ISS Paraprofessional/Teacher Position Available In Thomas, Georgia

ISS Paraprofessional/Teacher Thomasville City School District (GA) Thomasville, GA 31792

POSITION TITLE:

ISS Paraprofessional/Teacher FLSA:

Non-Exempt

REPORTS TO

Principal Location:

MPMS Start Date:

7/21/2025 Work schedule: 190 days / 8 hours per day

Primary Function:

Supervision of assigned In-School Suspension students and assist in the facilitation of the instructional program as directed.

Paraprofessional Requirements:

Educational Level:

Required Associate’s Degree or two years of college credit (60 hours) or pass GACE assessment for paraprofessionals

Certification/Licensing:

Valid Paraprofessional Georgia Certificate Proficiency Skills:

Written and oral communication skills. Knowledge of effective instructional techniques and strategies. Demonstration of fair and equitable classroom management skills.

Personal skills:

Pleasant personality, cooperative attitude, physical skills, ability to lift a student up to a weight of 40 LBS without assistance, ability to perform a two-person lift for students over 60 LBS (lumbar support belt required) and stamina to perform essential duties.

Certified Teacher Requirements:

Educational Level:

Bachelor’s Degree Certification/License Required:

Valid Georgia Teaching Certification Experience :

None Physical Activities:

Routine physical activities that are required to fulfill job responsibilities

Knowledge, Skills, & Abilities:

Written and Oral Communication; instructional strategies that connect the curriculum to the learners; student management

General:

Maintains a pattern of prompt and regular attendance. Demonstrates professionalism by reporting to work and assigned duties on time. Demonstrates knowledge and proficiency in the use of computer applications as applicable to job responsibilities. Demonstrates appropriate verbal and written communication skills. Act in a professional manner and maintains a professional attitude towards the public and colleagues; adheres to cultural diversity guidelines, and exhibits the fundamentals of good public/customer service. Complies with the school system, state, and federal regulations and policies, including the PSC Code of Ethics, as related to job requirements. Maintains confidentiality of sensitive information and material; adheres to the chain of command. Maintains a professional appearance as outlined by the local BOE policy. Maintains and improves knowledge and skills to promote proficiency in the operations of an organized, modern, updated, and efficient school. Participates in professional organizations, workshops, and staff development activities and applies what is learned to the job; accepts new challenges in a professional manner. Shows initiative and assumes responsibility for all aspects of job responsibilities; performs routine duties and tasks with little or no direct supervision. Exhibits time on task and a flexible, cooperative, progressive, and hard-working attitude and style. Monitors compliance with policies and laws concerning areas of responsibility.

Paraprofessional:

Prepares long and short-term goals for area of responsibility. Communicates vision and mission to school personnel as appropriate. Takes direction readily in a cooperative manner from the supervisor. Provides adequate supervision of students at all times. Disciplines students with fairness and equity. Assumes a leadership role in the absence of the regularly assigned teacher. Conducts small-group and individual instruction according to supervising teacher’s lesson plans. Assists in student assessment, grading work and tests, and data collection. Assists in routine record-keeping. Prepares instructional materials according to supervising teacher’s lesson plans. Locates, procures, operates, and returns needed equipment. Assists in routine classroom housekeeping responsibilities. Assists in ordering/inventorying classroom equipment, materials, and supplies. Performs other duties as assigned by the supervisor.

Certified Teacher Performance Responsibilities:

