Learning Without Limits in a World of Possibilities

Learning without limits In a world of possibilities

Educational Associate Handbook Introduction This handbook is designed to serve as a general guide for PSSD Educational Associates. It is our intent that this document will serve as a useful resource for many areas important to your work in our school division. While individual schedules and specific duties may vary, we hope that the format of this handbook accommodates your personal – as well as your collective – interests and needs. We understand the profound responsibility given to Educational Associates and appreciate your contribution to the emotional, physical, and intellectual well-being and success of all Prairie Spirit students. Educational Associates are integral and valued members of our school teams. Acknowledgements Educational Associate Handbook Committee:

Tara Dovgyy – CBSERT – Division Office

Linda Grismer – Educational Associate – Riverbend Colony

Janet Jackson – Vice-Principal / SERT – Hepburn School

Janice Janzen – Educational Associate – Prairie View School

Diane Kendall – Coordinator of Schools & Learning – Counselling

Shirley Regier – Educational Associate – Laird School

Cheryl Shields – Learning Support Facilitator – Division Office

Tammy Weightman – Educational Associate – Rosthern High School

Karen Wudrich-Mattock – Interim Principal / SERT – Leask Community School

Grace Wudrick – Educational Associate – Aberdeen Composite School

A special acknowledgement and gratitude is extended to Colleen Lozinsky, Executive Assistant, for her invaluable efforts in the creation of this document.

TABLE OF CONTENTS

SECTION 1 – PRAIRIE SPIRIT SCHOOL DIVISION (PSSD) INFORMATION 1 Mission/Vision Statement 1 Central Office Phone List 6 School Directory 7 School Directory (including LSS Team, CBSERTs, SERTs) 9 Acronyms 12 SECTION 2 – ROLES AND RESPONSIBILITIES 14 Prairie Spirit School Division – Educational Associate - Career Description 15 Roles and Responsibilities 17

Certified Professional 17

Educational Associate 17 Confidentiality 19 SECTION 3 – POLICIES 20 Policy 409 – Discipline (website link) 21 Policy 411 – Protective Services (website link) 21 Policy 413 – Administering Medications and Medical Treatment to Students

(website link) 21 Suspected Child Abuse/Neglect Practice Flowchart 22 SECTION 4 – PROFESSIONAL DEVELOPMENT / BEST PRACTICES 23 Best Practices 24 Process for Accessing PD Opportunities (website link) 26 Professional Growth, Supervision and Evaluation (PGSE): Support Staff

(website link) 26 SECTION 5 – FORMS 27 Website Links to: Supplemental Unemployment Benefits 28 Verification of Sickness 28 School Support Staff Time Sheet 28 Extra-Curricular Claim for EDO Form 28 Extra-Curricular Pay Out Form 28 SECTION 6 – FAQs 29 Employment Expectations 30 Maternity Leave / Leave of Absence 30 School 30 Classroom 31 SECTION 7 – SUPPORT STAFF AGREEMENT 33 Non-Union Support Staff Agreement (website link) _____ 34 CUPE Collective Agreement (website link) _______ 34

TABLE OF CONTENTS SECTION 8 – PSSD CALENDARS / SCHEDULES / NEWSLETTERS 35 SECTION 9 – SCHOOL SPECIFIC 37

Educational Associate Information (samples to consider) Educational Associate Fundamentals (sample) 38 Substitute Educational Associate Fundamentals (sample) 44 Information for EAs and Sub EAs (school map, parking lot grid) – Obtain from school Administrative Assistant Educational Associate Timetable – Obtain from school administration Student Information (templates to consider) Student Quick Reference (sample template) 47 EPPP Goals & Strategies sheet 49 Record of Adaptations (sample) 50 Students Needing Special Assistance (master list) 51 School Information: Mission and Belief Statements of school Staff Directory / Phoning Tree School Bell Schedule Teacher Timetable Student Handbook (available upon request at school)

Check your school’s website or with the school’s Administrative Assistant for School-Based Forms. SECTION 10 – PERSONAL (Option to personally include items in this section) Resume Portfolio Professional Development Activities Log Sheet Professional Development Certificates SECTION 11 – OTHER Submitted Forms (Mileage, PD, Extracurricular, etc.)

