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Job Description
Basic Function
Under the direction of an assigned administrator, perform a variety of instructional support duties involved in providing instructional assistance to individuals and small groups of students with limited or non-English speaking skills; assist teachers in communicating with parents in a second language as necessary; perform a variety of clerical duties in support of the English Language Learner Programs.
Essential Functions
Assist with the development, preparation, and reinforcement of bilingual learning materials and in the performance of other bilingual instructional activities. Work with the classroom teachers to assure that lesson plans are reviewed and understood and focus areas of support for specific students are identified for assistance.
Provide instruction to assigned limited or non-English proficient students in their primary language; assist students in various activities to learn the English language.
Tutor individual or small groups of students; assist in the presentation of instructional materials and academic instruction to individual or small groups of students, reinforcing instruction and following up on specific language, spelling, reading and other subject activities as needed. Confer with teachers concerning lesson plans and materials to meet student needs. Assist students with enhancing reading skills and pronouncing words and sounds, as assigned. Notify teacher of any special problems or information concerning students.
Assist students in completing and reviewing classroom assignments, homework projects, and test results; guide and reinforce student understanding of classroom rules and procedures; assist students by answering questions, providing proper examples, and general guidance.
Prepare, administer, score and record various tests and assignments for the English Language Learner Programs, including proficiency placement tests. Assist in the maintenance of program records for all English Learner students and help monitor reclassified students for the period required by law. Provide oral communications in designed second language, and conduct telephone calls for the teacher and non-English speaking students, parents and family members.
Assist individuals and small groups of students with academic and social skills and the achievement of goals; reinforce instruction to individuals or small groups in a variety of subjects; develop creative methods and techniques for working with students within the suggested framework of the teacher; review plans with the teacher to ensure correct teaching techniques are being utilized for each student.
Assist in evaluating student progress in a wide variety of skills; correct papers; report progress regarding student performance and behavior to the teacher; assist staff in administering assessment tests as assigned by the position.
Observe and manage behavior and safety of students according to approved procedures; assist in maintaining order among the students in the classroom and on the school grounds.
Attend meetings and in-service training related to bilingual curriculum and/or paraeducator professional development.
Operate a variety of modern instructional equipment and assigned software.
Provide routine first aid to injured students according to established procedures as needed.
OTHER DUTIES:
Other related duties as assigned.
KNOWLEDGE AND ABILITIES:
KNOWLEDGE OF:
Language, vocabulary, and grammar of a designated second language.
Basic subjects taught in schools.
Correct English usage, spelling, grammar, and punctuation.
Modern instructional equipment, software, practices and techniques.
Basic record keeping procedures.
General methods of education and tutoring.
General needs, learning styles, and behavior of students.
Basic child development theory and principles.
Interpersonal skills using tact, patience and courtesy.
Basic techniques to motivate students and manage student behavior.
Safe work practices.
Basic first aid and CPR techniques.
ABILITY TO:
Read, write, speak, and translate from and to English and designated second language.
Direct the work of individual students and groups of students effectively.
Assist with the instructional and related activities of the assigned learning environment.
Support the assigned teacher's style of classroom management.
Supervise students according to approved policies and procedures.
Operate modern instructional equipment and software including computer equipment.
Learn the procedures and functions necessary to perform assigned duties.
Learn instructional terminology, program philosophies, concepts, materials, methods, and procedures.
Learn child guidance principles and practices.
Interact effectively and sensitively with individuals from diverse backgrounds.
Maintain accurate records.
Maintain confidentiality of student and school information.
Demonstrate an understanding, patient, and receptive attitude toward children.
Understand and follow oral and written instructions.
Communicate effectively both orally and in writing.
Administer basic first aid and CPR as needed.
Education & Experience Requirements
Any combination of education and/or experience equivalent to: High school diploma or equivalent and one (1) year experience working with children in an organized education or child care setting.
LICENSES AND OTHER REQUIREMENTS:
Valid First Aid and CPR certificates issued by an authorized agency.
Must meet requirements specified under the Federal Accountability mandates.
Demonstrate proficiency in English and a second language.
WORKING CONDITIONS:
ENVIRONMENT:
Classroom environment. Indoor/outdoor
PHYSICAL DEMANDS:
Dexterity of hands and fingers to operate a computer keyboard.
Ability to communicate, receptively and expressively.
Sitting or standing for extended periods of time.
