Educational Assistants
POSITION DESCRIPTION – EDUCATION ASSISTANTS (Administrative Procedure 470 – Appendix B)
It is important to employ staff members possessing appropriate qualifications and expertise based on the available funding.
“Under the direction of a teacher, support staff may work directly with students to deliver activities that reinforce and advance the education program.”
Quote: The Alberta Teachers’ Association. Education Assistants Roles and Responsibilities (2000)
Procedures
- The Principal in consultation with the Superintendent or designate will determine the amount of educational assistant time which will be available to deliver the program.
- The deployment, consistent with the intent of the allocation, of education assistants is the responsibility of the Principal.
- Education assistant responsibilities will be determined by the needs of the student, requirements of the teacher, resources within the school and the Division, and individual qualifications.
3.1 Are responsible for maintaining confidentiality. Education assistants are never to disclose information about children, parents, or professionals that they may be privy to through school activities.
3.2 Have the responsibility to facilitate the development of self-esteem in all students and to promote positive interaction among students.
3.3 Have the responsibility to collaborate with the teacher, to provide learning opportunities designed to actualize the potential of the students.
3.4 Have the responsibility to treat all students with dignity and respect regardless of the nature of his or her physical appearance, socioeconomic status, ethnic origin or disability.
3.5 Are required by law to report any signs of child abuse. If an education assistant has reason to suspect abuse, the suggested first step is to notify the supervising teacher.
3.6 Have the responsibility to maintain effective working relationships with staff, students, parents and administrators within the educational setting.
3.7 Are responsible for becoming familiar with general school/classroom rules and procedures in order to be a positive role model to the students, and to support the school/classroom discipline policy.
3.8 Have the responsibility to use appropriate judgment in resolving problems according to established school policies and procedures.
3.9 Have the responsibility to take direction from teachers and to assist teachers by reinforcing academic concepts and supporting the education process as outlined by the teachers.
3.10 Have the responsibility to address work related problems/concerns directly with their supervising teacher.
3.11 Have the responsibility to review in consultation with their supervising teacher their own level of competence and effectiveness to keep their educational skills and practices current.
3.12 Are expected to adapt to changes in classroom assignments.
3.13 Have the responsibility to act in a manner which maintains the dignity and integrity of the position.
3.14 Have the responsibility to support the teachers they work with so as not to undermine the authority of the teacher. Issues regarding professional competence/reputation must be addressed to school administration through proper administrative procedures and practice.
- Education assistant assignments are determined by qualifications and seniority within the Division. However, every effort will be made to maintain education assistant assignments from the previous year.
- Education assistants who have not been recalled will be given first consideration when filling vacant positions, provided they have the qualifications to do the job required.
- The Superintendent or designate will ensure that all education assistants, including those who have been laid off, will receive adequate consideration before any position is offered externally.
- A list of vacancies will be posted in all schools and on the Division website.
Reference: Section 60, 61, 96, 113, 116, 117 School Act
EDUCATIONAL ASSISTANT/BEAUTY CULTURE TECHNICIANS/EDUCATIONAL TRANSLITERATORS/LICENSED PRACTICAL NURSES JOB DESCRIPTION/PERFORMANCE EXPECTATIONS
The Educational Assistant Performance Expectations will be used as a guideline in evaluating each educational assistant’s job performance. The deployment, role, and duties of the Educational Assistant, as determined by the Principal, may vary among schools as determined by the needs of the students. Specific job functions are listed under seven categories. Each Education Assistant should be provided with a copy of this section.
PROFESSIONAL BEHAVIOUR
Promotes an atmosphere of respect for children and adults maintaining effective working relationships.
Demonstrates ethical and confidential behavior in a manner which maintains the dignity and integrity of the position.
Takes direction from teachers and assists teachers by reinforcing academic concepts and supporting the education process as outlined by the teachers.
Demonstrates an appropriate and independent use of time.
Demonstrates responsible behavior towards attendance and work schedule.
Addresses conflicts with teachers at the classroom level first, school level second, and school district level third.
Participates in school, division, and provincial in-service activities.
Provides and follows an annual growth plan for Professional Development, if required by the Principal.
Makes a positive contribution to the school’s functions and activities.
Reports any signs of child abuse to the supervising teacher.
