JobID: 2968
Position Type:
Support Staff/Teacher Assistant
Date Posted:
8/10/2025
Location:
Gwendolyn Brooks Middle School
Date Available:
08/18/2025
Closing Date:
08/18/2025
Teaching Assistant (1:1)
Primary Function (Job Goal):
To assist in establishing a well-organized, smoothly functioning educational environment in which students with and without disabilities can take full advantage of the instructional program, extra-curricular and co-curricular activities and other District resources.
Reports To:
(Accountability)
Building Principal.
Qualifications:
Awareness, interest and ability to work with a group of students with varied skill levels.
Ability to work effectively with staff, parents and students.
A Statement of Approval to work as a teacher assistant issued by the Illinois State Certification Board or a Certified Teacher.
Must be "Highly Qualified" under NCLB, by demonstrating …
o The successful completion of sixty (60) semester hours of college or university coursework; or
o Hold an Associate's (or higher) college degree.
Demonstrated mastery of the core academic subjects of reading, writing and mathematics at the high school level.
Mastery of basic technology skills. Ability to use progress monitoring tools which can include technology.
Such alternatives to the above qualifications as the Board of Education may find appropriate and acceptable.
Physical Requirements:
Working both inside and outside
Supervision responsibilities for 15 min. before the school day begins and at student dismissal time, outside. All weather.
Supervision responsibilities for lunch time, being outside with the children except for frigid weather.
Assisting the student in participating in Irving Pacers: walking around the block with the student if the student is able and wants to do this; the TA will need to lead the student around the block.
Inside, need to stand and circulate around the room to provide student assistance and supervision, while teacher works with small groups.
Strength, Standing, Walking, Sitting
Must run after the student.
Must walk and lead student to other destinations in the school/on the grounds.
Sit next to the student to provide support.
The building is 3 stories tall; must go to other floors for classes, the library, the cafeteria, p.e.
Lifting, Carrying, Pushing, Pulling
In the re-directions of the student, might have to lift, pull while the student resists.
Needs to move materials; responsible for transporting and arranging materials for the teacher. Daily.
Climbing, Balancing
Required to climb stairs to the 3rd floor a number of times each day, to escort children to and from special classes (art, music, Spanish) elsewhere in the building, walk with the class to recess and lunch.
Stooping, Kneeling, Crouching, Crawling
If students are working on the floor, ability to assist students where they are working.
Reaching, Handling
Using a computer, email.
Support computer use by the children.
Distribution of netbooks, materials, etc.
Speaking, Hearing
Speak, hear, write, model the English language.
Hazards
-Student very mobile, very active; runs- TA must run after the student on occasion.
Needs to be held by the hand to get to the right location.
Needs physical re-direction to stand up or sit down to get to the right direction.
Physical Environment
Typically, the assignment is indoors, in a school environment, including classrooms, hallways and other common areas of a school building. The work also requires the employee to work outdoors for student supervision, or for activities that are away from the school.
Performance Responsibilities:
(Essential Duties)
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed are representative of the knowledge, skill, ability, physical demands and working conditions required of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Professional Behavior
Promotes an atmosphere of respect for children and adults.
Demonstrates ethical and confidential behavior (maintains confidentiality about children, their families and other employees).
Demonstrates an appropriate use of time, including but not limited to the responsible use of sick leave and other leave, and work schedule.
Addresses conflicts with other employees using the appropriate chain of command, typically, first with the individual with whom a conflict has occurred, then with an immediate supervisor and then the District Office.
Participates in appropriate inservice and training activities, including all training sessions relative to the implementation of intervention programs.
Makes a positive contribution to the school's functions and activities.
Professional Relationships with Students
Shows enthusiasm when working with students.
Shows patience and understanding toward students.
Demonstrates an understanding of fostering independence.
Treats students in a respectful, responsible and peaceful manner with due consideration to the students' physical, social and psychological development.
Maintains effective and cooperative professional relationships with students.
Demonstrates appropriate responses to student initiated interactions.
Provides a positive role model for students.
Working as a Team Member
Demonstrated willingness to become knowledgeable about the District's intervention programs and the Response to Intervention philosophy.
Participates cooperatively whenever acting as a member of a school-based team.
Collaborates with classroom teachers on the development of schedules and services for students.
Demonstrates effective and appropriate communication with teachers, other employees, parents and community members.
Shares relevant information for team meetings, as directed by the teacher.
Uses established communication systems for appropriate purposes.
Communicates with parents only as directed by the classroom teacher.
Instructional Support
Checks notebooks, corrects papers and supervises testing and make-up work for assigned students, as directed by a teacher.
Assists assigned students with reading and story telling.
Provides reading, writing and math tutorial services to students.
Presents subject matter to students under the direction and guidance of teachers, using lectures, discussions or during center instruction.
Assists assigned students with classroom activities, including instructional modifications under the direction of a teacher.
Carries out therapeutic regimens such as behavior modification and personal development programs, under the supervision of teachers, psychologists, social workers/counselors or speech/language pathologists.
Assists assigned students with identified interventions, guided practice, or other routine reinforcement activities for students individually or in small groups, as directed by a teacher.
Uses computers, technology and other equipment and materials to supplement presentations.
Instructs and monitors students in the use and care of equipment and materials, in order to prevent injuries and damage.
Social/Behavioral Support
Assists with the behavioral management system of students, as assigned,
Provides students with feedback and reimbursement on the students' performance consistent with each student's behavior management plan and as directed by the teacher.
Guides children's acquisition of social skills.
Redirects inappropriate and detrimental behaviors in a positive manner, consistent with teacher direction and reinforces and encourages caring and helping behaviors among students.
Performs data collection for assigned students with and without disabilities, including assisting with daily charting of progress on academic and behavioral charts of students, as assigned by a teacher.
Non-Instructional Support
Supervises the arrival and departure of assigned students each day, as assigned, including assisting with bus loading and unloading.
Escorts students to and from washroom, classrooms, or other locations on or off school premises, as assigned.
Assists assigned students with lunch.
Supervises students in classrooms, halls, cafeterias, gymnasiums, at lunch at recess/on playground, or on field trips, as assigned..
Prepares instructional materials, center activities, equipment, and demonstrations as assigned.
Grades tests, computing and recording results, using answer sheets or electronic marking devices.
Maintains records accurately and completes the same in a timely manner.
Bilingual Interventionists interpret for Spanish speaking persons, in any school setting, as needed.
Performs other tasks and assumes such other responsibilities as may be assigned from time to time.
Terms of Employment: As appearing in the Labor Agreement.
Evaluation: In accordance with the provisions of the Labor Agreement.
Application Procedure: A complete application will include:
1) A complete on-line application, including completion of all essay questions.
2) A cover letter, uploaded onto your on line application.
3) A resume, uploaded onto your on line application.
4) Three (3) letters of recommendation, one being from your immediate supervisor, uploaded to you on line application.
5) A copy of your college transcripts, uploaded onto your online application.
6) Appropriate entering of your IEIN number and name so that your ISBE approval can be checked on line. Please enter this information where prompted on the application.
Depending on the number of applicants, this position may include skill testing.
Please do not send hard copy documents to the District. We are using the on line application system exclusively for both internal and external applicants. If you do not have a computer available for your use, please contact Ms. Turek, in the HR Office, who can make arrangements for you to use a District computer to apply for this position.
Application time lines will be strictly followed.
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