support that promotes skill development and engagement. Students are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments. Students with disabilities are successfully included in general education settings to the greatest extent appropriate. Students with IEPs demonstrate measurable progress toward academic and functional goals. Increase in time on task and task completion for supported students. Reduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs. Supports and accommodations outlined in student IEPs are implemented consistently and accurately. Data on student behavior or academic performance is collected and submitted as required. Active participation in IEP team meetings or progress reviews (as appropriate). Evidence of successful small-group or 1:1 reinforcement aligned to the teacher’s lesson plans. Feedback from teachers and service providers indicates the assistant effectively supports instructional delivery. Regular, proactive communication with the supervising teacher and/or case manager. Participation in team meetings and PD focused on student needs and support strategies. Positive relationships established with students, staff, and families. Follows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials). Maintains confidentiality and professionalism in all interactions. Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community. KNOWLEDGE, SKILLS, AND ABILITIES: Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications. Demonstrates attention to detail and problem-solving skills Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds. Demonstrate the ability to adapt to any situation inside and outside the classroom. Demonstrates organizational skills for the classroom and school environment. Demonstrates effective verbal and written communication skills with students, families, school staff, and administration. Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner. Demonstrates the ability to multitask and prioritize work. Demonstrates the ability to self- reflect, and seek feedback to improve practices. Demonstrates a growth mindset committed to continuous learning, growth, and development. Demonstrates the ability to work as a team as well as independently. Demonstrates respect towards the students, parents, colleagues, and administrators. Demonstrates knowledge to work with students’ special needs and parents. Handle sensitive information in a confidential manner’ Demonstrate the ability to listen to others and remain receptive to new ideas. Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes. Demonstrate sustained effort and enthusiasm in the quality and quantity of work. Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community. Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users. Demonstrate motivation, initiative, flexibility, and the ability to work independently. Demonstrate excellent human relations and interpersonal skills. Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations. COMPLIANCE AND POLICY ADHERENCE Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards. Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements. Support and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement. Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions. Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities. Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration. Participate in required professional development and training hours to meet federal, state, and accreditation requirements. Ensure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines. Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner. Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues. Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities. Qualifications The Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment. Candidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred. Must have a valid driver’s license and reliable transportation. The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills. For staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire. PHYSICAL REQUIREMENTS: Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time. Visual and auditory acuity to supervise students and respond to classroom needs. Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies. Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions). Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range Ability to receive and respond to oral communication. WORKING CONDITIONS: Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.). May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.) Frequent contact with students, parents/guardians, support staff, and school administration. May involve occasional exposure to childhood illnesses, noise, and frequent interruptions. Must be able to manage multiple tasks in a dynamic, fast-paced educational setting. Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events). Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) May be required to operate a motor vehicle during the course of duties. Reasonable accommodations may be made to help perform essential functions. UCC provides reasonable accommodation to qualified individuals with disabilities. |
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| Salary Max | — |
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| Salary Period | day |
| Source URL | https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=233704&clientkey=CA382F966749E8D17241DC2E78C3B094 |
| Apply URL | https://www.paycomonline.net/v4/ats/web.php/jobs/ViewJobDetails?job=233704&clientkey=CA382F966749E8D17241DC2E78C3B094 |
| First Seen At | 2026-06-06 09:53:38Z |
| Last Seen At | 2026-06-06 09:53:38Z |
| Last Checked At | 2026-06-06 09:53:38Z |
| Last Changed At | 2026-06-06 09:53:38Z |
| Inactive At | — |
| Source Posted At | 2026-06-04 00:00:00Z |
| Source Updated At | — |
| Raw Payload Uri | s3://job-postings-prod-raw-590183727216/raw/provider=paycom/board=CA382F966749E8D17241DC2E78C3B094/date=2026-06-06/2026-06-06T09-53-36-418Z-9e1d7d9b7fc4fdd843a92dc49033677c3ab7b54c7f18f024a57859c987b342e7.json |
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"description": "<p style=\"text-indent:-0.1pt;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.</span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>ESSENTIAL DUTIES AND RESPONSIBILITIES:</u></b></span></span></span></span></p>\n\n<p style=\"text-indent:-0.1pt;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The Special Education Teacher Assistant’s role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric):</span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Works collaboratively with Special Education Teacher assist students towards goals in IEP</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Teach students to think through problems in Mathematics, Reading and other areas identified in IEP</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Administers test, and records results while collaborating with Special Education and classroom teachers</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assigns lessons corrects paper, and hears oral presentations </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Teaches rules of conduct</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains order in classroom </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Counsel’s pupils when adjustment and academic problems arise</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Discusses pupil’s academic and behavioral attitudes and achievements with parents</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Keeps attendance and records as required by school and IEPs</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates in class field trips with identified students as needed</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Attends meetings, conferences, and in-service, and participates in special events of the school and the agency</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>CHILD GROWTH & DEVELOPMENT:</b> </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Addresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses observations of children and anecdotal notes to document children’s progress and individualize curriculum.