Reviews, in consultation with the supervising teacher, his/her level of competence and effectiveness to keep his/her skills and practices current and is willing to upgrade skills.
Adapts to change in classroom assignments and demands of the job.
Supports the teachers with whom they work refraining from undermining the authority of the Teacher.
Meets expectations when required to work with various technologies.
Dresses appropriately for the position following the school/division dress code.
RAPPORT WITH STUDENTS
Shows enthusiasm when working with students promoting positive interactions.
Shows patience and understanding towards students and facilitates the development of their self esteem.
Demonstrates an understanding of fostering independence within special need students.
Treats students in a respectful, responsible and fair manner with due consideration to the students’ physical, social, and psychological development.
Maintains effective and cooperative relationships with students.
Demonstrates appropriate responses to student initiated interactions.
TEAM SUPPORT
Participates cooperatively whenever acting as a member of the school-based team.
Demonstrates effective communication skills and appropriate judgement with teachers, other support personnel and school administrators maintaining effective working relationships.
Shares relevant information for team meetings, case conferences, and parent/teacher interviews.
Uses established communication systems with teachers through documentation (e.g., communication book, log book) and regular meetings for collaborative monitoring and discussion.
Communicates with parents as directed by the supervising teacher.
Collaborates with and follows the teacher’s directives and becomes familiar with general school/classroom rules and procedures.
INSTRUCTIONAL SUPPORT
Helps students with assigned tasks and class work, reinforcing concepts presented by the teacher.
Monitors independent or small-group work.
Demonstrates a sense of when either the teacher or a student needs assistance.
Adapts materials as planned and directed by the teacher.
Acts as a note-taker or scribe, if required.
Assists students in meeting their assigned goals within community settings.
Records required information on student activities as directed by the teacher.
Provides for a safe and comfortable environment.
IMPLEMENTATION OF INDIVIDUAL EDUCATION PLANS
Carries out teacher directed activities to reach the student’s established goals on an individual basis or within a group.
Assists with the preparation of specialized teaching aids and material as planned by the teacher.
After appropriate training, carries out the recommendations provided by consultants (e.g., occupational therapist, physiotherapist, speech/language pathologist).
Uses appropriate reinforcement strategies.
Provides modeling and guidance when implementing activities that integrate children with special needs.
SOCIAL/BEHAVIOURAL SUPPORT
Uses a consistent behavior support system when working with students.
Provides students with feedback and reinforcement on the students’ performance consistent with the teachers’ behaviour management plan.
Helps build students’ self-esteem.
Redirects inappropriate and detrimental behaviours in a positive manner.
Reinforces and encourages appropriate behavior in a group and among individuals.
Monitors students within and outside of the classroom.
Monitors time out.
Observes and records students’ behavior in accordance with the teacher’s plan.
Encourages caring and helping behaviours among students.
Provides opportunities and activities for students to participate with peers.
Demonstrates skill in providing group management strategies during classroom instruction and transition periods.
NON INSTRUCTIONAL SUPPORT
Makes, locates and/or displays instructional materials as required (e.g., games, posters, booklets).
Performs teacher directed clerical duties (e.g., typing, duplicating, correcting, recording).
Assists with school supervision duties (e.g., bussing, yard, lunch, work site).
Assists individual students with physical needs (e.g., feeding, lifting, mobility, exercising, cleaning, dressing, toileting, etc.)
Gives medication and records appropriately according to school division policy.
After appropriate training, performs specific medical procedures (e.g.,Catheterization, G-Tube feeding, etc.)
**Other duties and expectations as assigned by the principal to assist in the smooth operation of the school.
SCHOOL SECRETARY/ACCOUNTING TECHNICIAN JOB DESCRIPTION/PERFORMANCE EXPECTATIONS
The School Secretary Performance Expectations are to be used as a guideline in evaluating each school secretary’s job performance. The role and duties of the school secretary, as determined by the Principal, may vary among schools. Specific job functions are listed under six categories. Each school secretary should be provided with a copy of this document.
PROFESSIONAL BEHAVIOUR
Promotes an atmosphere of respect for children and adults maintaining effective working relationships.
Demonstrates ethical and confidential behavior consistent with the dignity and integrity of the position.
Demonstrates an appropriate and independent use of time, is self-motivated, and is able to work with minimal supervision.