1

SECTION 1

Prairie Spirit School Division

Information

Vision:

Learners for Life

Mission:

Learning Without Limits in a World of Possibilities

Guiding Philosophy for Educational Associates (EAs)

Central Office Phone List

School Directory

School Directory (including LSS Team, CBSERTs, SERTs)

Acronyms

2

Bo

ard

of

Ed

uc

atio

n G

oa

l

uc

atio

n G

oa

l

3

4

Guiding Principles - Shared Values

Success in Prairie Spirit School Division is achieved through commitment to the following shared values:

Learning We value learning together to develop the whole person and inspire lifelong learning. We value creative and innovative approaches to improve learning.

Transparency We value transparent and open relationships that are characterized by the sharing of information and exploration of ideas.

Inclusiveness We value inclusiveness as the celebration and acceptance of all people.

Nurturing We value the creation of supportive and caring environments that foster positive learning outcomes.

Diversity We value diversity in our quest to develop trusting, respectful, equitable and just relationships among participants in our school division.

Collaboration We value collaborative and cooperative relationships that engage stakeholders.

Leadership We value shared leadership that is adaptive, open and growth oriented.

Accountability We value individual and organizational accountability.

Prairie Spirit Commitments

The following commitments, related to the Provincial Ministry of Education’s Six Effective Practices, reflect Prairie Spirit priorities and responsibilities that guide our actions and influence our decisions.

Responsive Curriculum and Instruction We are committed to:

Learners and learning.

Reflective practice both individually and collectively.

Ongoing professional development that aligns with both individual and system goals.

Success for all learners through inclusive practices and differentiated and responsive instruction.

Meaningful learning and teaching in support of diversity.

Developing language, which is foundational to all learning.

Learning environments that are language rich.

Support and alignment of effective practices through an integrated collaborative approach. (continued…)

5

Assessment for Learning We are committed to:

Assessment and evaluation in a culture of collaboration.

Effective communication with members of the learning community.

Clear and understood assessment and evaluation purposes, targets and outcomes.

Data-driven decision making through effective data analysis.

Caring and Respectful School Environment

We are committed to:

Honoring the diversity of our school cultures which is the expression of a school’s values, beliefs and attitudes.

Building comprehensive services and supports that address the learning needs, and personal and social development of students and their families.

Ensuring the physical and emotional safety of all members of our educational communities.

Building student and staff engagement through collaborative practices.

Adaptive Leadership

We are committed to:

Everyone in our learning community being a leader.

Developing individual, interpersonal and organizational strengths.

Honoring the contributions of all members of our learning community.

Building learning communities with an emphasis on relationships and teamwork.

Valuing creative thinking, innovation and risk-taking in a supportive and reflective environment.

Comprehensive Prevention and Early Intervention

We are committed to:

Developing and implementing effective practices as well as proactive and timely interventions that can support the well-being of learners.

Building and nurturing relationships among and between families, schools, communities and partners to support the well-being of learners.

Promoting long-term strategies that engage and sustain community-wide commitment.

Supporting caring and respectful school environments that examine, improve and monitor protective factors that enhance the development of resiliency in our children and youth.

Authentic Partnerships

We are committed to:

Partnerships among and between educators, parents, students, communities and human service providers as needed to support our students in achieving the knowledge, skills and attitudes necessary for success in school and in life.

Partnerships that are mutually supportive of each other and build on each other’s strengths and interests.

Relationships that are built on genuine understandings and shared knowledge that demonstrate mutual respect.

Common goals through relationships that share in planning, decision-making and commitment.