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Creates partnerships with families to establish positive interaction patterns in program, school, and home.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>The Special Education Teacher Assistants’s responsibilities also fall within the following core functions, although s/he may perform other tasks as needed:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Planning </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Program Implementation </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Family Partnerships </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Communication and Service Coordination </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Record Keeping and Reporting </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>On-going Monitoring and Self-Assessment </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supervision and Human Resources </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Planning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishing and maintaining a safe, healthy learning environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supporting the social and emotional development of children.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Encouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span><span><b>PLANNING:</b></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Will assist in ensuring that the written curriculum includes:</span></span></span></span></li>\n</ul>\n\n<p style=\"margin-left:96px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>goals for children’s development and learning; </span></span></span></span></p>\n\n<p style=\"margin-left:72px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span> the experiences through which children will achieve these goals; </span></span></span></span></p>\n\n<p style=\"margin-left:96px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span> what staff and parents can do to help children achieve these goals; </span></span></span></span></p>\n\n<p style=\"margin-left:96px;text-indent:0in;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>the materials needed to support the implementation of the curriculum towards achieving the stated goals</span></span></span></span></p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Responsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Will assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>PROGRAM IMPLEMENTATION:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Follow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Implement Individual Family Services Plans (IFSPs) for children with disabilities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide children with a consistent classroom routine. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supervise all classroom field trips and outdoor activities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Understand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>FAMILY PARTNERSHIPS:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Invite parent involvement in the development of the program’s curriculum and approach to child development and education.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Provide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Encourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establish positive and productive relationships with families focusing on building trust and rapport.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in parent orientation and ongoing parent trainings as required.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Identify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Share pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain regular contact with parents and complete appropriate documentation.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Forward classroom updates to the teacher to be included in the monthly newsletter.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Direct developmental concerns to the Health, Nutrition and Disabilities Coordinator.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>RECORD KEEPING AND RECORDING</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Request supplies as needed and participate in classroom/program inventory as requested.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Gather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>ONGOING MONITORING AND SELF-ASSESSMENT</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Conduct daily health checks.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assess children on an on-going basis. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>K4 Program:</b> Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>SUPERVISION AND HUMAN RESOURCES:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Model appropriate classroom practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates actively in Special Education Assistant Meetings.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates in assigned meetings, events and training as required.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>CLASSROOM MANAGEMENT:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Creates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uses proactive, positive reinforcement strategies to encourage appropriate behavior.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Recognizes and celebrates student successes to build confidence and motivation.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe and supportive atmosphere where students feel valued and encouraged to participate</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Effectively monitor and supervise students at all times.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manage student behavior proactively and respectfully using positive behavior supports across the school environment.</span></span></span></span></li>\n</ul>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>SOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Model and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>COMMUNICATION & FAMILY ENGAGEMENT:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Builds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Models professional and ethical standards when dealing with students, parents, peers and community. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Establishes and maintains cooperative working relationships with students, parents and other professionals.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Share academic and behavioral updates in a clear, empathetic, and strengths-based manner.