Overview The purpose of this job is to provide teaching assistance under the direction of a licensed teacher in the implementation of Individual Education Programs for students with disabilities in classrooms or as otherwise needed. Signal Mountain Middle/High is a 6-12 school located on Signal Mountain, TN, just outside of Chattanooga. We are the only International Baccalaureate school in Hamilton County, offering both the prestigious IB Middle Years Program (MYP) and Diploma Program (DP). Although known for our academic accomplishments, SMMHS also provides students with many other experiences, including State-Championship athletics programs, award-winning performing and visual arts programs, and opportunities for students to learn and grow through a variety of extracurricular activities. While knowledge of IB requirements is preferred, training is also available for teachers who are new to IB. Hamilton County Schools, located in Chattanooga, TN, is working to ensure that all students thrive and experience a future without limits. We are committed to excellence for every student and are seeking outstanding leaders, teachers, support staff, and district employees who desire to make a difference in the lives of students. With nearly 75 schools, we are confident that you can find your place in Hamilton County. Learn more about working for Hamilton County Schools at careers.hcde.org and get to know us and our strategic plan, Opportunity 2030. The purpose of this job is to provide teaching support and services under the direction of a licensed special education teacher in the implementation of Individual Education Programs for students with disabilities in general or special education classrooms, one-on-one or in small group settings, or with special, more narrowly defined services, or as otherwise needed. Responsibilities We are looking for staff who are committed to excellence and who are passionate about working with students with disabilities. Our teachers and paraprofessionals accept accountability, work collaboratively, are flexible, and utilize multiple strategies when working with students. We look for staff members who believe that “every day is a new day” with students and who are willing to be a team player both in and out of the classroom. Training in or willingness to be trained in nonviolent crisis intervention techniques. Competent use of verbal and nonverbal techniques designed to prevent or de-escalate students when acting out behaviors occurs. Competence at and a willingness to incorporate consistent patterns of assertive communications including delivering a three part statement of empathy, verbalizing conflict behavior, and communicating a rectifying statement when behavioral conflict is apparent. Ability to maintain a group during emergencies or a time when a teacher must be away from the group. Provides educational assistance to students with disabilities; assists in preparing, modifying, and utilizing instructional materials to meet individual needs of students; assists with development and implementation of Individual Education Program for each student; assists with the data collection and progress monitoring of student’s physical, communication, social/emotional, and educational levels of development; uses special educational strategies and techniques to address students’ academic needs. Provides physical assistance, including but not limited to toileting, positioning, lifting, carrying, feeding, personal hygiene, or other assistance as determined by specific student needs, to any student with disabilities based on a student’s Individual Education Program. Oversees, monitors, or covers classes during the short term absence of the teacher. Assists teacher and works with students during various class activities; prepares instructional materials for classroom use; assists with instructional and assistive technology, Assists with data collection and progress monitoring used to evaluate student performance and skill levels; Follows established procedures for ensuring students are safe. Performs clerical tasks in support of teaching activities, office operations, and/or other school functions. Responds appropriately to students’ inappropriate behavior(s). Must be willing to be trained as needed and maintain certification in non-violent positive behavioral interventions and support methods to respond to, diffuse, de-escalate, and control aggressive behavior utilizing physical restraint as appropriate. Assists students and models appropriate social and professional behaviors during community experience or work based learning. Chaperones students on field trips occurring during the regular school day only. Performs tasks requiring reading, handwriting, numeracy, oral and written communication skills, and the use of various equipment and technology in support of teacher responsibilities to assure compliance under the IDEA and to implement student IEP’s. Demonstrates basic sign language acquisition, communication facilitation competencies, and Brailing skills as needed. Communicates with supervisors, school officials, teachers, students, parents, vendors, the community, and other individuals as needed to coordinate work activities under the direction of administration or special education teacher/supervisor. Attends staff meetings, parent meetings, IEP-Team meetings, or other meetings as required. Follows established procedures to ensure assigned areas are safe. Works collaboratively with supervisor, administrators, employees, students, and other stakeholders. Attends work regularly and arrives to work in a timely fashion. Maintains confidentiality. Adheres to the Teacher Code of Ethics as defined by Tennessee Law. Other responsibilities may include lifting, transferring, and positioning students with physical support needs; appropriate use of assistive technology; feeding/oral-motor interventions; signing; Brailing instructional materials; augmentative systems; etc. Performs other duties as assigned. Qualifications Knowledge/Education/Experience: High school diploma or GED required; basic technology skills required; general office/clerical experience; or any equivalent combination of education, training, and experience which provides the requisite knowledge, skills, and abilities for this job. Has knowledge and skills to support the PreK-12 general curriculum. Must possess one of the following before reporting to work: (1) 48 semester hours or 72 quarter hours; (2) An Associate’s degree or higher; (3) passing score on PRAXIS for Parapro Exam. One year of experience working with students with disabilities preferred. Skills/Qualifications: Ability to learn and implement a variety of teaching strategies. Demonstrate proficient verbal and written communication skills. Ability to work collaboratively with students who have a variety of disabilities. Compensation: Salary is based on a combination of relevant education and experience. Grade C Salary Scale