Job ID:

5871973\n

Application Deadline:

Posted until filled\n

Posted:

Aug 05, 2026 7:03 PM (UTC)\nJob Description\n

Position Title:

Student Support Associate\n

Immediate Supervisor:

Building Principal or Designee\n

Job Summary/Goal:

\nTo assist classroom teacher in helping students to increase their academic and social skills as well as prepare them for inclusive activities into general education classrooms. Assist in maintaining a safe and orderly environment. Assist in problem-reducing behavior in/on school facilities to reduce disruptions and off-task behavior within the classroom. Under the guidance of the teacher, assist in facilitating all goals and objectives contained in students IEP including, but not limited to:

Functional academic programming developed by the classroom teacher.\n
Helping students when needed through small group instruction, one-on-one tutoring and assignment completion.

\nTo meet the developmental needs of school age children by implementing activities which encourage independence and responsibility. To provide exemplary performance in all aspects of child care duties and to ensure that all work performed is completed to standard. To demonstrate a positive attitude, loyalty, cooperation, teamwork, attendance and safety.\n

Essential Duties and Responsibilities:

\nDuties may vary by season, grade-level and activity usage; however, Significant Performance Responsibilities are listed below. This list is not intended to be all-inclusive. Other duties may be assigned which fulfill the needs of students.\nPrograms and/or students have been assigned an educational assistant because of one or more conditions which diminish capacities; examples include: blind, hard of hearing, cerebral palsy, spinal bifida, limited (fine) motor skills, reduced mental abilities, confined to wheel chair, learning disabilities, behavioral disorders, etc. It is crucial that the student be provided with every opportunity to perform at the most independent level possible in a manner appropriate to their Individual Education Program (IEP).\nBecause the student cannot meet all of their own needs without assistance, the educational assistant must be able to perform a variety of tasks to assist the student. The following may or may not apply to your student but are typical of the types of duties a person holding this job title will be expected to perform.\n

Under the guidance of a principal, teacher or nurse, supervise and assist the students with:\n? Personal hygiene programming.\n? Protect the student's health and safety through the administration of CPR, first aid, changing trach, catheters, use of medications, knowledge of the student's reaction to medication; both over/under correct levels.\n
Supervise and assist the students with:\n? Environmental mobility programming that is conducted within the community setting.\n? The adaptive physical education program special events, field trips, assemblies, tours, and concerts.\n
Assist with all student needs during the day including but not limited to: movement in and between classes, Art, Music, Physical Education, Physical Therapy, recess, restrooms, personal hygiene, and occupational therapy.\n
Carries out teacher directed activities to reach the student's established goals on an individual basis or within a group.\n
Assist with the preparation of specialized teaching aids and materials as planned by the teacher.\n
Carries out the recommendations provided by consultants (e.g., occupational therapist, physiotherapist, speech/language pathologist, etc.).\n
Enforce rules and procedures for appropriate classroom behavior, to maintain and promote a fair, supportive, inclusive and positive learning environment.\n
Use appropriate reinforcement strategies such as prompting, modeling and shaping.\n
Provides modeling and guidance when implementing activities that integrate children with special needs.\n
Assist in maintaining a fair, supportive and inclusive learning and working environment for all students and employees regardless of their race, creed, color, religion, gender, age, national origin, marital status, sexual orientation, gender identity, disability or genetic information.\n
Provide student with feedback and reinforcement on the student's performance consistent with the teacher's behavior management plan.\n
Read and comprehend at the student's grade level or above.\n
Develop working rapport with the student(s).\n
Assist the teacher in facilitating all goals and objectives contained in the students IEP.\n
Relate to and interact with student using positive reinforcement and effective communication.\n
Greet student(s) and parents as they arrive.\n
Help integrate the student(s) to become one of the class.\n
Confidentiality of all information and student records is mandatory.\n
Maintain a clean, sanitary, orderly and safe environment.\n
Ensures the health and safety of the student at the center, on the outdoor play areas and on field trips.\n
Record behavioral data, accident reports, etc.\n
Exhibits an understanding of the District / School programs that exist in assigned learning environment.\n
Works collaboratively with and plans, reviews and reports student needs, concerns and performance with assigned teacher / team.\n
Assists student in completing classroom assignments and tasks reinforcing concepts presented by the teacher.\n
Recognizes and facilitates appropriate environments for individual students and classmates in their work and behaviors.\n
Implements effective behavior control strategies as directed by the teacher.\n
Uses established communication systems with teachers through documentation and regular meetings for collaborative monitoring and discussion.\n
Helps build student self-esteem and encourages caring and helping behaviors among students (PRIDE rules / Olweus).\n
Performs teacher directed clerical duties and assists with school supervision duties.\n
Demonstrates an understanding of and abides by District and school policies and procedures.\n
Participates in ongoing professional development specific to student and classroom needs.\n
Recognizes appropriate and inappropriate behaviors ensuring that students know expectations, policies and consequences and are responsible for his/her own behaviors.\n
Effectively identifies and responds to problems as they arise.\n
Attends and shares relevant information for IEP and team meetings and conferences as well as with other relevant support personnel and administration.\n
Demonstrates regular and reliable attendance, promptness and dependability.\n
Demonstrates self as an appropriate role model for students in the areas of dress, language and behavior.\n
Plans and organizes work to efficiently meet schedules and deadlines\n
Demonstrates effective communication skills with the school community including students, colleagues, families and administration.\n
Promotes an atmosphere of respect for students and adults.\n
Demonstrates ethical behavior.\n
Positively contributes to school and district functions and activities.\n
Uses universal health care precautions.\n
Sustains a clean, healthy and safe learning environment.

