Why choose RCS? Here are three reasons, just to get started...

Our Students. Once you meet them, you will love them!
Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers__all to support you and your students.

 

District and Salary Information

 

 

JOB SUMMARY: To assist the teacher in achieving objectives by working with individual students, small groups, or whole classrooms to help students achieve learning objectives. To provide a well-organized, safe, smooth functioning classroom environment in which students can take full advantage of the instructional program and available resource materials.

 

REQUIRED QUALIFICATIONS:

EDUCATION

• Must have at least 12 hours of coursework in Early Childhood Education, 10 hours of early childhood education observation, or 200 hours of documented early childhood education experience

 

QUALIFICATIONS

• Possess an Illinois Professional Educator License Endorsed for Paraprofessional
• Must be knowledgeable about high-quality early childhood programs and effective in explaining, organizing, and implementing them
• Fluent in spoken and written English; Fluent in Spanish as well is preferred
• Basic computer and technology skills
• Good interpersonal and communication skills (oral and written)
• Ability to work with people from a variety of cultures and backgrounds

 

ESSENTIAL FUNCTIONS: To perform this job successfully, the individual must be able to perform each essential function satisfactorily and in a timely manner.

• Assist in providing individual and small group instruction in learning activities
• Actively engage with students during center times and promote an environment rich in language and literacy
• Assist with the assessment and evaluation of learning
• Maintain accurate records, as assigned by the teacher
• Assist with the preparation of materials for use in the program
• Assist the teacher in devising special strategies for reinforcing skills based on individual student needs, interests, and abilities
• Assist and maintain an orderly learning environment
• Assist with behavior management and follow all classroom management practices used in the program
• Supervise children inside and outside, including, but not limited to arrival/departure, bus duty, parent/student drop off, indoor and outdoor gross motor play, field trips, and classroom activities
• Assist with identification of and attention to children’s health and hygiene
• Assist with students with clothing
• Assist with snack, wash-up, and clean-up.
• Assist with toilet routines, wash-up and clean-up and assist in toilet training.
• Attend and assist with special events such as open houses, field trips, family events, etc.
• Participate in professional development in accordance with individual professional development plan, and program and district professional development
• Participate in team meetings as schedule permits

• Accompany teacher on home visits as requested by the teacher
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the teacher
• Maintain strict confidentiality of student records and data and maintain high ethical behavior
• Perform other incidental tasks consistent with the goals and positions of this position
• Carry out any other duties as assigned by the teacher, building and/or district administration.
• If the teaching assistant is bilingual, then he/she will perform all of the above functions, and will also assist with:
• Labeling of all classroom materials in the native language of children
• Promoting a language rich environment for children in both native language and English
• Providing translation to students
• Translation of oral and written communication and materials such as classroom newsletters, classroom materials, school memos and forms.
• Interpretation for parent conferences and parent meetings.

 

EVALUATION: Performance of this job will be evaluated in accordance with provisions of the Board’s policy on evaluation of non-certified support personnel.

 

Mental Demands:

• Ability to communicate effectively with early childhood students, teachers, school service personnel, and administration.
• Ability to maintain emotional control under stress
• Ability to use email and office equipment effectively
• Ability to work with students individually or in small groups

 

Working Conditions

• Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and possible communicable diseases.
• Outdoor schoolyard and grounds, field trips; exposure to; temperatures (hot warm, cool, cold), and exposure to mowed grass.
• Regular work attendance.

PHYSICAL