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in family-teacher conferences and contribute to school events or family engagement opportunities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>PROFESSIONAL DEVELOPMENT:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participates in all required training and meetings, as well as school and UCC training, and meetings.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reflect on teaching practices and seek opportunities for continuous improvement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Engage in professional learning communities and schoolwide initiatives.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Uphold ethical practices and professional conduct.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with colleagues, support staff, and administration to support student success.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Contribute to a positive school culture and shared leadership.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>COLLABORATION & TEAMWORK:</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Meets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Collaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support classroom behavior through proactive management strategies and, when appropriate, restorative practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span><span><b>BILINGUAL STAFF:</b></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Translate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Assist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Foster positive relationships with students, parents, and colleagues by bridging language barriers.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Non-Essential Duties: </b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Performs any and all other duties as assigned.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supervises students and provides support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>INTENDED OUTCOMES AND SUCCESS MEASURES:</u></b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students with IEPs receive consistent support aligned to their individual goals and accommodations.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students show increased independence and participation in classroom activities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students receive scaffolded academic support that promotes skill development and engagement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students with disabilities are successfully included in general education settings to the greatest extent appropriate.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Students with IEPs demonstrate measurable progress toward academic and functional goals.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Increase in time on task and task completion for supported students.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Supports and accommodations outlined in student IEPs are implemented consistently and accurately.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Data on student behavior or academic performance is collected and submitted as required.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Active participation in IEP team meetings or progress reviews (as appropriate).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Evidence of successful small-group or 1:1 reinforcement aligned to the teacher’s lesson plans.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Feedback from teachers and service providers indicates the assistant effectively supports instructional delivery.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Regular, proactive communication with the supervising teacher and/or case manager.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participation in team meetings and PD focused on student needs and support strategies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Positive relationships established with students, staff, and families.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Follows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintains confidentiality and professionalism in all interactions.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>Performs other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.</b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>KNOWLEDGE, SKILLS, AND ABILITIES:</u></b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates attention to detail and problem-solving skills</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates enthusiasm towards students, parents and staff from diverse backgrounds.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to adapt to any situation inside and outside the classroom.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates organizational skills for the classroom and school environment.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates effective verbal and written communication skills with students, families, school staff, and administration.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to multitask and prioritize work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to self- reflect, and seek feedback to improve practices.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates a growth mindset committed to continuous learning, growth, and development.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates the ability to work as a team as well as independently.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates respect towards the students, parents, colleagues, and administrators.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates knowledge to work with students’ special needs and parents.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Handle sensitive information in a confidential manner’ </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to listen to others and remain receptive to new ideas.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate sustained effort and enthusiasm in the quality and quantity of work.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate motivation, initiative, flexibility, and the ability to work independently.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate excellent human relations and interpersonal skills.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul style=\"margin-top:19px;margin-bottom:16px;\">\n\t<li style=\"margin-top:19px;margin-bottom:5px;margin-left:8px;text-align:left;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span style=\"page-break-after:auto;\"><span><span><a></a> COMPLIANCE AND POLICY ADHERENCE</span></span></span></span></span></li>\n\t<li style=\"margin-top:16px;margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ensure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Adhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Support and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Maintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Follow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Comply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Participate in required professional development and training hours to meet federal, state, and accreditation requirements.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ensure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Accurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Demonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.</span></span></span></span></li>\n\t<li style=\"margin-bottom:16px;margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Check and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.</span></span></span></span></li>\n</ul>",
