As a Education Assistant II in Parkland School Division, you will be part of enacting our vision, mission and values.
The priorities that guide your work include:
2. Resource Stewardship
Parkland School Division’s Four Goals:
1. Inclusive Education
2. Quality Learning
3. Culture of Wellness
4. Universal Leadership
These priorities and goals support our vision:
“ Parkland School Division is a place where exploration, creativity and imagination make learning exciting and where all learners aspire to reach their dreams.”
Parkland School Division No. 70 has a regular full-time (1.0 FTE) Education Assista nt II position available at Spruce Grove Playschool, the position will be connected to Ecole Broxton Park School.
Function and Purpose of Position
Educational Assistants II (EA II) assist teachers with many instructional and non instructional tasks in the classroom and with other school activities. EA II’s work as members of the school and as members of a student support team. EA II’s have met PSD’s mandatory educational requirements. The minimum mandatory educational requirement is an Educational Assistant Certificate or comparable education.
EA II’s may:
- Work under the supervision of one teacher or several different teachers
- Work independently with students or in the classroom with the teacher
- Work with a particular special needs student or a group of students within a class or in a special program
- Work as part of a multidisciplinary team
- Perform clerical tasks in the classroom or school
The EA II provides routine and repetitive instructional support. Under the direction of the teacher, the EA assists the student in acquiring the education and skills necessary for advancement in the educational setting. To reach this objective, the EA II follows an individually prescribed learning program, through team planning and working one-on-one with the student(s). This involves routine recording, basic charting and logging of observations on anecdotal record sheets or data sheets. EA II does provide personal care to students.
- Provide assistance in all curriculum areas/one on one or in small groups as directed by teacher.
- Help with organizing notebooks, timetables, agendas, and lockers.
- Scribe notes from board, scribe and read exams for students as required.
- Modify and adapt the program for individual students as directed by the classroom teacher.
- Assist in the implementation of Individual Program Plan (IPP) goals and adaptive devices.
- Assist students with computer access.
- Provide support to students utilizing various educational software packages.
- Providing assistance to communicate with peers and adults in the school (e.g. American Sign Language, assistive tech. devices).
- Apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.
- Under direction of the teacher, observe, chart and monitor individual student progress and behavior.
- Assist the teacher in maintaining a safe and secure environment for both students and staff through the application of de-escalation strategies and non- violent physical intervention techniques.
- Provide behavioural management assistance for students with behavioural disorders (implementing predetermined non-aversive disciplinary methods and non-violent crisis intervention techniques to diffuse escalating negative behaviour patterns).
- Deal with student behaviour and assists with classroom discipline.
Student Assistance and Personal Care
- Assist student with walking (e.g. holding their hand, stabilizing them, guiding on stairs.
- Assist student with personal care and hygiene, which may include food preparation, dressing, grooming, and toileting.
- Feeding assistance (can include spoon or tube feeding), lifting and handling of medically fragile students.
- Ability to manipulate assistive devices (e.g. insulin pumps, braces, dressing fasteners, fasten seat belts, etc.).
- Respiratory therapy interventions, physiotherapy interventions and other medically related tasks.
- Administer medication as required.
- Toileting and diapering for students who are physically dependent.
- Assist and or participate in exercising, implementing adaptive physical education, range of motion programs, fine and gross motor skills development, individualized or group communication techniques and life skills management.
- Monitor feeding, tube feeding and breathing apparatuses, seizure management (e.g. monitor and assess severity of seizure through the use of medical equipment and administer oxygen if required), and catheterization.
- Operate specialized equipment to support instruction for students with physical care needs (e.g. wheelchairs, mechanical lifts, walkers, transfer belt, FM and/or communications systems and hearing aid equipment).
- Lifting and carrying students into and out of specialized equipment (i.e., gym equipment, sensory equipment, walkers, wheelchairs, toilets, commodes) to carry out program requirements as well as personal hygiene care.
Speech Therapy/Occupational Therapy/Physical Therapy
- Help student with speech language difficulties, as instructed by Speech Pathologist.
- Update progress on a daily basis for Individual Program Plan purposes.
- Provide physiotherapy program as directed.
- Model and practice speech program.
- Liaise with members of Therapy Team to monitor student progress and use of Assistive Technology / Devices.
Communication and Reporting
- As requested by the teacher, communicate observations regarding health and behaviours to the teacher (as gathered in logs, charts, and data sheets).
- Maintain accurate medication data sheets, record medical situations.
- Participate in student team conferences when requested by the teacher.
- Under the direction of the classroom teacher, maintain a home-school communication book (teacher to initial before book sent home).
Assist Teacher/Classroom Preparation
- Organize bulletin board display, photocopy material, laminate articles and prepare snacks.
- Modify and prepare materials for special needs student.
- Ensure equipment and facilities are kept in a clean, safe, orderly manner.
- Assist in marking, testing, and filing of student work.
- Prepare, set up, and dismantle displays, information areas and work areas.
- Supervise and assist students in preparing for special activities (preparation for swimming lessons, skating, etc.).
- Ability to work in a variety of environments and conditions (e.g. swimming, playground equipment, community facilities).
- Ability to provide active supervision and support with students in typical school related physical activities for full work hours (including gym, playground equipment, track and field, classroom and hallways.
- Supervise small groups on field trips.
- Assist students boarding and disembarking from buses.
Community Living and Vocational Skills
- Travel with student to job placement, provide job training.
- Assist students to be integrated into the regular classroom.