Knowledge, Skills, and Abilities:

Willingly accepts, understands and follows directions and instructions.\n
Ability to learn, understand and implement appropriate student behavior techniques and address inappropriate student behavior in a proactive way.\n
Ability to respond to crisis intervention.\n
Ability to exhibit an understanding of District / School programs that exist in assigned learning environment.\n
Knowledge of Crisis Prevention Intervention techniques, or willingness to receive CPI training at first available offering.\n
Demonstrate a cooperative and collaborative approach.\n
Ability to make positive contributions to the instructional team.\n
Effective interpersonal skills.\n
Ability to work within and promote a fair, supportive and inclusive work and learning environment.\n
Assist in the preparation, serving, and clean up of breakfast, lunch and snacks as needed.\n
Demonstrate productive, appropriate and independent use of time.\n
Communicate (verbal/written) effectively and professionally with the school community including students, colleagues, families and administration.\n
Possess a genuine interest in helping students.\n
Possess patience as to not get easily discouraged.\n
Ability to help students become more self-sufficient and/or successful in classes.\n
Ability to accept and complete assigned responsibilities in a timely and effective manner.\n
Knowledge of and interest in a variety of educational areas such as music, arts, sports, and games.\n
Leadership skills in directing student activities.\n
Maintain professional growth, current Mandatory Reporting Training, First Aid, CPR certification as required by state and federal regulations.\n
Assume duties and responsibilities as may be assigned by administration and/or teachers.

Professional Standards:

\n1. Quality of Work (Supports a learning environment by participating in instructional opportunities; encourages appropriate standards of behavior, positive interaction, active engagement in learning and self-motivation.)\n2. Quantity of work (The amount of work performed is evidence of high productivity; industrious; carries fair share of work load; seeks additional tasks.)\n3. Knowledge of job (Understands professional strategies, techniques and materials within the District; Job and job-related responsibilities are well understood and reflected in job performance; exhibits continuous improvement and ongoing learning.)\n4. Creativity/Problem Solving (Offers new ideas; suggests innovative and better ways of performing necessary tasks.)\n5. Interpersonal Skills (Works collaboratively with others; courteous; polite; pleasant; promotes positive image in contacts with the school community including colleagues, families and related agencies.)\n6. Dependability (Reliable; punctual; consistent attendance; completes work accurately and in a timely fashion; stable and calm in a crisis or emergency; works independently.)\n7. Professional Appearance (Dress is acceptable for the job; appears clean, well-groomed and \"professional.\") 8. Organizational Skills (Exhibits ability to prioritize work; organizational skills enhance job productivity.) 9. Technical Skills (Exhibits proficiency in and uses required computer applications to maximize efficiency.) 10. Written/Verbal Communication (Convey information and ideas accurately and clearly to meet the needs of the reader, transfers thoughts and ideas into speech and presents clearly.) 11. Managing Change/ Adaptability (Demonstrates good understanding of organizational changes and communicates support for such change.) 12. Professional Approach (Professional, positive, and helpful approach with members of the school community, including colleagues, families, students and administration. Displays loyalty towards the organization. Demonstrates a capacity to understand and displays a willingness to follow administrator / teacher requirements and produces a professional level of service and collaboration.)\n13. Flexibility (Demonstrates openness to new organizational structures, procedures, technology. Willingly takes direction and will modify one's preferred way of doing things.)\n14. Safety (Exhibits knowledge of health, safety and emergency procedures of the learning environment and follows such procedures.)\n