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"googleJobJson": "{\"@context\":\"https://schema.org/\",\"@type\":\"JobPosting\",\"title\":\"Middle School Special Education Teacher Assistant\",\"identifier\":\"J0PA54233704\",\"url\":\"https://www.paycomonline.net/v4/ats/web.php/portal/CA382F966749E8D17241DC2E78C3B094/jobs/233704\",\"image\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\",\"datePosted\":\"2026-06-04\",\"description\":\"Job DetailsJob Location: Acosta Middle School - Milwaukeee, WI 53204Position Type: Full TimeEducation Level: 2 Year DegreeJob Shift: DayJob Category: EducationThe Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nThe Special Education Teacher Assistant’s role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric):\\n\\n\\n\\tWorks collaboratively with Special Education Teacher assist students towards goals in IEP\\n\\tTeach students to think through problems in Mathematics, Reading and other areas identified in IEP\\n\\tAdministers test, and records results while collaborating with Special Education and classroom teachers\\n\\tAssigns lessons corrects paper, and hears oral presentations \\n\\tTeaches rules of conduct\\n\\tMaintains order in classroom \\n\\tCounsel’s pupils when adjustment and academic problems arise\\n\\tDiscusses pupil’s academic and behavioral attitudes and achievements with parents\\n\\tKeeps attendance and records as required by school and IEPs\\n\\tParticipates in class field trips with identified students as needed\\n\\tAttends meetings, conferences, and in-service, and participates in special events of the school and the agency\\n\\tCHILD GROWTH & DEVELOPMENT: \\n\\tUses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.\\n\\tImplements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.\\n\\tAddresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.\\n\\tUses observations of children and anecdotal notes to document children’s progress and individualize curriculum.\\n\\tCreates partnerships with families to establish positive interaction patterns in program, school, and home.\\n\\tThe Special Education Teacher Assistants’s responsibilities also fall within the following core functions, although s/he may perform other tasks as needed:\\n\\tPlanning \\n\\tProgram Implementation \\n\\tFamily Partnerships \\n\\tCommunication and Service Coordination \\n\\tRecord Keeping and Reporting \\n\\tOn-going Monitoring and Self-Assessment \\n\\tSupervision and Human Resources \\n\\tPlanning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.\\n\\tEstablishing and maintaining a safe, healthy learning environment.\\n\\tSupporting the social and emotional development of children.\\n\\tEncouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families. \\n\\tPLANNING:\\n\\tWill assist in ensuring that the written curriculum includes:\\n\\n\\ngoals for children’s development and learning; \\n\\n the experiences through which children will achieve these goals; \\n\\n what staff and parents can do to help children achieve these goals; \\n\\nthe materials needed to support the implementation of the curriculum towards achieving the stated goals\\n\\n\\n\\tResponsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom\\n\\tWill assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.\\n\\n\\n \\n\\n\\n\\tPROGRAM IMPLEMENTATION:\\n\\tFollow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.\\n\\tProvide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.\\n\\tImplement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences. \\n\\tImplement Individual Family Services Plans (IFSPs) for children with disabilities.\\n\\tProvide children with a consistent classroom routine. \\n\\tProvide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements.\\n\\tSupervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social. \\n\\tSupervise all classroom field trips and outdoor activities.\\n\\tUnderstand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.\\n\\tFAMILY PARTNERSHIPS:\\n\\tInvite parent involvement in the development of the program’s curriculum and approach to child development and education.\\n\\tProvide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.\\n\\tEncourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.\\n\\tEstablish positive and productive relationships with families focusing on building trust and rapport.\\n\\tWork with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.\\n\\tParticipate in parent orientation and ongoing parent trainings as required.\\n\\tIdentify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.\\n\\tShare pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate.\\n\\tMaintain regular contact with parents and complete appropriate documentation.\\n\\tForward classroom updates to the teacher to be included in the monthly newsletter.\\n\\tDirect developmental concerns to the Health, Nutrition and Disabilities Coordinator.\\n\\n\\n \\n\\n\\n\\tRECORD KEEPING AND RECORDING\\n\\tRequest supplies as needed and participate in classroom/program inventory as requested.\\n\\tGather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.\\n\\tONGOING MONITORING AND SELF-ASSESSMENT\\n\\tConduct daily health checks.\\n\\tAssess children on an on-going basis. \\n\\tK4 Program: Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold.\\n\\tWork with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed.\\n\\n\\n \\n\\n\\n\\tSUPERVISION AND HUMAN RESOURCES:\\n\\tModel appropriate classroom practices.\\n\\tWork with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.\\n\\tAssist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines. \\n\\tMaintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.\\n\\tParticipates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.\\n\\tParticipates actively in Special Education Assistant Meetings.\\n\\tParticipates in assigned meetings, events and training as required.\\n\\n\\n \\n\\n\\n\\tCLASSROOM MANAGEMENT:\\n\\tCreates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate\\n\\tEffectively monitor and supervise students at all times.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tManage student behavior proactively and respectfully using positive behavior supports across the school environment.\\n\\n\\n\\n\\tSOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS:\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\n\\n\\tCOMMUNICATION & FAMILY ENGAGEMENT:\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\tPROFESSIONAL DEVELOPMENT:\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\tCOLLABORATION & TEAMWORK:\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\tCollaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.\\n\\tSupport classroom behavior through proactive management strategies and, when appropriate, restorative practices.\\n\\tBILINGUAL STAFF:\\n\\tTranslate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.\\n\\tAssist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.\\n\\tFoster positive relationships with students, parents, and colleagues by bridging language barriers.\\n\\tNon-Essential Duties: \\n\\tPerforms any and all other duties as assigned.\\n\\tSupervises students and provides support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building.\\n\\n\\n \\n\\n\\n\\tINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\tStudents with IEPs receive consistent support aligned to their individual goals and accommodations.\\n\\tStudents show increased independence and participation in classroom activities.\\n\\tStudents receive scaffolded academic support that promotes skill development and engagement.