1. Professional Knowledge The teacher demonstrates an understanding of the curriculum, subject content, pedagogical knowledge, and the needs of students by providing relevant learning experiences. Addresses appropriate curriculum standards and integrates key content elements. Facilitates students’ use of higher-level thinking skills in instruction. Demonstrates ability to link present content with past and future learning experiences, other subject areas, and real-world experiences and applications. Demonstrates accurate, deep, and current knowledge of subject matter. Exhibits pedagogical skills relevant to the subject area(s) taught and best practice based on current research. Bases instruction on goals that reflect high expectations for all students and a clear understanding of the curriculum. Displays an understanding of the intellectual, social, emotional, and physical development of the age group. 2. Instructional Planning The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. Analyzes and uses student learning data to inform planning. Develops plans that are clear, logical, sequential, and integrated across the curriculum (e.g., long-term goals, lesson plans, and syllabi). Plans instruction effectively for content mastery, pacing, and transitions. Plans for instruction to meet the needs of all students. Aligns and connects lesson objectives to state and local school district curricula and standards, and student learning needs. Develops appropriate course, unit, and daily plans, and is able to adapt plans when needed. 3. Instructional Strategies The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills. Engages students in active learning and maintains interest. Builds upon students’ existing knowledge and skills. Reinforces learning goals consistently throughout the lesson. Uses a variety of research-based instructional strategies and resources. Effectively uses appropriate instructional technology to enhance student learning. Communicates and presents material clearly, and checks for understanding. Develops higher-order thinking through questioning and problem-solving activities. Engages students in authentic learning by providing real-life examples and interdisciplinary connections. 4. Differentiated Instruction The teacher challenges and supports each student’s learning by providing appropriate content and developing skills which address individual learning differences. Differentiates the instructional content, process, product, and learning environment to meet individual developmental needs. Provides remediation, enrichment, and acceleration to further student understanding of the material. Uses flexible grouping strategies to encourage appropriate peer interaction and to accommodate learning needs/goals. Uses diagnostic, formative, and summative assessment data to inform instructional modifications for individual students. Develops critical and creative thinking by providing activities at the appropriate level of challenge for students. Demonstrates high learning expectations for all students commensurate with their developmental levels. 5. Assessment Strategies The teacher systematically chooses a variety of diagnostic, formative, and summative assessment strategies and instruments that are valid and appropriate for the content and student population. Aligns student assessment with the established curriculum and benchmarks. Involves students in setting learning goals and monitoring their own progress. Varies and modifies assessments to determine individual student needs and progress. Uses formal and informal assessments for diagnostic, formative, and summative purposes. Uses grading practices that report final mastery in relationship to content goals and objectives. Uses assessment techniques that are appropriate for the developmental level of students. Collaborates with others to develop common assessments, when appropriate. 6. Assessment Uses The teacher systematically gathers, analyzes, and uses relevant data to measure student progress, to inform instructional content and delivery methods, and to provide timely and constructive feedback to both students and parents. Uses diagnostic assessment data to develop learning goals for students, to differentiate instruction, and to document learning. Plans a variety of formal and informal assessments aligned with instructional results to measure student mastery of learning objectives. Uses assessment tools for both formative and summative purposes to inform, guide, and adjust instruction. Systematically analyzes and uses data to measure student progress, to design appropriate interventions, and to inform long- and short-term instructional decisions. Shares accurate results of student progress with students, parents, and key school personnel. Provides constructive and frequent feedback to students on their progress toward their learning goals. Teaches students how to self-assess and to use metacognitive strategies in support of lifelong learning. 7. Positive Learning Environment The teacher provides a well-managed, safe, and orderly environment that is conducive to learning and encourages respect for all. Responds to disruptions in a timely, appropriate manner. Establishes clear expectations for classroom rules, routines, and procedures and enforces them consistently and appropriately. Models caring, fairness, respect, and enthusiasm for learning. Promotes a climate of trust and teamwork within the classroom. Promotes respect for and understanding of students’ diversity, including – but not limited to – race, color, religion, sex, national origin, or disability. Actively listens and pays attention to students’ needs and responses. Creates a warm, attractive, inviting, and supportive classroom environment. Arranges the classroom materials and resources to facilitate the group and individual activities. 8. Academically Challenging Environment The teacher creates a student-centered, academic environment in which teaching and learning occur at high levels and students are self-directed learners. Maximizes instructional time. Conveys the message that mistakes should be embraced as a valuable part of learning. Encourages productivity by providing students with appropriately challenging and relevant material and assignments. Provides transitions that minimize loss of instructional time. Communicates high, but reasonable, expectations for student learning. Provides academic rigor, encourages critical and creative thinking and pushes students to achieve goals. Encourages students to explore new ideas and take academic risks. 9. Professionalism The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. Carries out duties in accordance with federal and state laws, Code of Ethics, and established state and local school board policies, regulations, and practices. Maintains a professional demeanor and behavior (e.g., appearance, punctuality and attendance). Respects and maintains confidentiality. Evaluates and identifies areas of personal strengths and weaknesses related to professional skills and their impact on student learning and sets goals for improvement. Participates in ongoing professional growth activities based on identified areas for improvement (e.g., mentoring, peer coaching, course work, conferences) and incorporates learning into classroom activities. Demonstrates flexibility in adapting to school change. Engages in activities outside the classroom intended for school and student enhancement. 10. Communication The teacher communicates effectively with students, parents or guardians, district and school personnel, and other stakeholders in ways that enhance student learning. Uses verbal and non-verbal communication techniques to foster positive interactions and promote learning in the classroom and school environment. Engages in ongoing communication and shares instructional goals, expectations, and student progress with families in a timely and constructive manner. Collaborates and networks with colleagues and community to reach educational decisions that enhance and promote student learning. Uses precise language, correct vocabulary and grammar, and appropriate forms of oral and written communication. Explains directions, concepts, and lesson content to students in a logical, sequential, and age-appropriate manner. Adheres to school and district policies regarding communication of student information. Creates a climate of accessibility for parents and students by demonstrating a collaborative and approachable style. Listens and responds with cultural awareness, empathy, and understanding of the voice and opinions of stakeholders (parents, community, students, and colleagues). Uses modes of communication that are appropriate for a given situation. 11. Other duties as assigned by the administrator or supervisor.

Employee Acknowledgement:

I,______________________________________________, acknowledge review of this job description. (Employee Printed Name) ____________________________________________ ____________ Employee’s Signature Date ____________________________________________ ____________ Supervisor’s Signature Date ____________________________________________ ____________ HR Representative’s Signature Date