Position Type: Student Support Services/Teaching AssistantDate Posted: 1/29/2026Location: Lincoln Heights ElementaryClosing Date: Until FilledNOTE: This job description is dividedinto four categories as listed below:TEACHER ASSISTANT - INSTRUCTIONAL (pages 2-4)TEACHER ASSISTANT - PRESCHOOL (pages 5-7)TEACHER ASSISTANT -SPECIAL EDUCATION EXTENDED RESOURCE (pages 8-10)TEACHER ASSISTANT -ENGLISH AS A SECOND LANGUAGE (ESL) (pages 11-13)TITLE TEACHER ASSISTANT - INSTRUCTIONALQUALIFICATIONSMinimum high school diploma or G.E.D.48 semester hours of college credit or score of 456 on ParaPro AssessmentMeets health and physical requirementsNonviolent Crisis Intervention/Restraint TrainingJOB GOALTo aid teachers, secretaries, and clerical personnel when neededESSENTIAL FUNCTIONSAdministers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual studentsOperates and cares for equipment used in the classroom for instructional purposesDistributes and collects workbooks, paper, and other materials for instructionAssists with supervision of students during emergency drills, assemblies, play periods, and field tripsChecks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacherWorks with individual students or small groups of students to reinforce learning of material or skillsAssumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the jobChecks and records attendanceArranges bulleting boardsTypes and duplicates tests, worksheets, and supplementary materialsAssists in supervising children in lunchroom, playground, and loading busesAssists the teacher in assimilating materials for class displaysPerforms other duties as assignedPHYSICAL DEMANDSThis job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:PushingPullingClimbingStoopingKneelingCrawlingReachingTalkingHearingSeeingVOCATIONAL PREPARATIONThe required vocational preparation may come from any of the following:Vocational educationApprentice trainingOn-the-job trainingEssential experienceTEMPERAMENT (Personal traits)Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composureAdaptability to accepting responsibility for the direction, control, or planning of an activityAdaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteriaAdaptability to dealing with studentsCAPACITY AND ABILITY REQUIREMENTSSpecific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgmentsVerbal: Ability to understand meanings of words and ideas associated with thenManual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accuratelyForm Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figuresColor Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same colorWORK CONDITIONSNormal working environmentTERMS OF EMPLOYMENT185-day contractTeacher assistant salary scaleIMMEDIATE SUPERVISORClassroom teacher and/or principalGENERAL REQUIREMENTSThe above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.Adopted 07/01/93Revised 11/2010Revised 03/21/17TITLE TEACHER ASSISTANT - PRESCHOOLQUALIFICATIONSMinimum high school diploma or G.E.D.Early childhood education experience (preference given for Child Development Associate certification or associate's degree in early childhood education or active pursuit of either)Meets health and physical requirementsNonviolent Crisis Intervention/Restraint TrainingJOB GOALTo aid preschool teachersESSENTIAL FUNCTIONSAdministers, scores, and records such achievement and diagnostic tests as the teacher recommends for individual studentsOperates and cares for equipment used in the classroom for instructional purposesDistributes and collects workbooks, paper, and other materials for instructionAssists with supervision of students during emergency drills, assemblies, play periods, and field tripsChecks notebooks, corrects papers, and supervises testing and makeup work as assigned by the teacherWorks with individual students or small groups of students to reinforce learning of material or skillsAssumes responsibility for knowing and following the safety rules and proper procedures associated with the responsibilities of the jobChecks and records attendanceArranges bulleting boardsTypes and duplicates tests, worksheets, and supplementary materialsAssists in supervising children in lunchroom, playground, and loading busesAssists the teacher in assimilating materials for class displaysPerforms other duties as assignedPHYSICAL DEMANDSThis job may require lifting of objects that exceed 50 lbs., or the average weight of a preschool child, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:PushingPullingClimbingStoopingKneelingCrawlingReachingTalkingHearingSeeingVOCATIONAL PREPARATIONThe required vocational preparation may come from any of the following:Vocational educationApprentice trainingOn-the-job trainingEssential experienceTEMPERAMENT (Personal traits)Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composureAdaptability to accepting responsibility for the direction, control, or planning of an activityAdaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteriaAdaptability to dealing with studentsCAPACITY AND ABILITY REQUIREMENTSSpecific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgmentsVerbal: Ability to understand meanings of words and ideas associated with thenManual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accuratelyForm Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figuresColor Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same colorWORK CONDITIONSNormal working environmentTERMS OF EMPLOYMENT185-day contract; 5-hour workdayTeacher assistant salary scale prorated from 7.5-hour to 5-hour workdayIMMEDIATE SUPERVISORClassroom teacher and/or principalGENERAL REQUIREMENTSThe above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.Adopted 07/01/93Revised 11/2010Revised 03/21/17TITLE TEACHER ASSISTANT - SPECIAL EDUCATION EXTENDED RESOURCEQUALIFICATIONSMinimum high school diploma or G.E.D.48 semester hours of college credit or score of 456 on ParaPro AssessmentMeets health and physical requirementsNonviolent Crisis Intervention/Restraint TrainingJOB GOALTo assist teachers in giving specialized academic and physical training to students with disabilitiesESSENTIAL FUNCTIONSMaintains student recordsPerforms instructional activitiesAdministers diagnostic toolsPrepares the classroom and organizes instructional materials and equipmentMonitors the classroom when the teacher must attend staffings, provides consultation, etc.Attends in-service and faculty meetings when requested by principal or supervisor of special servicesAdheres to the established work hoursMaintains