\\n\\tStudents are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments.\\n\\tStudents with disabilities are successfully included in general education settings to the greatest extent appropriate.\\n\\tStudents with IEPs demonstrate measurable progress toward academic and functional goals.\\n\\tIncrease in time on task and task completion for supported students.\\n\\tReduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs.\\n\\tSupports and accommodations outlined in student IEPs are implemented consistently and accurately.\\n\\tData on student behavior or academic performance is collected and submitted as required.\\n\\tActive participation in IEP team meetings or progress reviews (as appropriate).\\n\\tEvidence of successful small-group or 1:1 reinforcement aligned to the teacher’s lesson plans.\\n\\tFeedback from teachers and service providers indicates the assistant effectively supports instructional delivery.\\n\\tRegular, proactive communication with the supervising teacher and/or case manager.\\n\\tParticipation in team meetings and PD focused on student needs and support strategies.\\n\\tPositive relationships established with students, staff, and families.\\n\\tFollows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).\\n\\tMaintains confidentiality and professionalism in all interactions.\\n\\n\\n \\n\\n\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\tKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\n\\n \\n\\n\\n\\t COMPLIANCE AND POLICY ADHERENCE\\n\\tEnsure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.\\n\\tAdhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.\\n\\tSupport and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.\\n\\tMaintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.\\n\\tFollow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.\\n\\tComply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.\\n\\tParticipate in required professional development and training hours to meet federal, state, and accreditation requirements.\\n\\tEnsure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines.\\n\\tAccurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.\\n\\tDemonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.\\n\\tCheck and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.\\nQualifications\\n\\tThe Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment.\\n\\tCandidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\tFor staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire. \\n\\n\\n \\n\\n\\n\\tPHYSICAL REQUIREMENTS:\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\n\\n\\tWORKING CONDITIONS:\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"responsibilities\":\"The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized education plans (IEPs) and providing academic, behavioral, and social-emotional support. This role ensures students can access and participate meaningfully in the school environment. The assistant works closely with teachers, service providers, and families to promote student independence, safety, and learning. This role works under the direction of the School Principal, Director of Special Education, and assigned Special Education Teacher, and requires collaboration with the Special Education Teacher and classroom teachers. UCC School staff are dedicated, compassionate, highly effective, reflective, collaborative, culturally responsive, and committed to the academic and social-emotional development of all students.\\n\\n \\n\\nESSENTIAL DUTIES AND RESPONSIBILITIES:\\n\\nThe Special Education Teacher Assistant’s role encompasses effective practices in the following (as outlined in our Special Education Assistant Success Rubric):\\n\\n\\n\\tWorks collaboratively with Special Education Teacher assist students towards goals in IEP\\n\\tTeach students to think through problems in Mathematics, Reading and other areas identified in IEP\\n\\tAdministers test, and records results while collaborating with Special Education and classroom teachers\\n\\tAssigns lessons corrects paper, and hears oral presentations \\n\\tTeaches rules of conduct\\n\\tMaintains order in classroom \\n\\tCounsel’s pupils when adjustment and academic problems arise\\n\\tDiscusses pupil’s academic and behavioral attitudes and achievements with parents\\n\\tKeeps attendance and records as required by school and IEPs\\n\\tParticipates in class field trips with identified students as needed\\n\\tAttends meetings, conferences, and in-service, and participates in special events of the school and the agency\\n\\tCHILD GROWTH & DEVELOPMENT: \\n\\tUses knowledge of the principles of child growth and development to work with children and communicate with internal and external stakeholders.\\n\\tImplements a child-centered curriculum and learning environment that encourages positive social interaction, active engagement in learning, and self-motivation to promote development in all domains for children of all abilities.\\n\\tAddresses challenging behaviors by observing to determine possible causes of the behavior, implementing preventive measures, teaching the child new social and communication skills and partnering with families to support the child at home.\\n\\tUses observations of children and anecdotal notes to document children’s progress and individualize curriculum.\\n\\tCreates partnerships with families to establish positive interaction patterns in program, school, and home.\\n\\tThe Special Education Teacher Assistants’s responsibilities also fall within the following core functions, although s/he may perform other tasks as needed:\\n\\tPlanning \\n\\tProgram Implementation \\n\\tFamily Partnerships \\n\\tCommunication and Service Coordination \\n\\tRecord Keeping and Reporting \\n\\tOn-going Monitoring and Self-Assessment \\n\\tSupervision and Human Resources \\n\\tPlanning and implementing learning experiences that advance the intellectual and physical development of children, including improving the readiness of children for school by developing their literacy and phonemic, print, and numeracy awareness, their understanding and use of language, their understanding and use of increasingly complex and varied vocabulary, their appreciation of books, and their problem-solving abilities.\\n\\tEstablishing and maintaining a safe, healthy learning environment.\\n\\tSupporting the social and emotional development of children.\\n\\tEncouraging the involvement of the families of the children in a Head Start program and supporting the development of relationships between children and their families. \\n\\tPLANNING:\\n\\tWill assist in ensuring that the written curriculum includes:\\n\\n\\ngoals for children’s development and learning; \\n\\n the experiences through which children will achieve these goals; \\n\\n what staff and parents can do to help children achieve these goals; \\n\\nthe materials needed to support the implementation of the curriculum towards achieving the stated goals\\n\\n\\n\\tResponsible for collaborating with the teacher in the preparation of daily lesson plans. Post them for parents, volunteers and visitors in the classroom\\n\\tWill assist in the development of individual plans for each child including goal-setting based on identified needs and prescriptions for objectives and activities to meet established child outcomes.\\n\\n\\n \\n\\n\\n\\tPROGRAM IMPLEMENTATION:\\n\\tFollow program curriculum providing developmentally and linguistically appropriate experiences appropriate to age, language and culture of children served.