Virtual assistant Jobs in Stony Plain, AB

Who we are and what we value:

Parkland School Division (PSD) is a large progressive school jurisdiction serving Spruce Grove, Stony Plain, Fort Chipewyan and Parkland County. PSD meets the diverse educational needs of over 12,000 rural and urban students among 23 sites, including outreach schools and alternative education programs.

Our values are what guide us. We strive for learning opportunities that are purposeful, essential, relevant, authentic, and responsive while aiming for excellence in achievement. PSD also values trustworthy, respectful relationships that promote resilience as students and staff work towards our Ultimate Goal: Student Success & Well-being.

The position

The Parkland School Division currently has one permanent Part-Time EA Certified/Non Certified position available at Graminia School in aKindergarten classroom supporting the instructional, behavioural, and emotional needs of students in an ECS classroom setting. This position does not include benefits but may include some leave entitlements.

Function and Purpose of Position

EA Certified/Non-Certified employees assist teachers with many instructional and non-instructional tasks in the classroom and with other school activities. EA Certified/Non-Certified employees work as members of the school and as members of a student support team. EA Certified employees must have met PSD’s mandatory educational requirements. The minimum mandatory educational requirement is an Educational Assistant Certificate or comparable education.

• Work under the supervision of one teacher or several different teachers
• Work independently with students or in the classroom with the teacher
• Work with a particular special needs student or a group of students within a class or in a special program
• Work as part of a multidisciplinary team
• Perform clerical tasks in the classroom or school

The EA Assistant employees provide routine and repetitive instructional support. Under the direction of the teacher, the EA assists the student in acquiring the education and skills necessary for advancement in the educational setting. To reach this objective, the EA follows an individually prescribed learning program through team planning and working one-on-one with the student(s). This involves routine recording, basic charting, and logging of observations on anecdotal record sheets or data sheets. EA does provide personal care to students.

Instructional Support

• Provide assistance in all curriculum areas/one on one or in small groups as directed by the teacher.
• Help with organizing notebooks, timetables, agendas, and lockers.
• Scribe notes from the board, scribe and read exams for students as required.
• Modify and adapt the program for individual students as directed by the classroom teacher.
• Assist in the implementation of Individual Program Plan (IPP) goals and adaptive devices.
• Assist students with computer access.
• Provide support to students utilizing various educational software packages.
• Providing assistance to communicate with peers and adults in the school (e.g., American Sign Language, assistive tech. devices).
• Apply foundational knowledge about First Nations, Métis and Inuit for the benefit of all students.

Behaviour

• Under direction of the teacher, observe, chart and monitor individual student progress and behavior.
• Assist the teacher in maintaining a safe and secure environment for both students and staff through the application of de-escalation strategies and non- violent physical intervention techniques.
• Provide behavioural management assistance for students with behavioural disorders (implementing predetermined non-aversive disciplinary methods and non-violent crisis intervention techniques to diffuse escalating negative behaviour patterns).
• Deal with student behaviour and assist with classroom discipline.

Student Assistance and Personal Care

• Assist student with walking (e.g. holding their hand, stabilizing them, guiding on stairs).
• Assist student with personal care and hygiene, which may include food preparation, dressing, grooming, and toileting.
• Feeding assistance (can include spoon or tube feeding), lifting and handling of medically fragile students.
• Ability to manipulate assistive devices (e.g., insulin pumps, braces, dressing fasteners, fastening seat belts, etc.).
• Respiratory therapy interventions, physiotherapy interventions, and other medically related tasks.
• Administer medication as required.
• Toileting and diapering for students who are physically dependent.
• Assist and/or participate in exercising, implementing adaptive physical education, range of motion programs, fine and gross motor skills development, individualized or group communication techniques, and life skills management.
• Monitor feeding, tube feeding, and breathing apparatuses, seizure management (e.g., monitor and assess severity of seizure through the use of medical equipment and administer oxygen if required), and catheterization.
• Operate specialized equipment to support instruction for students with physical care needs (e.g., wheelchairs, mechanical lifts, walkers, transfer belt, FM and/or communications systems and hearing aid equipment).
• Lift and carry students into and out of specialized equipment (i.e., gym equipment, sensory equipment, walkers, wheelchairs, toilets, commodes) to carry out program requirements as well as personal hygiene care.

Speech Therapy/Occupational Therapy/Physical Therapy

• Help student with speech language difficulties, as instructed by Speech Pathologist.
• Update progress on a daily basis for Individual Program Plan purposes.
• Provide physiotherapy program as directed.
• Model and practice speech program.
• Liaise with members of the Therapy Team to monitor student progress and use of Assistive Technology / Devices.

