Special Education Assistant 1-1 (Extended Resource) - 1.0 FTE
AI summary
Pathfinder K-8 in Seattle Public Schools is hiring a full-time 1-on-1 Special Education Instructional Assistant to support a male student in an Extended Resource classroom. The role focuses on building a strong relationship with the student while supporting safety, engagement, and independence through patient, flexible, and collaborative strategies. Duties include adapting classroom activities, assisting with personal care and behavior plans, administering assignments and first aid, and collaborating with teachers and parents.
- Full-time 1-on-1 special education role supporting a male student in an Extended Resource classroom
- Requires patience, flexibility, creativity, and strong relationship-building skills
- Involves adapting tasks, managing anxiety or dysregulation, and using positive, low-demand approaches
- Duties include behavior support, personal care assistance, first aid, and IEP collaboration
- Open to applicants located in Uganda; English language required
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AI salary guide
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- PreferredPractical evidence in driver, motorista, restauranteThe tags and summary point to skills connected with this role.
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- Place your strongest Special Education Assistant 1-1 (Extended Resource) - 1.0 FTE evidence in the first half of your CV.
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Interview preparation
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Original source description
- S
- Pathfinder K-8 - Special
Education
Assistant 1-1 (Extended Resource) - 1.0 FTE
Seattle Public Schools
Research, Teaching & Training
1 week ago
New
Full Time
Confidential
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Language Requirement:
English
Working Hours:
Full Time - 8 to 5
Applicant
Location:
Uganda
Job descriptions &
Instructional Assistant to a male student in an Extended Resource classroom.
Pathfinder Is Seeking a Patient, Calm, Flexible, And Creative Paraeducator Who Can Build a Strong Relationship With a Student While Supporting Safety, Engagement, And Independence. The Ideal Candidate Will Be Skilled At Recognizing Anxiety And Dysregulation Early, Adapting Expectations And Learning Activities, And Using Positive, Collaborative Strategies To Help The Student Successfully Navigate The School Day. The Ideal Candidate Should Be
Patient, calm, and relationship-oriented
Flexible and creative in adapting tasks and expectations
Skilled at recognizing and responding to anxiety or dysregulation early
Comfortable using positive, low-demand, collaborative approaches
Able to provide structure, choices, and engaging alternatives to support participation
Consistent with safety expectations while building trust and independence
Able to work collaboratively with the student’s special
team
To learn more about our special
service types, please follow this link to the SPS Special
Department website:
.
The job of Special
Assistant/ISE-203 is done for the purpose/s of assisting in the supervision, care and instruction of special needs students in the regular classroom or in a self-contained classroom; assisting in implementing plans for instruction; monitoring student behavior during non-classroom time; providing information to appropriate school personnel; and attending IEP meetings.
Special
Assistant job duties vary according to the school/program needs, i.e., generalist, severe/profound, behavior disorder, hearing impaired, autism, etc.
Essential Functions
Adapts, under the direction of the teacher. classroom activities, assignments and/or materials for the purpose of providing an opportunity for all special
students to participate in classroom activities.
Administers a variety of materials and assignments (e.g. tests, homework, grades papers, folders, etc.) for the purpose of assisting teacher in evaluating students' progress and/or organizing the individual needs of the student.
Administers first aid and medical assistance as required for the purpose of providing appropriate care for injured children.
Assists students requiring support in addressing personal care needs due to medical condition and/or physical limitations for the purpose of allowing students to function in school environment.
Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
Confers with teacher/s (special
and/or mainstream teacher) on a regular basis for the purpose of assisting in evaluating special
student progress and/or implementing IEP objectives.
Confers with teachers and/or parents (e.g. phone calls, e-mails, parent-teacher meetings, recording student progress in a notebook, etc.) for the purpose of providing information related to the student's progress as established in their individual educational program.
Directs and Implements behavioral plans for students with behavior disorders or other conditions for the purpose of assisting in meeting special
students needs, protecting the safety of the child and others, and providing a consistent environment.
Instructs students in a variety of activities in individual and group settings (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing instructional objectives, implement plans for remediation of students deficiencies in accordance with students individual educational program goals and ensuring students success in school.