\\n\\tProvide positive guidance and discipline supporting children as they acquire readiness skills for kindergarten and beyond.\\n\\tImplement daily lesson plans in response to children’s needs and interests incorporating observations, anecdotal record keeping, knowledge of early childhood development and the key experiences. \\n\\tImplement Individual Family Services Plans (IFSPs) for children with disabilities.\\n\\tProvide children with a consistent classroom routine. \\n\\tProvide supervision and ensure the safety and security of children at all times in accordance with Head Start and day care licensing requirements.\\n\\tSupervise and eat nutritionally prepared meals and/or snacks with the children as a curriculum activity, to model good nutrition and proper social. \\n\\tSupervise all classroom field trips and outdoor activities.\\n\\tUnderstand regulations associated with prevention of disease and injury, including the exercise of universal precautions and the prevention of contamination.\\n\\tFAMILY PARTNERSHIPS:\\n\\tInvite parent involvement in the development of the program’s curriculum and approach to child development and education.\\n\\tProvide opportunities for parents to increase their child observation skills and to share assessments with staff that help plan the learning experiences.\\n\\tEncourage parent participation in staff-parent conferences and home visits discussing their child’s development and education.\\n\\tEstablish positive and productive relationships with families focusing on building trust and rapport.\\n\\tWork with the teacher to schedule and complete two home visits per year and at least two parent-teacher conferences per year.\\n\\tParticipate in parent orientation and ongoing parent trainings as required.\\n\\tIdentify and refer parents wanting to volunteer in the classroom, work as substitutes or in other volunteer activities to Family Advocate. Support parent volunteers in the classroom as needed.\\n\\tShare pertinent information with Pupil Services Staff and/or Family Advocate ensuring coordinated services to meet the needs of individual children and families. Participate in conferences as appropriate.\\n\\tMaintain regular contact with parents and complete appropriate documentation.\\n\\tForward classroom updates to the teacher to be included in the monthly newsletter.\\n\\tDirect developmental concerns to the Health, Nutrition and Disabilities Coordinator.\\n\\n\\n \\n\\n\\n\\tRECORD KEEPING AND RECORDING\\n\\tRequest supplies as needed and participate in classroom/program inventory as requested.\\n\\tGather and maintain individual, family and classroom data for documentation, on-going assessment, evaluation and recording keeping for successful individual and program planning.\\n\\tONGOING MONITORING AND SELF-ASSESSMENT\\n\\tConduct daily health checks.\\n\\tAssess children on an on-going basis. \\n\\tK4 Program: Gather and organize anecdotal notes into the key goals and objectives and document in TS-Gold.\\n\\tWork with the teaching team to analyze child outcomes on a classroom basis twice yearly, consult with the education coordinator and adjust curriculum planning and implementation as needed.\\n\\n\\n \\n\\n\\n\\tSUPERVISION AND HUMAN RESOURCES:\\n\\tModel appropriate classroom practices.\\n\\tWork with the Education Coordinator and Teacher to develop and support the individual development plan for assigned volunteers.\\n\\tAssist the Teacher in devising work methods and procedures that support improvements in existing work practices; supporting the volunteers you supervise in developing and setting goals, priorities and timelines. \\n\\tMaintain the plan to meet changing or emergent program requirements within available resources and with minimum sacrifice to quantity or quality of work.\\n\\tParticipates actively in Team Meetings to reflect on performance, generate solutions and ensure high-quality classroom operations.\\n\\tParticipates actively in Special Education Assistant Meetings.\\n\\tParticipates in assigned meetings, events and training as required.\\n\\n\\n \\n\\n\\n\\tCLASSROOM MANAGEMENT:\\n\\tCreates a safe, inclusive, and respectful classroom climate in which students are encouraged to be actively engaged in the learning process.\\n\\tUses proactive, positive reinforcement strategies to encourage appropriate behavior.\\n\\tRecognizes and celebrates student successes to build confidence and motivation.\\n\\tFoster a safe and supportive atmosphere where students feel valued and encouraged to participate\\n\\tEffectively monitor and supervise students at all times.\\n\\tMaintains order of students and class in classroom, cafeteria, hallways, playground, and across the school environment.\\n\\tManage student behavior proactively and respectfully using positive behavior supports across the school environment.\\n\\n\\n\\n\\tSOCIAL-EMOTIONAL LEARNING & STUDENT RELATIONSHIPS:\\n\\tModels and teaches empathy, active listening, respect, conflict resolution, peer mediation, and restorative practices when appropriate.\\n\\tFoster a safe, supportive classroom environment where students feel valued, understood, and emotionally secure.\\n\\tModel and reinforce emotional regulation, empathy, problem-solving, and responsible decision-making\\n\\n\\n \\n\\n\\n\\tCOMMUNICATION & FAMILY ENGAGEMENT:\\n\\tBuilds trust and rapport with students, families, and colleagues to effectively support student achievement and growth.\\n\\tModels professional and ethical standards when dealing with students, parents, peers and community. \\n\\tEstablishes and maintains cooperative working relationships with students, parents and other professionals.\\n\\tShare academic and behavioral updates in a clear, empathetic, and strengths-based manner.\\n\\tCollaborate with students, families, counselors, support staff, and school administrators when addressing student needs or concerns.\\n\\tParticipate in family-teacher conferences and contribute to school events or family engagement opportunities.\\n\\tPROFESSIONAL DEVELOPMENT:\\n\\tParticipate in staff meetings, workshops, and training sessions to enhance teaching skills and contribute to the school community.\\n\\tParticipates in all required training and meetings, as well as school and UCC training, and meetings.\\n\\tReflect on teaching practices and seek opportunities for continuous improvement.\\n\\tEngage in professional learning communities and schoolwide initiatives.\\n\\tUphold ethical practices and professional conduct.\\n\\tCollaborate with colleagues, support staff, and administration to support student success.\\n\\tContribute to a positive school culture and shared leadership.\\n\\tCOLLABORATION & TEAMWORK:\\n\\tCollaborate with colleagues, administrators, and support staff to create and enhance a cohesive and supportive educational environment and to promote a positive school culture, cross-grade alignment, and shared best practices.\\n\\tWork closely with special education teachers, counselors, and other professionals to provide individualized support for students with special needs\\n\\tMeets professional obligations through efficient work habits such as meeting deadlines, honoring schedules, collaborating with other staff, etc.\\n\\tCollaborate with student support teams (e.g., MTSS, 504, IEP) to develop and implement academic or behavioral support plans.\\n\\tSupport classroom behavior through proactive management strategies and, when appropriate, restorative practices.