ASHEVILLE CITY SCHOOLS JOB DESCRIPTION
Job: Exceptional Children Job Coach/Instructional Assistant
Location: Asheville High School
Job Status: Full Time / 10-month
Contact: [email protected]
Job Description
Position Summary: To work closely with one or more students with Individual Education
Programs (IEP) under the supervision of a licensed Special Education Teacher and/or Related
Service Provide. The Job Coach/ Instructional Assistant will provide assigned student(s) with the
physical, educational and/or emotional support they need to complete training and employment
requirements to meet post secondary goals needed to graduate with an NC High School Diploma
or Certificate for students following the Extended Content Standards.
Reports to: AHS Principal; EC Instructional Facilitator/Transition Coordinator
Salary: EC Instructional Assistant Salary
Term of Employment: 10 month
Qualifications:
? CDL License, as required
? Graduation from high school with preference for specialized training and a two or four
year college degree (or 48 hours of college credit); Experience in education or such
alternatives to these as may be found appropriate.
General Responsibilities:
? Interacts and communicates with teachers, administrators, and business representatives
concerning Occupational Course of Study/Extended Content Course of Study students’
evaluations, transportation needs, and work behaviors.
? Contacts local businesses to explain the Occupational Course of Study requirements and
influence them to support students with disabilities by providing work experience
opportunities needed for graduation. Develop and maintain system relationships with
training site managers, supervisors and employees. Secures contracts with job training
sites.
? Monitor student behavior during participation in employment and Community Based
Training (CBT) activities and assist the teacher in development of plans to support
successful training opportunities.
? Works closely with the Vocational Rehabilitation Counselors and Watauga Industries to
coordinate services and meet the needs of students with disabilities
? Interacts daily with the Occupational Preparation Teacher(s) and Transition Specialist to
evaluate student progress and to problem solve situations.
? Provide direct, hands-on supervised training with students on the job site.
? Prepare notes, and collect data to support the curriculum.
? Develop visual aids, task analysis, etc. for students on the job sites as needed.
? Participates in in-service training for professional growth.
? Carry out all physical care routines for students as indicated on their Health Plans and/or
Individual Education Programs (IEPs), including, but not limited to, personal hygiene.
? Works with the student(s) on academic tasks to support the instructional plan of the
teacher(s).
? Collect and record student data.
? Provide individual and group instruction based on teacher plans.
? Demonstrate a basic level of computer proficiency needed to assist classroom teacher(s)
and students.
? Set up and use assistive technology and augmentative communication devices to assist
students with school related activities.
? Provide close supervision in all school and training/work based settings settings.
? Assist in organization and implementation of all school related activities.
? Perform routine duties as required by teacher and/or administrator(s).
? Maintains confidentiality.
? Assists the student(s) to whom assigned in such physical tasks as putting on and taking
off of outerwear, moving from room to room, using the bathroom, and so on, if
applicable.
? Participate and provide information in IEP meetings for students participating in job
shadowing, internships and/or paid employment.
? Other duties and responsibilities as assigned by EC Director, School Administration or
designee.
Knowledge and Skills:
? Ability to mediate and deescalate potentially volatile situations.
? Knowledge of work demands and work ethics across a variety of business settings
? Knowledge of a variety of disabilities and their impact on performance in various work
environments.
? Working knowledge of the Occupational Course of Study, Extended Content Course of
Study, and Future Ready Course of Study curriculum objectives and course
requirements.
? Knowledge of state procedures and local policies regarding Individuals and Disabilities
Education Act and students with disabilities.
? Working knowledge of state and federal child labor laws and worker permit regulations.
? Organizational skills to independently manage a caseload of students in a variety of
school and community based training sites.
? Analytical skills to interpret student assessment results, behavior, and work capabilities.
? Communication skills needed to relate effectively to students, parents, teachers,
administrators, and business owners and their employees.
? Establishes a supportive relationship with the student(s) without fostering or encouraging
dependence or intense emotional involvement.
Physical Requirements: Must be physically able to operate vacuum cleaners, carpet shampooers,
buffers, brooms, mops, small hand tools, etc. Must be able to exert 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. Physical demand requirements are for Medium Work.
Data Conception: Requires the ability to compare and/or judge the readily observable,
functional, structural or composite characteristics (whether similar or divergent from obvious
standards) of data, people or things.
Interpersonal Communication: Requires the ability to speak and/or signal people to convey or
exchange information. Includes giving instructions, assignments or directions to subordinates or
assistants.
Language Ability: Requires the ability to read simple forms. Requires the ability to prepare time
sheets and supply requisitions using prescribed format.
Intelligence: Requires the ability to apply common sense understanding to carry out instructions
furnished in written, oral or diagrammatic form; to deal with problems involving several concrete
variables in or from standardized situations.
Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to
follow oral and written instructions. Must be able to communicate effectively and efficiently in
standard English.
Form/Spatial Aptitude: Requires the ability to inspect items for proper length, with and shape.
Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in
using janitorial equipment.
Manual Dexterity: Requires the ability to handle a variety of items such as janitorial equipment.
Must have minimal levels of eye/hand/foot coordination.
Color Discrimination: Requires the ability to differentiate between colors or shades of color.
Interpersonal Temperament: Requires the ability to deal with people beyond giving and
receiving instructions. Must be adaptable to performing under minimal levels of stress.
