Teacher Assistant-Lincoln Heights Middle

Position Type:

Student Support Services/Teaching Assistant

Date Posted:

8/14/2025

Location:

Lincoln Heights Middle School

Closing Date:

Until FilledNOTE: This job description is divided

into four categories as listed below:

TEACHER ASSISTANT - INSTRUCTIONAL (pages 2-4)

TEACHER ASSISTANT - PRESCHOOL (pages 5-7)

TEACHER ASSISTANT -

SPECIAL EDUCATION EXTENDED RESOURCE (pages 8-10)

TEACHER ASSISTANT -

ENGLISH AS A SECOND LANGUAGE (ESL) (pages 11-13)

TITLE TEACHER ASSISTANT - INSTRUCTIONAL

QUALIFICATIONS

Minimum high school diploma or G.E.D.

48 semester hours of college credit or score of 456 on ParaPro Assessment

Meets health and physical requirements

Nonviolent Crisis Intervention/Restraint Training

JOB GOAL

To aid teachers, secretaries, and clerical personnel when needed

ESSENTIAL FUNCTIONS

Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students

Operates and cares for equipment used in the classroom for instructional purposes

Distributes and collects workbooks, paper, and other materials for instruction

Assists with supervision of students during emergency drills, assemblies, play periods, and field trips

Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher

Works with individual students or small groups of students to reinforce learning of material or skills

Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job

Checks and records attendance

Arranges bulleting boards

Types and duplicates tests, worksheets, and supplementary materials

Assists in supervising children in lunchroom, playground, and loading buses

Assists the teacher in assimilating materials for class displays

Performs other duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

Pushing

Pulling

Climbing

Stooping

Kneeling

Crawling

Reaching

Talking

Hearing

Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from any of the following:

Vocational education

Apprentice training

On-the-job training

Essential experience

TEMPERAMENT (Personal traits)

Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

Adaptability to accepting responsibility for the direction, control, or planning of an activity

Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria

Adaptability to dealing with students

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.

Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments

Verbal: Ability to understand meanings of words and ideas associated with then

Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately

Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

WORK CONDITIONS

Normal working environment

TERMS OF EMPLOYMENT

185-day contract

Teacher assistant salary scale

IMMEDIATE SUPERVISOR

Classroom teacher and/or principal

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

Adopted 07/01/93

Revised 11/2010

Revised 03/21/17

TITLE TEACHER ASSISTANT - PRESCHOOL

QUALIFICATIONS

Minimum high school diploma or G.E.D.

Early childhood education experience (preference given for Child Development Associate certification or associate's degree in early childhood education or active pursuit of either)

Meets health and physical requirements

Nonviolent Crisis Intervention/Restraint Training

JOB GOAL

To aid preschool teachers

ESSENTIAL FUNCTIONS

Administers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual students

Operates and cares for equipment used in the classroom for instructional purposes

Distributes and collects workbooks, paper, and other materials for instruction

Assists with supervision of students during emergency drills, assemblies, play periods, and field trips

Checks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacher

Works with individual students or small groups of students to reinforce learning of material or skills

Assumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the job

Checks and records attendance

Arranges bulleting boards

Types and duplicates tests, worksheets, and supplementary materials

Assists in supervising children in lunchroom, playground, and loading buses

Assists the teacher in assimilating materials for class displays

Performs other duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a preschool child, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

Pushing

Pulling

Climbing

Stooping

Kneeling

Crawling

Reaching

Talking

Hearing

Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from any of the following:

Vocational education

Apprentice training

On-the-job training

Essential experience

TEMPERAMENT (Personal traits)

Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

Adaptability to accepting responsibility for the direction, control, or planning of an activity

Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria

Adaptability to dealing with students

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.

Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments

Verbal: Ability to understand meanings of words and ideas associated with then

Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately

Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

WORK CONDITIONS

Normal working environment

TERMS OF EMPLOYMENT

185-day contract; 5-hour workday

Teacher assistant salary scale prorated from 7.5-hour to 5-hour workday

IMMEDIATE SUPERVISOR

Classroom teacher and/or principal

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

Adopted 07/01/93

Revised 11/2010

Revised 03/21/17

TITLE TEACHER ASSISTANT -

SPECIAL EDUCATION EXTENDED RESOURCE

QUALIFICATIONS

Minimum high school diploma or G.E.D.

