Instructional Assistant - Special Education, Regional

Overview

POSITION TITLE (Oracle title)

INSTRUCTIONAL ASSISTANT

WORKING TITLE

Special Education Services Regional Instructional Assistant

SCHOOL/DEPARTMENT

Special Education Services

LOCATION

Central Office/Regional Assignment

PAY GRADE

Noncertified Grade 21

FLSA STATUS

Nonexempt

ELIGIBILITY FOR EMPLOYMENT CONTRACT

No

WORK WEEK SCHEDULE

Monday-Friday (occasional evenings and weekends) Position is not eligible for hybrid telework workweek

POSITION PURPOSE:

Provides support to establish effective classroom behavior and models skills to maintain positive relationships with all students. Supports Central Office Coordinating Teachers, classroom teachers at the building level, and SEL Learning Coaches throughout the district. Works throughout the district, based on student and school needs. Monitors programs of students with disabilities, maintains confidentiality, and complies with all federal, state, and local laws, regulations, guidelines, and procedures as they relate to the special education program throughout the district. Maintains an environment conducive to learning across multiple school settings.

MINIMUM QUALIFICATIONS:

KNOWLEDGE, SKILLS, AND ABILITIES (KSAs)

• Working knowledge of Microsoft Office, specifically Microsoft Word, Excel, and Power Point; Google Apps;
• Working knowledge of successful instructional delivery methods;
• Working knowledge of general classroom activities and routines;
• Working knowledge of social-emotional learning strategies and positive behavioral supports;
• Ability to adapt quickly to different school environments, classroom settings, and student populations;
• Ability to work independently with minimal direct supervision while maintaining accountability;
• Ability to protect the confidentiality of personally identifiable information in accordance with the Family Educational Rights and Privacy Act of 1974 (FERPA) and other applicable federal and state laws, policies, and regulations;
• Ability to work in a team environment and effectively collaborate with others across multiple school sites;
• Ability to motivate students and model positive relationship-building skills;
• Ability to constantly monitor and supervise the safety and well-being of students;
• Ability to recognize and support students with a variety of backgrounds, abilities, exceptionalities, behavioral needs, and learning styles;
• Ability to de-escalate challenging behaviors and implement evidence-based behavioral intervention strategies;
• Ability to manage time effectively and prioritize needs across multiple school locations;
• Ability to maintain reliable transportation and travel independently throughout the assigned region;
• Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback;
• Ability to establish and maintain effective working relationships with school system staff, students, parents, businesses, community agencies, and the public.

EDUCATION, TRAINING, AND EXPERIENCE

• High school diploma or equivalent, and shall hold or be working towards an associate or bachelor’s degree in any field; OR
• 48 hours of college semester credits as evidence through transcript; OR
• 96 Professional Development hours and the successful completion of the Work Keys Assessments.

CERTIFICATION AND LICENSE REQUIREMENTS

• Maintain a Crisis Prevention and Intervention (CPI) certification and maintain that certification through the proper renewal process, adhering to all timelines; CPI training will be provided through Wake County Public School System (WCPSS), if needed;
• Must hold and maintain a valid motor vehicle operator’s license according to the State of North Carolina requirements and maintain reliable transportation for travel throughout assigned region.

PREFERRED QUALIFICATIONS:

• Previous experience working with students with behavioral challenges or social-emotional needs;
• CPR and First Aid certification;
• Experience working with or assisting individuals with special needs (an individual with one or more difficulties such as a physical, emotional, behavioral, or learning disability or impairment that causes an individual to require additional or specialized services or accommodations);
• Training or certification in social-emotional learning, trauma-informed practices, or positive behavioral interventions and supports (PBIS);
• Previous experience in multiple school settings or with diverse student populations.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Provides direct student support across multiple elementary schools throughout the district to establish effective classroom behavior and model skills for maintaining positive relationships with all students.

Demonstrates and coaches evidence-based behavioral intervention strategies and social-emotional learning techniques to support students with diverse needs.

Supports Coordinating Teachers at the central office level by providing classroom-level implementation of behavioral supports and collecting data on student progress and intervention effectiveness.

Collaborates with classroom teachers at the building level to develop and implement strategies related to students' behavioral intervention plans and social-emotional development.

Works in coordination with SEL Learning Coaches to promote school-wide positive behavioral supports and trauma-informed practices.

Provides short-term, intensive support to students experiencing behavioral challenges, modeling de-escalation techniques and relationship-building strategies for school staff.

Maintains flexibility in daily schedule to respond to urgent behavioral support needs across the region while balancing planned support activities.

Demonstrates professional and technical skills necessary to function effectively across diverse classroom settings and school environments to support student achievement.

Maintains a positive disposition, exercises good judgment, and remains calm when dealing with students and challenging situations at all times.

Provides in-class support while promoting progress towards independence, self-regulation, and self-determination for all students.

Assists with implementation of low- and high-tech assistive technology and augmentative communication devices to support both class-wide and individual student behavioral and communication needs.

Compiles, maintains, and files reports, records, and other required documents, maintaining confidentiality; provides regular documentation of services provided, schools visited, and student progress.

Participates in the district staff development program and continued professional growth in the areas of behavioral support, social-emotional learning, and trauma-informed practices.

Assists students by providing for special health care needs, when necessary, which could include:

Personal hygiene, restroom functions, diapering, etc.;

Mobility assistance including lifting, positioning or transferring student;

Activities related to seizure control;

Feeding needs;

Adaptive equipment needs such as wheelchairs, crutches, prosthetic devices, orthotic devices, hearing aids, braille, assistive listening devices (ADL), and augmentative and alternative communication (AAC) devices;

Behavioral assistance and CPI skills.

Communicates regularly with Coordinating Teachers, building administrators, and classroom teachers regarding student needs, intervention effectiveness, and recommendations for ongoing support.

Travels independently throughout the district using personal transportation; maintains accurate mileage and time documentation.

Performs other related duties, as assigned.

WORK ENVIRONMENT/PHYSICAL REQUIREMENTS

This position operates across multiple elementary school settings within the district and requires extensive travel between school sites. The role involves sitting and standing throughout the day in various classroom and school environments. This position routinely uses standard office equipment such as computers, scanners, and copiers. The position must be able to come into direct contact with school system staff, staff members of external agencies, students, parents, and the community on a regular basis. Work is considered medium physical work, requiring the exertion of up to 50 pounds of force occasionally, and/or up to 25 pounds of force frequently, and/or up to 10 pounds of force constantly to move objects. Position requires reliable transportation and the ability to travel daily throughout the assigned region, which may include driving in various weather conditions.

EFFECTIVE DATE:6/2026

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilities assigned to this position. They are not intended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, and skills required by the employees assigned to this position. This description may be revised by HR and approved at any time.