Communication and Reporting

• As requested by the teacher, communicate observations regarding health and behaviours to the teacher (as gathered in logs, charts, and data sheets).
• Maintain accurate medication data sheets; record medical situations.
• Participate in student team conferences when requested by the teacher.
• Under the direction of the classroom teacher, maintain a home-school communication book (teacher to initial before book sent home).

Assist Teacher/Classroom Preparation

• Organize bulletin board display, photocopy material, laminate articles, and prepare snacks.
• Modify and prepare materials for special needs students.
• Ensure equipment and facilities are kept in a clean, safe, orderly manner.
• Assist in marking, testing, and filing of student work.
• Prepare, set up, and dismantle displays, information areas, and work areas.

Supervise Students

• Supervise and assist students in preparing for special activities (preparation for swimming lessons, skating, etc.).
• Ability to work in a variety of environments and conditions (e.g., swimming, playground equipment, community facilities).
• Ability to provide active supervision and support with students in typical school-related physical activities for full work hours (including gym, playground equipment, track and field, classroom, and hallways.
• Supervise small groups on field trips.
• Assist students boarding and disembarking from buses.

Community Living and Vocational Skills

• Travel with students to job placement and provide job training.
• Assist students to be integrated into the regular classroom.
• Facilitate the development of social skills.
• Assist students in recreation activities (crafts, preparing meals).
• Travel with individuals or small groups to community outings such as banking and/or shopping.
• Journal and assist in choosing books.

Student Personal Development

• Assist in building the self-esteem and self-confidence of students.
• Encourage students to participate in classroom activities to build social skills.
• Provide and encourage routine and repetitive personal care to students.
• Administer first aid as required.

Other Duties

• May provide Braille to students starting to learn Braille (specification).
• May provide signing to students (American Sign Language or Signed Exact English) (specification).
• Other duties as assigned (specification).

Education and Experience

a) Education:

• High School Diploma
• Teacher Assistant Certificate/Educational Assistant Certificate
• Nonviolent Crisis Intervention and First Aid Certificate would be an asset
• Courses related to working with students with special needs OR that are specifically related to the above-mentioned duties.

b) Experience:

• Training and experience in working with children with challenging behaviors, strong technology skills, ability to build strong relationships, and a team player

Equivalencies will be considered.

Knowledge, Skills and Attitudes

• Good oral and written communication skills
• Good interpersonal skills
• The ability to take direction and work independently
• Flexibility, patience, sensitivity, tolerance, enthusiasm, creativity and imagination
• The ability to deal with the emotional and mental stress of working with children/group of children/school setting.
• First Aid Certificate
• Courses or training in Attention Deficit Disorder, Special Needs Disorders, English as a Second Language, Behaviour Management, Crisis Prevention, Nonviolent Crisis Intervention, and Food Handling and Preparation would be an asset
• Lifts and transfers
• G-tube feeding, catheterization
• Knowledge of office equipment
• Knowledge of computers
• Some assignments may require use of own vehicle

This work is most rewarding for those who enjoy working with people (especially physically, emotionally, and behaviorally challenged children), having clear rules and guidelines for their work, and finding innovative ways to handle situations.

Decision Making

EA Certified employees make decisions in order to assist the implementation of instructional plans as directed by the teacher. Examples: 1.) Once tasks are assigned, the EA may decide on the sequence of events, such as how to format and prepare classroom resources and educational materials to suit the needs of the student(s) (e.g., photocopying and some word processing). 2.) A decision related to supervision of students’ various activities and events under the direction of the teacher (e.g., grouping children for field trips in manageable groups). 3.) How to design and set up bulletin board displays and/or information areas to support the instructional objectives of the teacher.

Working with Others

• Employees in the same school, as there will be an exchange of everyday information and may require explanation and interpretation of that information.
• Employees in other schools will exchange factual or everyday information.
• Daily communication with students will require explanation and interpretation of everyday information.
• As directed by the teacher, communicate observations regarding health and behaviours to the teacher (as gathered in logs, charts, and data sheets).

Work is performed under frequent or close supervision. Specific directions and instructions are provided during the work process.

Physical Demands

• Ability to complete one-person lifts for students up to 35 lbs or participate as part of a two-person lift for students up to 50 lbs and assist with the use of mechanical lifts for students greater than 50 lbs. Sometimes heavier lifting may be required to help children move into and out of wheelchairs. EAs may also use mechanical lifts for students.

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