48 semester hours of college credit or score of 456 on ParaPro Assessment

Meets health and physical requirements

Nonviolent Crisis Intervention/Restraint Training

JOB GOAL

To assist teachers in giving specialized academic and physical training to students with disabilities

ESSENTIAL FUNCTIONS

Maintains student records

Performs instructional activities

Administers diagnostic tools

Prepares the classroom and organizes instructional materials and equipment

Monitors the classroom when the teacher must attend staffings, provides consultation, etc.

Attends in-service and faculty meetings when requested by principal or supervisor of special services

Adheres to the established work hours

Maintains confidential information in a professional manner

Performs other routinized duties as assigned by the building-level administrator, subject to approval of the supervisor of special services

Assists students with toileting, catheterization, feeding, and other self-help activities as required

Changes or helps spina bifida students

Supervises students on bus trips as required

Assists with bus duty

Assists with lunch duty

Assists with disabled students at lunch or in regular class

Helps with specific regular classes in which extended resource students are involved

Performs other duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

Pushing

Pulling

Climbing

Stooping

Kneeling

Crawling

Reaching

Talking

Hearing

Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from any of the following:

Vocational education

Apprentice training

On-the-job training

Essential experience

TEMPERAMENT (Personal traits)

Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

Adaptability to accepting responsibility for the direction, control, or planning of an activity

Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria

Adaptability to dealing with students

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.

Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments

Verbal: Ability to understand meanings of words and ideas associated with then

Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately

Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

Color Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same color

WORK CONDITIONS

Normal working environment

TERMS OF EMPLOYMENT

185-day contract

Teacher assistant salary scale

IMMEDIATE SUPERVISOR

Classroom teacher and/or principal and supervisor of special services

GENERAL REQUIREMENTS

The above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.

Adopted 07/01/93

Revised 11/2010

Revised 03/21/17

TITLE TEACHER ASSISTANT -

ENGLISH AS A SECOND LANGUAGE (ESL)

QUALIFICATIONS

Minimum high school diploma or G.E.D.

48 semester hours of college credit or score of 456 on ParaPro Assessment

Fluent in spoken and written Spanish and English

Conversational in Spanish preferred

Meets health and physical requirements

Nonviolent Crisis Intervention/Restraint Training

JOB GOAL

To enhance the learning experiences of limited English proficient students by providing additional vocabulary support, academic support, cultural support, and access to extracurricular activities, and to more fully engage families in their children's educational process

ESSENTIAL FUNCTIONS

Prepares daily lesson plans under supervision of the ESL teacher; makes instructional presentations

Conducts discussions, encourages practice, and corrects student work in a manner that promotes language competence

Cooperates with the ESL teacher in completing ESL forms

Assists teachers in administering and recording such assessment and achievement as recommended for ESL students

Seeks advice and assistance of ESL and classroom teachers to make changes in the instructional plan when evaluation indicates a need

Confers with the ESL and classroom teachers concerning individual student needs on a daily basis under the guidance of the ESL teacher

Adjusts instruction to objectives and individual student needs on a daily basis under the guidance of the ESL teacher

Provides individual students with positive and prompt feedback on their progress

Helps develop and use language resources to support and supplement instructional activities

Renews competence and keeps abreast of new knowledge, research, and practice in language instruction and applies this knowledge to improve the instructional program

Attends appropriate and required staff development to enhance instruction

Attends PTO/PTA open houses, conference nights, and other school-related events as needed to support limited English proficient students and families

Establishes positive rapport with students, parents, and school personnel

Sets high standards for student performance and achievement

Adheres to established laws, rules, and regulations of the school system and the ESL program

Works one-on-one and with small groups to remediate diagnosed weaknesses

Works to remove cultural barriers for limited-English students

Works to fully integrate limited-English students into all aspects of the extracurricular program;

Provides written and/or verbal vocabulary support with English language learner students

Assists in the planning and implementation of activities designed to increase parent participation in the education process

Performs other duties as assigned

PHYSICAL DEMANDS

This job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:

Pushing

Pulling

Climbing

Stooping

Kneeling

Crawling

Reaching

Talking

Hearing

Seeing

VOCATIONAL PREPARATION

The required vocational preparation may come from any of the following:

Vocational education

Apprentice training

On-the-job training

Essential experience

TEMPERAMENT (Personal traits)

Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure

Adaptability to accepting responsibility for the direction, control, or planning of an activity

Adaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteria

Adaptability to dealing with students

CAPACITY AND ABILITY REQUIREMENTS

Specific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.

Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments

Verbal: Ability to understand meanings of words and ideas associated with then

Manual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accurately

Form Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figures

Color Discrimination: Ability to perceive or recognize similarities or