- Facilitate the development of social skills.
- Assist students in recreation activities (crafts, preparing meals).
- Travel with individuals or small groups to community outings such as banking, and/or shopping.
- Journal and assist in choosing books.
Student Personal Development
- Assist in building the self-esteem and self-confidence of students.
- Encourage students to participate in classroom activities to build social skills.
- Provide and encourage routine and repetitive personal care to students.
- Administer first aid as required.
- May provide Braille to students starting to learn Braille (specification).
- May provide signing to students (American Sign Language or Signed Exact English) (specification).
- Other duties as assigned (specification).
EDUCATION AND EXPERIENCE
i) High School Diploma
ii) Teacher Assistant Certificate/Educational Assistant Certificate
iii) Non-Violent Crisis Intervention and First Aid Certificate would be an asset
iv) Courses related to working with students with special needs OR that are specifically related to the above-mentioned duties.
i) 1 to 3 years of related experience.
Equivalencies will be considered.
KNOWLEDGE, SKILLS AND ATTITUDES
- Good oral and written communication skills
- Good interpersonal skills
- A good sense of humour
- Good health and physical fitness
- The ability to take direction and work independently
- Flexibility, patience, sensitivity, tolerance, enthusiasm, creativity and imagination
- The ability to deal with the emotional and mental stress of working with children/group of children/school setting.
- First Aid Certificate
- Courses or training in Attention Deficit Disorder, Special Needs Disorders, English as a Second Language, Behaviour Management, Crisis Prevention, Non-violence Crisis Intervention, and Food Handling and Preparation, would be an asset
- Lifts and transfers
- G-tube feeding, catheterization
- Knowledge of office equipment
- Knowledge of computers
- Some assignments may require use of own vehicle
This work is most rewarding for those who enjoy working with people (especially physically, emotionally and behaviorally challenged children), having clear rules and guidelines for their work, and finding innovative ways to handle situations.
EAs make decisions in order to assist the implementation of instructional plans as directed by the teacher. Examples: 1.) Once tasks are assigned the EA may decide on the sequence of events such as how to format and prepare classroom resources and educational materials to suit the needs of the student(s) (e.g. photocopying, and some word processing). 2.) A decision related to supervision of student’s various activities and events under the direction of the teacher (e.g., group children for field trips in manageable groups). 3.) How to design and set up bulletin board displays and/or information areas to support instructional objectives of the teacher.
WORKING WITH OTHERS
Some of the usual contacts that EAs will have in this position are:
1. Employees in the same school as there will be an exchange of everyday information and may require explanation and interpretation of that information.
2. Employees in other schools will exchange factual or everyday information.
3. Daily communication with students will require explanation and interpretation of everyday information.
4. As directed by the teacher communicate observations regarding health and behaviours to the teacher (as gathered in logs, charts, and data sheets).
Work is performed under frequent or close supervision. Specific directions and instructions are provided during work process.
The EA may be required to routinely lift items weighting up to 50 lbs. Sometimes, heavier lifting may be required to help children move into and out of wheelchairs. EAs may also use mechanical lifts for students.
Potential Risks of the work environment are:
- Ability to work with students in a variety of positions (i.e. sit on Chair or floor, kneel, stand, bend or reach to assist.
- Ability to walk easily, maneuver stairs and move from one position or place to another with sufficient ease to respond to student need in a timely manner.
- Ability to assist with student transfer (i.e. floor-chair, standing, sit, standing transfers as needed per weight of student.
- Contact with infectious diseases
- Noise level
- Dealing with uncooperative or difficult student.
- Inherent risk of work:
There are inherent risks in the work an Educational Assistant (EA) does with students at Parkland School Division No. 70 (PSD). EAs and other staff are to be prepared to satisfactorily manage the inherent risks encountered in their work. There is potential risk an EA or other staff might be injured by a student. Student behaviour can be somewhat unpredictable at times. The specific needs of students is not always known. Some students may become aggressive, which has the potential for causing injury to EAs and other staff. PSD makes EAs and other staff aware of known risks before assignments of students needing the assistance of an EA are made. PSD provides training to EAs and other staff for known and anticipated risks related to a student. EAs and other staff are responsible for advising the Principal or Assistant Principal of unknown risks encountered with students. For a student with an Individual Program Plan (IPP), the EA should also advise the teacher assigned to oversee the IPP of unknown risks encountered. Any plans for working with students who may show aggression whether on an IPP or other plan, these are evolving plans which may change over time to meet the needs of a particular student at a PSD school. EAs and other staff are expected to cooperate in ensuring workplace health and safety in a caring and respectful educational setting.
Educational Assistants work indoors except when supervising children outdoors or going on field trips.
Educational Assistants may have the same holiday schedule as teachers, including a long summer break as well as winter and spring breaks. However, they work on a ten-month contract basis and therefore are not paid during the summer months.
The scheduled hours to be worked will be determined by each specific position.
This position may require the use of a personal vehicle as per job posting.
Educational Assistants must agree to respect the confidentiality and personal integrity of students, parents, teachers and other staff.
Under the direction of the classroom Teacher and therapy staff, the successful candidate will be responsible for providing support for students in clustered programming within behavioral and complex needs rooms. Age range for Early Education positions is 2.5 years to 5 years.
This position requires a current clean criminal record check and child intervention record check.
This position is covered by the Central Alberta Association for Municipal and School Employees Collective Agreement.
Hours of Work:
35 hours/week (Monday to Friday)
$18.99-$24.31/hour (Category 3)
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