Bending at the waist, kneeling or crouching to assist students.
Selection Process
The examination process for this recruitment may be comprised of one or any combination of the following: screening of the applicant's training, background, and experience; scored evaluation of responses on a supplemental application; written examination(s); qualifications appraisal oral examination; performance examination; or technical oral examination, scored on a job-related basis. Only the most highly qualified candidates will be invited to continue in the examination process. Successful candidates who pass all parts of the examination process will be placed on the eligibility list in order of their relative merit as determined by these competitive examinations.
If your application is accepted to advance in this recruitment, the examination date is as follows:
Written Examination - TBD
Oral Board Examination - TBD
Dates are tentative, but it is highly recommended that you plan your calendar accordingly. No Make-Up dates will be offered.
Other Important information: This posting is for a LIMITED TERM, TEMPORARY PARAEDUCATOR - BILINGUAL (SPANISH) ASSIGNMENT.
PLEASE NOTE: Employees selected for this Limited Term, temporary assignment will be paid hourly at the first step of the salary schedule.
Benefits
Interested applicant may view the benefits plans available to classified employees of the San Lorenzo Unified School District by clicking on the following link:
http://www.slzusd.org/cms/page_view?d=x&ppid=&vpid=1244185494118
Closing Date/Time: 12/20/2024 4:00 PM Pacific -
ABOUT THE COMPANY
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San Lorenzo Unified School District
Show moreSan Lorenzo Community
The Community of San Lorenzo is situated in unincorporated Alameda County between the cities of San Leandro and Hayward. The 2010 United States Census reported that 23,452 people, 7,425 households, and 5,792 families reside in San Lorenzo. The population density is approximately 8,488 people per square mile (3,276.8/km²). The racial makeup is approximately 47.4% White (32.4% non-Hispanic), 4.8% African American (4.5% non-Hispanic), 1.0% Native American, 21.6% Asian, 0.8% Pacific Islander, 17.9% from other races, and 6.5% from two or more races. Roughly 37.7% of the population is Hispanic or Latino of any race. The school district boundaries include parts of the cities of San Leandro and Hayward.
San Lorenzo Students
The students of San Lorenzo represent the diversity of the town's past and present. Of the students attending TK-12 schools in San Lorenzo, 56% are Hispanic/Latino, 13% are Asian, 12% are Black/African American, nine percent are white, eight percent are Filipino and two percent are of other races. Forty two percent of the students in San Lorenzo speak Spanish as their first language, while 40% speak English as their first languages. Other languages represented include Cantonese/Mandarin (7% ), Tagalog (4% ), Vietnamese (3%) and Arabic (3%). Three percent of our students speak one of 37 other languages. Of the approximately 10,500 students, 69% are eligible for the Federal Free and Reduced Lunch Program. Seventy-two percent of the District's students are either socio-economically disadvantaged, English Learners or Foster Youth. Many of our students fall into more than one of these categories, but can only be counted once.
San Lorenzo School District
The district was established on November 8, 1859 and is one of the oldest continuously operating school systems in the State of California. From a humble beginning in 1850 with only six students and a tiny portable schoolhouse, the District reached its peak size in 1970 with 18,000 students enrolled in 28 schools. The current Superintendent of the district is Dr. Fred Brill who has served the community since 2014. The district collaborates with multiple city and county government departments to access and organize services for students and families. The school district partners with many local initiatives to create multiple opportunities for students and families. These partnerships include Alameda County Supervisors and Alameda County Office of Education to provide services to community members ages 11-24 at the REACH Ashland Youth Center.
Currently, San Lorenzo Unified School District consists of nine elementary schools, three middle schools, and four high school sites. The District Independent Contracted Education (DICE) program gives students the chance to receive several hours of instruction each week one on one with a highly qualified teacher, while taking on the obligation to complete an additional number of study hours at home. In 2004, the school district adopted wall to wall Small Learning Communities and offers eight different programs for all 3300 high school students.
District-wide all teachers have focused on implementation of Common Core State Standards to guide classroom instruction. Administrators and teachers use multiple measures of assessment, including NWEA and CAASPP to determine program needs. Teachers utilize formative and summative data across grade and subject areas to inform instruction. Weekly collaboration, planning and analysis of lesson objectives, student work samples, and performance on common assessments drive the delivery of curriculum and the instructional strategies utilized. Analysis of data determines intervention course offerings. -