Supervisory Responsibilities:

\nIf required, supervise the individual special needs student(s) as well as other students throughout the building/playground.\n

Minimum Education and Experience:

High School diploma or equivalent.\n
Experience working with students preferred but not required.\n
Experience in school special education department or related experience preferred but not required.\n
Experience working with behavior and learning challenged students.

Licensure or Certification:

\nAmerican Heart or Red Cross Cardio-Pulmonary Resuscitation (CPR) certification for adult, child and infants including Automated External Defibrillator (AED) and barrier devices (preferred).\nAmerican Heart or Red Cross First Aid certification (preferred).\nCrisis Prevention Intervention (CPI) training (preferred).\nAnnual Mandatory Reporting for Child/Dependent Adult Abuse.\n

Physical Demands:

(The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)\nMust be capable of standing

Constantly.\nMust
Constantly present appropriate appearance and personal cleanliness suited to working in close proximity to school age children and adults.\nMust be able to
Frequently work with interruptions during a work shift.\nMust be capable of
Frequently working with co-workers with different personalities.

\nIt may be necessary to lift up to 80 pounds to waist level (with assistance), lift up to 30 pounds to shoulder level, and lift up to 25 pounds above head level.\nMust be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds for a distance of 20 feet.\nMust be capable of carrying a wheelchair, other mobility devices, equipment or supplies weighing up to 50 pounds up 10 steps.\nMust be capable of trunk rotation for up to 2 minutes at a time.\nMust be capable of squatting for up to 2 minutes.\nMust be capable of sitting at different levels including adult and child height chairs (12 inches), benches and the floor and up and down movements to attain those different levels.\nMust be willing to come into contact with body fluids such as urine, blood and nasal secretions and contagious diseases such as flu and the common cold.\nMust be capable of using cleaning and sanitizing chemicals with appropriate PPE's.\nMust be capable of working in broad range of temperatures, humidity and other winter and summer environments.\nMust be capable of working in a noisy environment.\nMust have physical dexterity in limbs and digits necessary to physically interact with children in a playground and classroom environment.\nIs required to pass a pre-employment physical.\n

- Denotes standard values established by the Department of Labor\n

NOTE:

Tasks that have physical demands that exceed the above stated limits should only be performed with sufficient manpower.\n

Work Environment:

(The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.)\nThe noise level in this environment is quiet to loud, depending upon the activity in the particular location and part of the day. The environment has little or no air conditioning. Some supervisory responsibilities may require the employee to work outside in all types of weather.\nThe statements in this job description are intended to describe the general nature and level of work being performed by individuals assigned to this job. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required of personnel in this position. These statements are not intended to limit or in any way modify the right of any supervisor to assign, direct, and control the work of employees under his or her supervision.\nThe Linn-Mar Community School District shall provide equal opportunity to employees and applicants for employment in accordance with applicable equal employment opportunity and affirmative action laws, directives, and regulations of federal, state, and local governing bodies. In employing individuals, the District will consider the qualifications, credentials, and records of the applicants without regard to age, color creed, national origin, race, religion, marital status, sex, sexual orientation, gender identity, physical attributes, genetic information, physical or mental ability or disability, ancestry, political party preference, political belief, military status, socioeconomic status, pregnancy, or familial status.\n

Position Type:

Full-time\nEqual Opportunity Employer\nAll employers submitting a job opening for posting on the Teach Iowa system will not discriminate in hiring on the basis of race, ethnicity, national origin, gender, age, physical disability, sexual orientation, gender identity, religion, marital status, or status as a veteran. A bona fide religious institution may choose to exercise the allowances in Iowa Code section 216.6.(6)d. 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