\\n\\tBILINGUAL STAFF:\\n\\tTranslate school communications, including letters, newsletters, and notices, from English to Spanish and vice versa.\\n\\tAssist in translating during parent-teacher conferences, parent meetings, IEP and 504 meetings, and school events to ensure clear communication between the school and non-English-speaking families.\\n\\tFoster positive relationships with students, parents, and colleagues by bridging language barriers.\\n\\tNon-Essential Duties: \\n\\tPerforms any and all other duties as assigned.\\n\\tSupervises students and provides support and care for children during afterschool programming, daycare, aftercare, or other school programming as needed by the school building.\\n\\n\\n \\n\\n\\n\\tINTENDED OUTCOMES AND SUCCESS MEASURES:\\n\\tStudents with IEPs receive consistent support aligned to their individual goals and accommodations.\\n\\tStudents show increased independence and participation in classroom activities.\\n\\tStudents receive scaffolded academic support that promotes skill development and engagement.\\n\\tStudents are supported in managing behavior, building self-regulation skills, and maintaining focus in learning environments.\\n\\tStudents with disabilities are successfully included in general education settings to the greatest extent appropriate.\\n\\tStudents with IEPs demonstrate measurable progress toward academic and functional goals.\\n\\tIncrease in time on task and task completion for supported students.\\n\\tReduction in frequency and intensity of behavioral incidents among students with behavioral goals or BIPs.\\n\\tSupports and accommodations outlined in student IEPs are implemented consistently and accurately.\\n\\tData on student behavior or academic performance is collected and submitted as required.\\n\\tActive participation in IEP team meetings or progress reviews (as appropriate).\\n\\tEvidence of successful small-group or 1:1 reinforcement aligned to the teacher’s lesson plans.\\n\\tFeedback from teachers and service providers indicates the assistant effectively supports instructional delivery.\\n\\tRegular, proactive communication with the supervising teacher and/or case manager.\\n\\tParticipation in team meetings and PD focused on student needs and support strategies.\\n\\tPositive relationships established with students, staff, and families.\\n\\tFollows assigned daily schedule and flexibly responds to student needs and transitions between settings (e.g., classroom, therapy, specials).\\n\\tMaintains confidentiality and professionalism in all interactions.\\n\\n\\n \\n\\n\\n\\tPerforms other duties and responsibilities as assigned by their supervisor to support students, colleagues, or the school community.\\n\\tKNOWLEDGE, SKILLS, AND ABILITIES:\\n\\tDemonstrates Basic computer knowledge, basic knowledge of email, excel, word, Google forms and other Google applications.\\n\\tDemonstrates attention to detail and problem-solving skills\\n\\tDemonstrates enthusiasm towards students, parents and staff from diverse backgrounds.\\n\\tDemonstrate the ability to adapt to any situation inside and outside the classroom.\\n\\tDemonstrates organizational skills for the classroom and school environment.\\n\\tDemonstrates effective verbal and written communication skills with students, families, school staff, and administration.\\n\\tReply to email, telephone, face to face, or other communications and enquiries from all stakeholders in a timely manner.\\n\\tDemonstrates the ability to multitask and prioritize work.\\n\\tDemonstrates the ability to self- reflect, and seek feedback to improve practices.\\n\\tDemonstrates a growth mindset committed to continuous learning, growth, and development.\\n\\tDemonstrates the ability to work as a team as well as independently.\\n\\tDemonstrates respect towards the students, parents, colleagues, and administrators.\\n\\tDemonstrates knowledge to work with students’ special needs and parents.\\n\\tHandle sensitive information in a confidential manner’ \\n\\tDemonstrate the ability to listen to others and remain receptive to new ideas.\\n\\tDemonstrate the ability to address criticism in an appropriate manner and develop constructive outcomes.\\n\\tDemonstrate sustained effort and enthusiasm in the quality and quantity of work.\\n\\tDemonstrate the ability to establish and maintain positive, effective working relationships with staff, students, and the community.\\n\\tDemonstrate effective time management, organizational skills, and prioritization of work to meet the needs of the users.\\n\\tDemonstrate motivation, initiative, flexibility, and the ability to work independently.\\n\\tDemonstrate excellent human relations and interpersonal skills.\\n\\tDemonstrates honesty, dependability, and the ability to meet deadlines and other professional expectations.\\n\\n\\n \\n\\n\\n\\t COMPLIANCE AND POLICY ADHERENCE\\n\\tEnsure compliance with all Head Start Program Performance Standards, including child safety, documentation, supervision, and classroom quality standards.\\n\\tAdhere to all State Licensing regulations (DPI and DCF), including mandated ratios, health and safety protocols, and staff training requirements.\\n\\tSupport and uphold YoungStar quality standards by implementing developmentally appropriate practices, continuous quality improvement, and family engagement.\\n\\tMaintain program quality in accordance with the National Accreditation Commission (NAC) criteria, including curriculum implementation, assessments, and teacher-child interactions.\\n\\tFollow the guidelines and expectations outlined in the Early Learning Staff Handbook, including attendance, communication, professional conduct, and daily responsibilities.\\n\\tComply with all UCC Personnel Policies, including confidentiality, workplace expectations, and team collaboration.\\n\\tParticipate in required professional development and training hours to meet federal, state, and accreditation requirements.\\n\\tEnsure active supervision of children at all times, as required by Head Start, licensing, United Community and NAC guidelines.\\n\\tAccurately complete and submit required documentation (e.g., lesson plans, child observations, incident reports) in a timely manner.\\n\\tDemonstrate cultural competency and uphold program values of equity, inclusion, and respect in all interactions with children, families, and colleagues.\\n\\tCheck and respond to emails to ensure timely communication with supervisors, team members, and families, in alignment with agency expectations and professional responsibilities.\\n\",\"employmentType\":\"FULL_TIME\",\"hiringOrganization\":{\"@type\":\"Organization\",\"name\":\"UNITED COMMUNITY CENTER\",\"logo\":\"https://www.paycomonline.net/v4/ats/web.php/application/style/logo?clientkey=CA382F966749E8D17241DC2E78C3B094\"},\"jobLocation\":{\"@type\":\"Place\",\"address\":{\"streetAddress\":\"1038 South 6th Street\",\"addressLocality\":\"Milwaukeee\",\"addressRegion\":\"WI\",\"postalCode\":53204,\"addressCountry\":\"USA\"}},\"qualifications\":\"\\n\\tThe Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment.\\n\\tCandidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\tFor staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire. \\n\\n\\n \\n\\n\\n\\tPHYSICAL REQUIREMENTS:\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\n\\n\\tWORKING CONDITIONS:\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"experienceRequirements\":\"\\n\\tThe Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. Proof of license or application submission is required before the start of employment.