Below is specific information for you to consider about this position.
Job Title: Special Education Assistant - Early Childhood Special Education ECSEand Requisition ID number: 59175
Close Date: No established closing date; open until filled
Organizational Unit: Early Childhood Special Education (10000022)
Site: Wilder Complex (0272)
FTE: 0.50; 20 hours/week; this is based on full-time equivalency with 1.0 being full time
Union: ESP(28)
Functional Area: Paraprofessional
Resume and Cover Letter are mandatory to apply for any position.

Internal candidates, please note the following:Following July 15th, current MPS Special Education Assistants are ineligible for voluntary transfers within their job title through the end of the school year. The SEA transfer process for the following school year will reopen in early spring.

SUMMARY
Under general supervision, Special Education Assistants (SEA) providea variety of services to assist students with special needs in a learning environment; assistMinneapolis Public School (MPS) staff to develop and implement appropriate individualizedlessons and activities for students with disabilities; and helpstudents to meet their therapy and education goals. SEAs with Early Childhood Special Education (ECSE)support children ages birth to kindergarten who are at risk of having a developmental delay or have been identified with a developmental delay or disability. Services provided are based on the needs of the specific child.

ESSENTIAL FUNCTIONS
Principal responsibilities of SEAs include:
Providingsupport services to children with moderate to severe disabilities and assisting MPS staff to facilitate educational functions and other services that maintaina safe and productive learning environment, sensitive to the needs and legal rights of special education students.
Working with students to improve personal skills and reinforcingclassroom learning.
Assisting students in learning processes through reinforcement of positive behavior, individual instruction, socialization, and good communications.
Monitoring student activities, promotingrespect, explaining social norms and disciplinary consequences, and de-escalatingpersonal confrontations.
Maintaining behavior documentation, written observations and anecdotal information files for Support and Advocacy for Independent Living Program (SAIL), Individualized Education Program (IEP), and Functional Behavioral Assessments (FBA).
Monitoring work, correcting papers, and transitioning students for medications, meals, buses, and classes.
Attending to and providingfor students' daily hygiene, personal and health related cares, as directed by licensed staff. Assisting students in community, recreational, school, and vocational training. Providingassistance to students in classrooms and after-school programs.
Providingsupport in the least restrictive environment so that students can be successful in resource settings andensuringthat behavior support plans are being implemented with fidelity for students in special education resource settings.

MINIMUM QUALIFICATIONS REQUIRED
Successful applicants will meet the criteria listed in the three (3) bullet points below:

Sixty (60) semester or Ninety (90) quarter college credits.
OR
A high school diploma/GED and apassing score of at least 460on the ParaPro Assessessment. (For more information on the ParaPro Assessment, contact Educational Testing Service at 1-800-772-9476 or www.ets.org/parapro.)

Two (2) years of experience working with children. Additional education or training may substitute for experience, at the discretion of Human Resources. Related experience may also be considered, at the discretion of Human Resources.

Ability to secure personal transportation for travel.

PREFERRED QUALIFICATIONS
Associate's degree in Child Development or a related field.
Experience in working with indivdiuals with disabilities.
Bilingual in Somali, Spanish, or Hmong.

ADDITIONAL LICENSE AND CERTIFICATION REQUIREMENTS
First Aid/CPR/AED, Crisis Prevention Intervention (CPI) training, and Special Education Orientation is required within one year.

PHYSICAL DEMANDS AND WORKING ENVIRONMENT
A job in this category may require walking or standing to a significant degree, and working with special needs children. Must be able to frequently lift up to 50 pounds.

Final candidates may be invited to interview with a committee. Final appointment to this position will be contingent upon passing a criminal background check.

COMMITMENT TO DIVERSITY:

Diversity is one of Minneapolis Public Schools core values and is essential to our goal of putting children first and making them college-ready. Diversity of our workforce provides us with a competitive advantage and allows us to better understand, communicate with and educate our diverse student body. Minneapolis Public Schools will not deny anyone the opportunity for training or employment because of race, color, creed, religion, national origin, gender or gender identity, marital status, status with regard to public assistance, disability, sexual orientation, age, family care leave status, or veteran status.

Minneapolis Public Schools strongly encourages diverse candidates to apply.