Supervisor: Building Administration or Director of Special Services

Classification: Classified - Hourly 

FTE: 0.875  (7 hours per day)

 

Application Deadline: Open until filled

Start Date: As Soon As Possible

 

**Please note that applications will be reviewed by the hiring manager as they are received**

 

 

Gladstone School District #115 strives to create an inclusive environment that welcomes and values the diversity of our staff and students. We foster fairness, equity and inclusion to create a workplace environment where everyone is treated with respect and dignity. We are most interested in finding the best candidate for the position, and we encourage you to apply. If you are unsure whether you meet the qualifications of this position, or how this would be determined, please feel free to contact Human Resources to discuss your application.

 

Applicant agrees to assume cost and arrange for FINGERPRINT-BASED CRIMINAL RECORDS CHECK upon offer of employment.

 

Salary is based on experience as per the Classified Salary Schedule. Gladstone offers stipends for classified staff based on educational experience.

 

General Description                                         

The Instructional Assistant - Special Education I (IA SPED I) supports the academic, behavioral, and social-emotional development of students with disabilities in various educational settings. Under the guidance and direction of licensed teachers, they provide individualized curriculum support, implement behavior intervention strategies as directed, and occasionally assist with personal care and health concerns as needed. The IA SPED I also collaborates with teachers and staff to facilitate instructional activities, ensures student safety, supervises students with special needs, and documents student progress. This role involves certain risks, including exposure to infection and injury, and requires working with students who have learning, developmental, and behavioral needs.

 

Classification Distinction

The IA SPED I position provides instructional, behavioral, social-emotional, and safety-plan support under the direction of licensed staff. The IA SPED I assists with independent toileting and self care support when needed.

 

IA SPED I assignments includes various educational settings and assistance with medical support and feeding when needed. However, IA SPED I assignments are not intended to be the primary classification for positions where the regular and central duties require intensive or frequent personal care, medical support when delegated, feeding, toileting, or hygiene support. Assignments requiring specialized support are characteristic of the IA SPED II classification.

 

 

Minimum Qualifications

  1. High school diploma or GED is required. An Associate Degree or two years of study at a community college/university is preferred.
  2. Ability to collaborate effectively with individuals from diverse backgrounds and maintain a positive
  3. Strong conflict resolution skills and ability to listen actively while maintaining confidentiality.
  4. Demonstrated ability to remain calm and professional in an environment with frequent interruptions. Interacts appropriately with staff, students, parents, and other community members.
  5. Effective communication skills, particularly when working with high-needs students, to foster an inclusive and supportive environment.
  6. Proficiency in both verbal and written communication; sound reading and speaking skills in English.
  7. Ability to exercise good judgment within established policies and procedures in a dynamic environment.
  8. Proficiency in using office technology, including computers and internet access for email, research, word processing, database manipulation, visual presentations, and general web-based applications.
  9. Familiarity with Google Platform applications.
  10. Experience working with students with disabilities or in a school setting is highly desirable.
  11. Other qualifications as may be established by the District, provided they are reasonably related to the position and consistent with the classification.

 

Essential Functions

  1. Confers with teachers, supervisor and other colleagues to plan day-to-day routines, programs, and special projects, student-specific delegated healthcare, and special projects for the purpose of assisting in evaluating progress and/or implementing 504, behavior plan and individualized education program (IEP) objectives.
  2. Under the guidance of a licensed teacher or specialist, performs program-related instructional, behavioral and other activities to assist students with academic tasks, individualized education program (IEP, behavior, safety, etc.), and skill development in a variety of settings.
  3. Implement behavior support strategies and de-escalation techniques as directed; model and reinforce appropriate behavior and coping strategies to promote student regulation and engagement.
  4. Assist students in accessing instructional materials, navigating classroom routines, and participating in general education settings as appropriate.
  5. Deliver instructional, behavioral, and assist with independent tileting and self-care support in a variety of special education environments, including learning center, program classrooms (e.g., behavior or communication-focused), and general education settings, adapting to the unique needs of each assignment. May provide, 1:1 student support when required, provided the assignment does not require regular intensive personal care, medical, feeding, toileting, hygience or complex support duties that are characteristic of IA SPED II.
  6. Maintain a professional demeanor in all interactions with students, staff, families, and community agencies.
  7. Handle personal student information and records with strict confidentiality, following district policies as well as federal and state laws.
  8. Communicate regularly with the supervising teacher and other school staff regarding student needs, progress, routines, concerns, and assigned duties.
  9. Participate in relevant training or professional development to support student learning and well-being, and to stay updated on behavioral, medical, and data collection procedures when applicable to the assignment.
  10. Assists teachers and specialists in the testing and assessment of student skills. Records and maintains accurate test and developmental data on student performance as directed.
  11. Occasionally support students with mobility, feeding, toileting, hygiene support, or medical needs in accordance with individualized plans, district procedures, and required training, ensuring dignity and safety of student and staff member at all times.
  12. Follow prescribed safety plans which may include response to aggressive student behaviors including biting, hitting, kicking, and throwing of objects. Physical or behavioral intervention strategies may be required when trained and authorized.
  13. Demonstrate knowledge and understanding of all district policies and procedures.
  14. Maintain regular attendance and punctuality to ensure continuity of support for students and effective collaboration with the classroom teacher and school team.
  15. Perform other duties as assigned that are reasonably related to the position and consistent with the employee’s classification, training, qualifications, and applicable student plans.

 

Required Knowledge, Skills, and Abilities: 

 

Knowledge

  1. Knowledge of fundamental academic concepts in math, literacy, and English language development, with the ability to support students’ understanding and reinforce instruction across core subject areas.
  2. Knowledge of school routines, behavioral expectations, and classroom procedures.
  3. Knowledge of special education practices, including IEPs, accommodations, instructional modifications, and restraint protocols.
  4. Knowledge of basic child development principles and age-appropriate practices.
  5. Knowledge of trauma-informed and culturally responsive practices that support student well-being and inclusion.
  6. Knowledge of FERPA, mandated reporting laws, and confidentiality requirements in a school setting.
  7. General knowledge of safety plans, behavior support plans, and personal care procedures as applicable to the assignment and after appropriate training.

Skills & Abilities

  1. Building supportive, respectful relationships with students who may have disabilities, behavioral challenges, or communication differences.
  2. Assisting with instructional activities, note-taking, data collection, and task scaffolding.
  3. Using assistive technology, communication tools, or visual supports as needed.
  4. Using positive behavior support techniques and conflict resolution strategies.
  5. Managing time effectively, multitasking, and following routines with minimal supervision.
  6. Communicating clearly and respectfully with students, staff, families, and community members.
  7. Maintain confidentiality, professionalism, and appropriate boundaries with students and families.
  8. Follow staff direction, student plans, safety protocols, and District procedures.

Working Conditions