\\n\\tCandidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.\\n\\tMust have a valid driver’s license and reliable transportation.\\n\\tThe candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.\\n\\tFor staff working with K4 or K5 students: At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire. \\n\\n\\n \\n\\n\\n\\tPHYSICAL REQUIREMENTS:\\n\\tAbility to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.\\n\\tVisual and auditory acuity to supervise students and respond to classroom needs.\\n\\tAbility to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.\\n\\tMust be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).\\n\\tManual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). \\n\\tMay require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range \\n\\tAbility to receive and respond to oral communication.\\n\\n\\n \\n\\n\\n\\tWORKING CONDITIONS:\\n\\tWork is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).\\n\\tMay require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)\\n\\tFrequent contact with students, parents/guardians, support staff, and school administration. \\n\\tMay involve occasional exposure to childhood illnesses, noise, and frequent interruptions.\\n\\tMust be able to manage multiple tasks in a dynamic, fast-paced educational setting.\\n\\tWork schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).\\n\\tNoise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) \\n\\tMay be required to operate a motor vehicle during the course of duties.\\n\\tReasonable accommodations may be made to help perform essential functions.\\n\\tUCC provides reasonable accommodation to qualified individuals with disabilities. \\n\\n\\n \",\"industry\":\"Education\",\"validThrough\":\"-0001-11-30\",\"workHours\":\"Day\",\"educationRequirements\":\"2 Year Degree\"}",
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"qualifications": "<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-size:18px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span><span>The Special Education Teacher Assistant position requires the ability to obtain a Special Education aide license from the Wisconsin Department of Public Instruction. <i>Proof of license or application submission is required before the start of employment.</i></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Candidates are encouraged to have at least one year of working with individuals with disabilities in an educational setting. Must be creative, flexible, tech-savvy, and ready to be part of a team. Bilingual (Spanish) preferred.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must have a valid driver’s license and reliable transportation.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>The candidate should be able to work independently with little direct supervision, work as part of a team, accept responsibilities, and be self-motivated. Must display effective multi-tasking and time management skills.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b>For staff working with K4 or K5 students:</b> At a minimum, a Child Development Associate (CDA) credential or a state-awarded certificate that meets or exceeds the requirements for a CDA credential, or are enrolled in a program that will lead to an associate or baccalaureate degree, or are enrolled in a CDA credential program to be completed within two years of the time of hire. </span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>PHYSICAL REQUIREMENTS:</u></b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to move around the classroom and school environment, including bending, kneeling, standing, walking, going up and down stairs, and sitting for extended periods of time.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Visual and auditory acuity to supervise students and respond to classroom needs.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to exert up to 25 pounds of force to lift, carry, push, pull, or move objects such as educational materials or classroom supplies.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to monitor student safety and physically assist students when necessary (e.g., guiding younger students, supporting classroom transitions).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Manual dexterity to operate computers, classroom technology, and teaching tools and to engage in repetitive movement of wrists, hands, and fingers (typing and/or writing). </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require extended screen time for lesson planning, grading, or communication, and to work frequently at close visual range </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Ability to receive and respond to oral communication.</span></span></span></span></li>\n</ul>\n\n<p style=\"text-indent:-0.1pt;\"> </p>\n\n<ul>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span><b><u>WORKING CONDITIONS:</u></b></span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work is generally performed in a classroom/school/office environment with regular interaction with students, staff, and families, both inside the school campus environment, as well as occasionally outdoors (recess, field trips, dismissal, etc.).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May require supervision of students in varied settings (classroom, hallway, cafeteria, playground, outdoors, etc.)</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Frequent contact with students, parents/guardians, support staff, and school administration. </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May involve occasional exposure to childhood illnesses, noise, and frequent interruptions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Must be able to manage multiple tasks in a dynamic, fast-paced educational setting.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Work schedule generally follows the school calendar and may include morning arrival and/or after-school responsibilities (e.g., meetings, family nights, or other school events).</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Noise level in the work environment is moderate to occasionally loud (examples: classroom with children, lunchroom with several classes, recess at playground with several classes of students playing, loud voices during classroom play or during recess, working with computers and printers, light to moderate traffic, and human voices) </span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>May be required to operate a motor vehicle during the course of duties.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>Reasonable accommodations may be made to help perform essential functions.</span></span></span></span></li>\n\t<li style=\"margin-left:8px;\"><span style=\"font-family:Arial, Helvetica, sans-serif;\"><span style=\"font-size:18px;\"><span><span>UCC provides reasonable accommodation to qualified individuals with disabilities. </span></span></span></span></li>\n</ul>\n\n<p style=\"text-align:justify;text-indent:-0.1pt;\"> </p>",
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"locations": "Acosta Middle School - Milwaukeee, WI 53204",
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"description": "The Special Education Teacher Assistant supports students with disabilities by assisting the special education teacher in implementing individualized ...",
"positionType": "Full Time"
},
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}Get this page with API
Rendered from the bluedoor Job Postings API. Reproduce it:
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