confidential information in a professional mannerPerforms other routinized duties as assigned by the building-level administrator, subject to approval of the supervisor of special servicesAssists students with toileting, catheterization, feeding, and other self-help activities as requiredChanges or helps spina bifida studentsSupervises students on bus trips as requiredAssists with bus dutyAssists with lunch dutyAssists with disabled students at lunch or in regular classHelps with specific regular classes in which extended resource students are involvedPerforms other duties as assignedPHYSICAL DEMANDSThis job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:PushingPullingClimbingStoopingKneelingCrawlingReachingTalkingHearingSeeingVOCATIONAL PREPARATIONThe required vocational preparation may come from any of the following:Vocational educationApprentice trainingOn-the-job trainingEssential experienceTEMPERAMENT (Personal traits)Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composureAdaptability to accepting responsibility for the direction, control, or planning of an activityAdaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteriaAdaptability to dealing with studentsCAPACITY AND ABILITY REQUIREMENTSSpecific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgmentsVerbal: Ability to understand meanings of words and ideas associated with thenManual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accuratelyForm Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figuresColor Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same colorWORK CONDITIONSNormal working environmentTERMS OF EMPLOYMENT185-day contractTeacher assistant salary scaleIMMEDIATE SUPERVISORClassroom teacher and/or principal and supervisor of special servicesGENERAL REQUIREMENTSThe above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.Adopted 07/01/93Revised 11/2010Revised 03/21/17TITLE TEACHER ASSISTANT - ENGLISH AS A SECOND LANGUAGE (ESL)QUALIFICATIONSMinimum high school diploma or G.E.D.48 semester hours of college credit or score of 456 on ParaPro AssessmentFluent in spoken and written Spanish and EnglishConversational in Spanish preferredMeets health and physical requirementsNonviolent Crisis Intervention/Restraint TrainingJOB GOALTo enhance the learning experiences of limited English proficient students by providing additional vocabulary support, academic support, cultural support, and access to extracurricular activities, and to more fully engage families in their children's educational processESSENTIAL FUNCTIONSPrepares daily lesson plans under supervision of the ESL teacher; makes instructional presentationsConducts discussions, encourages practice, and corrects student work in a manner that promotes language competenceCooperates with the ESL teacher in completing ESL formsAssists teachers in administering and recording such assessment and achievement as recommended for ESL studentsSeeks advice and assistance of ESL and classroom teachers to make changes in the instructional plan when evaluation indicates a needConfers with the ESL and classroom teachers concerning individual student needs on a daily basis under the guidance of the ESL teacherAdjusts instruction to objectives and individual student needs on a daily basis under the guidance of the ESL teacherProvides individual students with positive and prompt feedback on their progressHelps develop and use language resources to support and supplement instructional activitiesRenews competence and keeps abreast of new knowledge, research, and practice in language instruction and applies this knowledge to improve the instructional programAttends appropriate and required staff development to enhance instructionAttends PTO/PTA open houses, conference nights, and other school-related events as needed to support limited English proficient students and familiesEstablishes positive rapport with students, parents, and school personnelSets high standards for student performance and achievementAdheres to established laws, rules, and regulations of the school system and the ESL programWorks one-on-one and with small groups to remediate diagnosed weaknessesWorks to remove cultural barriers for limited-English studentsWorks to fully integrate limited-English students into all aspects of the extracurricular program;Provides written and/or verbal vocabulary support with English language learner studentsAssists in the planning and implementation of activities designed to increase parent participation in the education processPerforms other duties as assignedPHYSICAL DEMANDSThis job may require lifting of objects that exceed 50 lbs., or the average weight of a child, if assigned to elementary grades, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Other physical demands that may be required are as follows:PushingPullingClimbingStoopingKneelingCrawlingReachingTalkingHearingSeeingVOCATIONAL PREPARATIONThe required vocational preparation may come from any of the following:Vocational educationApprentice trainingOn-the-job trainingEssential experienceTEMPERAMENT (Personal traits)Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composureAdaptability to accepting responsibility for the direction, control, or planning of an activityAdaptability to generalizing, evaluations, or decisions based on sensory or judgmental criteriaAdaptability to dealing with studentsCAPACITY AND ABILITY REQUIREMENTSSpecific capacities and abilities may be required of an individual in order to learn or adequately perform a task or job duty.Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgmentsVerbal: Ability to understand meanings of words and ideas associated with thenManual Dexterity: Ability to move the fingers and manipulate small objects with the fingers rapidly and accuratelyForm Perception: To make visual comparisons and discriminations and see slight differences in shapes and shadings of figuresColor Discrimination: Ability to perceive or recognize similarities or differences in colors or shades or other values of the same colorWORK CONDITIONSNormal working environmentTERMS OF EMPLOYMENT185-day contractTeacher assistant salary scaleIMMEDIATE SUPERVISORELL teacher and/or principalGENERAL REQUIREMENTSThe above statements are intended to describe the general nature and level of work being performed by people assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned.Adopted 07/01/93Revised 11/2010Revised 06/2011Revised 03/21/17Attachment(s):TA JOB DESCIPTION
Job Title
Part-Time (25 hour) Teacher Assistant (Title I)