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Bilingual Teacher Aide I-II

DEPARTMENT:  Comprehensive Programs
POSTING #:  22-072
TWC JOB ORDER #:
MONTHLY SALARY:  Depending on Qualifications
SHIFT:  Monday – Thursday 7:15 – 4:0; Friday 7:15 – 2:45
OPENING DATE:  6/19/2022
CLOSING DATE:  Until Filled
CLASSIFICATION / GROUP #:  0812, 0813 / A9, A11

Ways to Apply

Essential Job Functions

  • Maintains familiarity with health and instructional information regarding assigned students, and adheres to those specifications when implementing programming.
  • Cooperates with other staff in implementing the instructional program for assigned students.
  • Informs teacher of all significant events or changes related to students in classroom.
  • Assists in the assessment of student needs as requested by teacher.
  • Assists teachers in preparing IEP progress reports, behavior plans and other documentation for program monitoring.
  • Participates in ARD and team meetings for students as required.
  • Monitors, implements effective programming for, and documents student behavior in a prompt manner as required by teacher.
  • Continues professional growth and development, including participating in all assigned in-service training.
  • Utilizes effective teaching techniques and classroom strategies to accommodate the various learning styles and modes of students.
  • Monitors the safety of students.
  • Interacts and responds with verbal and non-verbal blind or visually impaired students.
  • Attends work regularly in accordance with TSBVI leave policy.
  • Complies with all agency policies and procedures.
  • Performs related work as assigned.

Minimum Qualifications

Teacher Aide I:

  • High school graduation or equivalent.
  • Completion of two years (60 hours if institution considers 15 hours/semester as full-time or 48 hours if institution considers 12 hours/semester as full-time) coursework from an accredited college or university [Original college or university transcript(s) required at time of interview]
    OR one-year full-time experience working with children with disabilities plus one year of college plus a passing score on a local or state paraprofessional assessment**
    OR two years’ full-time experience working with children with disabilities plus a passing score on a local or state paraprofessional assessment
    ** If the applicant selected for the position has not passed a local or state assessment, the applicant will be offered the position contingent upon passing the TSBVI paraprofessional assessment administered during the interview.
  • Must receive TEA certification as an Instructional Aide III (at your own expense) within 6 months of beginning employment.
  • Must know or be willing to learn advance sign language (for certain assignments)Must have sufficient physical strength to assist in lifting and/or transferring students up to adult age.
  • Ability to communicate, receptively and expressively, through both sign language and oral speech, or just oral speech, with ASL fluent and non-signing staff and students.
  • Good writing and data collection skills.
  • Bilingual in English and Spanish.

Teacher Aide II:  (Teacher Aide I qualifications PLUS):

  • Two years full-time experience as a Teacher Aide I at TSBVI
    OR one year full-time experience as a Teacher Aide at TSBVI plus one year full-time experience as a Resident Specialist at TSBVI
    OR one year full-time experience as a Teacher Aide at TSBVI plus one year of external classroom experience as a teacher or teaching assistant (Must provide letter from school district verifying experience at time of interview)
  • Bilingual in English and Spanish

Preferred Qualifications

  • Experience as a Resident Specialist III.
  • Intermediate Sign Language Proficiency: Able to discuss with some confidence routine social and work topics within a conversational format with some elaboration; generally, 3-to-5 sentences. Good knowledge and control of everyday/basic sign language vocabulary with some sign vocabulary errors. Fairly clear signing at a moderate signing rate with some sign mis-productions. Fair use of some sign language grammatical features and fairly good comprehension for a moderate-to-normal signing rate; a few repetitions and rephrasing of questions may be needed.
  • Completion of college level coursework in child development, education, psychology, vocational or closely related field
  • Experience working with children and youth with disabilities in a classroom or work setting
  • Experience working with students with multiple disabilities.
  • Must be approved to drive state vehicles.
  • Familiar with Braille.
  • Completion of training related to students with visual and multiple impairments

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