Communicates with the principal and adheres to Division guidelines with respect to attendance and work schedule.
Abides by standards, policies, and protocols of the division.
Participates in school, division, and provincial in-service activities.
Makes a positive contribution to the school’s functions and activities.
Demonstrates strong customer service skills and maintains composure at all times.
Reviews, in consultation with the principal, his/her level of competence and effectiveness to keep his/her skills and practices current and is willing to upgrade skills.
Adapts to change in assignment and demands of the job.
Informs the principal of any lates and/or absences.
Meets expectations when required to work with various technologies.
Dresses professionally following the school/division dress code.
Consistently and effectively promotes a positive image to parents, community members, and the general public.
RAPPORT WITH STAFF/STUDENTS/PARENTS/SUPPLIERS
Shows enthusiasm, patience, and understanding when working with others.
Treats others in a respectful, courteous, and polite manner.
Maintains effective and cooperative relationships with others.
Demonstrates appropriate responses to interactions initiated by others, responding in an effective, professional, courteous manner.
Identifies his/herself when receiving incoming calls and directs inquiries in a courteous and respectful manner.
TEAM SUPPORT
Participates positively, productively, and cooperatively whenever acting as a member of the school-based team.
Follows appropriate channels of communication when dealing with co-workers and the public.
Exhibits flexibility and adaptability.
Works well with others to solve common problems.
Accepts responsibility in building and maintaining positive relationships.
Models enthusiasm, patience, and understanding when interacting with students, staff, and the public.
CLERICAL SUPPORT
Demonstrates organizational skills and ability to multi-task.
Demonstrates accuracy and attention to detail maintaining accurate class lists, registrations, files, permission forms, accident forms, volunteer forms, medical logs, etc.
Prioritizes work and assignments.
Consistently and effectively maintains accurate records of all school-based business as directed by school administration (key/fob registry, new registrations, student data, Alert Solutions, Power School, custody orders, etc) and initiates processes to improve accuracy of records.
Consistently completes tasks in an accurate and timely manner prior to expected deadlines.
Consistently initiates processes in consultation with administration to improve the effectiveness of the school office.
Consistently and effectively maintains and seeks to improve electronic and paper filing systems including reports, attendance, student cumulative files, mail and general information.
Consistently and reliably uses good judgement and provides leadership in the solution of routine problems or situations and encourages others to problem solve independently.
Consistently and effectively completes tasks with minimal direction and supervision and provides support to school administration to ensure completion of school level projects.
Consistently and effectively demonstrates the ability to improve processes and learn new skills to improve efficiency.
Consistently and effectively completes tasks requiring the use of various software programs and initiates advanced learning of software programs.
Consistently and effectively manages student attendance and initiates effective attendance management including the follow-up on student absentees by phone, filing of late slips and completion of attendance reports as required by school administration.
Consistently and effectively prepares, receives and distributes mail and other correspondence within the school division and ensures that information is forwarded to the appropriate recipients in a timely manner.
ACCOUNTING SUPPORT
Consistently and effectively maintains financial records for school-based accounts in compliance with accounting best practices and assists others to comply with accounting best practices.
Maintains SGF, deposits funds, and reimburses staff for purchases.
Effectively manages the ACORN program.
Consistently and effectively manages the ordering and distribution of office and school supplies and ensures the accuracy of orders by checking orders against the packing slips, and forwarding invoices and/or packing slips to the division office. Initiates communication with the division office if there are errors with the orders placed or received.
COMMUNICATION
Consistently prepares and distributes information, forms, handbooks, exams, newsletters, schedules, and other written correspondence with a high level of accuracy.
Consistently and effectively handles requests for student records from other schools or divisions under the direction of the school administrator and initiates communication with the Administration to ensure file is complete prior to sending.
Consistently and effectively provides information to the division office as required and initiates follow-up as needed.
Consistently and effectively provides information, with administrative approval, to the Ministry of Education and other agencies and initiates follow-up as needed.
Makes calls to parents regarding lates, absences, safe arrival, illness, and accidents.
Monitors the school’s social media accounts.
Operates reception in a positive, welcoming, and professional manner for staff, students, parents, and community members both in person and via telephone.
Works in a clean, concise, well organized manner.
Accepts feedback in a positive manner.
Communicates concerns and/or needs in a timely manner.
Demonstrates effective people skills.