Maintains instructional materials and/or student files/records (e.g. adapting instructional materials, checking papers, attendance, set up adapted projects, etc.) for the purpose of ensuring availability of items and/or providing reliable information.
Monitors students during assigned periods within a variety of school environments (e.g. rest rooms, playgrounds, hallways, bus loading zones, cafeteria, parking lots, etc.) for the purpose of aiding students and providing a safe and positive learning environment.
Other Functions
Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.
Reporting Relationships
Reports to building Principal if assigned through staffing formulas. If based centrally, reports to assigned Special
Supervisor.
Required Knowledge, Skills & Abilities
Knowledge
Required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions.
Specific knowledge required to satisfactorily perform the functions of the job includes:
Instructional procedures and practices
Age appropriate student activities
Safety practices and procedures
Conflict resolution
Stages of child development/ behavior
Skills
Required to perform multiple, non-technical tasks with a potential need to upgrade skills in order to meet changing job conditions.
Specific skills required to satisfactorily perform the functions of the job include:
Adhering to safety practices
Operating standard office equipment including using pertinent software applications
Preparing and maintaining accurate records
Ability
Required to gather and/or collate data; and use job-related equipment.
Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using standardized methods.
Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize job-related equipment.
In working with others, problem solving is required to identify issues and create action plans.
Problem solving with data may require independent interpretation; and problem solving with equipment is limited to moderate.
Specific abilities required to satisfactorily perform the functions of the job include:
Adapting to changing work priorities
Communicating with diverse groups
Maintaining confidentiality
Working as part of a team
Working with constant interruptions
Ability to key-board; learn to use personal computers.
May require the ability to do basic signing.
Responsibility
Typical Qualifications
High school diploma or equivalent and at least one of the following:
Have received a qualifying score on the
Testing Service paraeducator assessment as published by PESB; or(b) Hold an associate degree or higher from an accredited college or university; or(c) Have earned seventy-two quarter credits or forty-eight semester credits at the one hundred level or higher at an accredited college or university; or(d) Have completed an apprenticeship as a paraeducator, in a program registered with the Washington State Apprenticeship and Training Council.
YEARS Of RELEVANT
Testing Service (ETS) paraeducator assessment?
Yes
No
04
Are you a current Seattle Public Schools classified PARA employee in a permanent FTE position?
Yes
No
05
Are you a current Seattle Public Schools classified PARA substitute?
Yes
No
06
Are you a current or former SPS contractor, who is responsible for providing special
services to students (i.e. behavior technician)?
Yes
No
07
Please summarize what best qualifies you for this position.
Required Question
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Requirements
- Overview Of Position
- This position serves as a 1-on-1 Special
Responsibilities
include: working under direct supervision using standardized procedures; leading, guiding, and/or coordinating others; and operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is a continual opportunity to have some impact on the Organization's services.
Working Environment
The usual and customary methods of performing the job's functions require the following physical demands: seldom lifting – up to 50 pounds*; carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity. May need to handle medically fragile children, attend to students' physical needs, which may include toileting, changing diapers, tube feeding and assisting menstruating students; support structured learning and behavior shaping activities. Generally the job requires 45% sitting, 25% walking, and 30% standing. This job is performed in a generally clean and healthy environment.
Seldom is up to 10% of the time during a 7-hour period, with or without assistance.
Experience
- None specified.
- working with children.
- Certificates & Licenses
- Valid State of Washington Driver's License or evidence of equivalent mobility
- Continuing Education/Training
- Secure Training, CPR, First Aid
- Clearances
- Criminal Justice Fingerprint Background Clearance
- Seattle Public Schools
Preferred Qualifications
Benefits
- are administered by the Washington State Healthcare Authority (HCA) under the School Employees
- Board (SEBB). Click
- Eligibility for
- is determined by the number of hours employees are anticipated to work during the school year (September 1 through August 31). Any employee who is scheduled to work 630 hours or more in a year is eligible for benefits.
- Salary Schedule
- Please find the salary schedule associated with this role and others like it
- 01
- Do you have a high school diploma or equivalent?
- Yes
- No
- 02
- Have you completed an associate degree or higher or two years of college (72 quarter hours or 48 semester hours of college credit)?
- Yes
- No
- 03
- If no degree or college hours/credits, are you willing to take the