**Other duties and expectations as assigned by the principal to assist in the smooth operation of the school.
Librarians
LIBRARY TECHNICIAN/CLERK
JOB DESCRIPTION/PERFORMANCE EXPECTATIONS
The Library Tech/Clerk Job Description/Performance Expectations are to be used as a guideline in evaluating each Library Tech’s/Clerk’s job performance. The role and duties of the library staff, as determined by the Principal, may vary among schools. Specific job functions are listed under four categories. Each Library Tech/Clerk should be provided with a copy of this document.
PROFESSIONAL BEHAVIOUR
Promotes an atmosphere of respect for children and adults maintaining effective working relationships demonstrating flexibility & strong interpersonal skills.
Demonstrates ethical and confidential behavior in consistent with the dignity and integrity of the position.
Demonstrates an appropriate and independent use of time, is self-motivated, and is able to work with minimal supervision.
Demonstrates excellent organizational skills and the ability to manage complex situations.
Demonstrates accuracy and attention to detail.
Prioritizes work and assignments.
Consistently and effectively maintains accurate records of all school-based business and resources as directed by school administration and initiates processes to improve accuracy of records.
Consistently initiates processes in consultation with administration to improve the effectiveness of the school library/learning commons.
Consistently completes tasks in an accurate and timely manner.
Communicates with the principal and adheres to Division guidelines with regard to attendance and work schedule.
Abides by the standards, policies, and protocols of the division.
Participates in school, division, and provincial in-service activities.
Makes a positive contribution to the school’s functions and activities.
Demonstrates strong customer service skills and maintains composure at all times.
Reviews, in consultation with the principal, his/her level of competence and effectiveness to keep his/her skills and practices current and is willing to upgrade skills.
Dresses professionally following the school/division dress code.
Consistently and effectively promotes a positive image to parents, community members, and the general public.
RAPPORT WITH STAFF/STUDENTS/PARENTS/SUPPLIERS
Shows enthusiasm, patience, and understanding when working with others.
Treats others in a respectful, courteous, and polite manner.
Is proactive in meeting the needs of both students and teachers.
Creates a positive library environment that is attractive, organized, and welcoming.
Creates a climate where students and teachers flow seamlessly between the classroom and the library to meet the curricular and recreational needs on demand.
Maintains and develops effective and cooperative relationships with all stakeholders including the division librarian, other schools, and public librarians.
TEAM SUPPORT
Participates positively, productively, and cooperatively whenever acting as a member of the school-based team.
Selects and purchases materials reflecting the collaborative planning of the school-based team.
Provides basic assistance to students and staff with locating resources, developing research/collaboration skills, and using learning commons technology.
Supports and promotes reading activities in the school.
Sets goals for the library program and shares/makes available library policies and goals.
Follows appropriate channels of communication when dealing with co-workers and the public.
Exhibits flexibility and adaptability.
Works well with others to solve common problems.
Accepts responsibility in building and maintaining positive relationships.
Assists with general supervision of students in the library.
CLERICAL & TECHNICAL TASKS
Manages the library budget ensuring a long-range plan for both library program development and resource needs.
Arranges the facility/space/furniture for simultaneous scheduling of multiple groups of students: space for computers, reading, research, production, and a teacher resource area.
Processes the borrowing of all library materials and inter-library loans, shelving, and shipping as needed.
Develops a collection of at least 16 books per student responsive to curricular needs and engaging the interests of students.
Ensures the collection reflects a diversity of cultures, second language needs, and children’s/young adult literature.
Identifies publishers and distributors from which materials may be obtained.
Catalogues resources using derived cataloguing and doing original cataloguing when required.
Processes new material (stamping, taping, labeling).
Maintains and replaces library resources as needed.
Shelves resources and keeps the library facility organized.
Records new issue of magazines when they are received.
Confidently operates all technology and software related to the library/learning commons.
Appropriately manages and customizes online data bases.
Creates book-lists, exhibits, presentations, displays, and handouts encouraging library and resource use.
Organizes book fairs, art exhibits, author visits, book clubs, library helper club, read-in activities, etc.
Supervises clerical staff, students, and volunteers.
Monitors overdue materials and maintains lists of fines.
Assists with textbook management.
**Other duties and expectations as assigned by the principal to assist in the smooth operation of the school.
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