6

7

8

9

10

11

12

13

14

SECTION 2

Roles And

Responsibilities

Prairie Spirit School Division

Educational Associate – Career Description

Roles and Responsibilities

Certified Professional

Educational Associate

Confidentiality

15

PRAIRIE SPIRIT SCHOOL DIVISION NO. 206 POSITION TITLE: EDUCATIONAL ASSOCIATE Reports to: Directly: Principal

Indirectly: Special Education Resource Teacher/Classroom Teacher

General Description: An Educational Associate provides assistance to the students who require additional supports. Education planning is done in collaboration with the classroom teacher and the SERT. This also includes providing assistance to classroom teachers in the preparation of instructional aids, supervision of students and planning and presentation of personal learning programs.

Required Education, Knowledge, Qualifications and Experience:

A Grade 12 diploma from a provincially recognized institution is required.

A valid driver’s license is preferred.

Educational Associate course (or equivalent) is preferred.

Required Skills and Abilities:

Ability to maintain strict confidentiality in school division operations.

Ability to work as a team player.

Good written and oral communication skills.

Excellent interpersonal skills.

Ability to deal with a broad range of members of the public.

Display a positive attitude.

Ability and knowledge to perform lifting of students when required.

Willingness to provide personal care to students, additional training may be required and thus provided.

Ability to use a computer for word processing.

Supervision of Other Staff: This position does not involve the supervision of other staff.

Duties and Responsibilities: Without restricting the generality of the general description above, the Educational Associate shall perform such duties and responsibilities as may be assigned including but not restricted to the following: 1. Be willing to engage in life-long learning with respect to training, inservices and courses of

study. Educational Associates are expected to develop annual professional growth plans. 2. Conduct oneself in a manner appropriate to an educational institution that provides services

to children and youth.

3. Deal tactfully with students, staff, parents and the public.

4. Be knowledgeable and supportive of applicable Board policies.

5. Organize and file a variety of classroom materials and educational aids. 6. Supervise students in the classroom, play, lunch or rest area and during recreational

activities and outdoor trips on a one-to-one or group basis. 7. Under the direct supervision of a teacher, supervise learning activities.

8. Assist in the collecting of data as needed to assess the educational growth of students.

16

9. May assist in various life skills activities and provide data to demonstrate progress in those activities.

10. Under the supervision of a teacher or other professional staff, assist students who require intensive support in the development of gross and fine motor abilities and basic life skills by demonstration, physical assistance and manipulation.

11. Observe and discuss the progress of students with teachers, other professional staff, and, if

requested by the classroom teacher, with parents/guardians.

12. Exercise judgment in modifying student behaviour by re-directing, disciplining, restraining, and rewarding students within pre-established guidelines.

13. Based on the needs of individual students, provide students with assistance in dressing, eating, toileting, and transportation. An Educational Associate may be asked to administer medication in accordance with Board of Education Policy 413 – Administering Medications and Medical Treatment to Students.

14. Under the direct supervision of a teacher, assist assigned students with communication, reading, speech, assignments, tests, and comprehension of presented curriculum based on the student’s Personal Program Plan.

15. Under the direct supervision of a teacher, assist students who have communication

difficulties by serving as a facilitator of communication between the student and others including teachers, peers, and other service providers within the educational environment.

16. Be willing to transport students as requested by in-school administration, when transportation is needed to assist in the student’s educational program.

17. In a Community School, an Educational Associate may:

Coordinate and/or prepare healthy and nutritious breakfasts, lunches and/or snacks;

Conduct classes for parents, students and other community members on such topics as nutrition, food preparation and food buying on a budget;

Train and coordinate volunteers from among the parents and community to assist with the program.

18. Perform such other duties and tasks as may be required due to the specialized nature of a student’s particular education program.

Judgment, Independence and Collaboration:

Confidentiality At no time should an Educational Associate discuss, in public, information pertaining to a student. An Educational Associate is expected to respect the confidential nature of the position by avoiding discussion about any topics that are not formally communicated to the public by the administration of the school or the school division. Breaching confidentially is a serious violation of acceptable conduct.

Independence An Educational Associate is expected to work independently.

Working Jointly with Other Staff on Common Assignments or Tasks: This position involves working collaboratively with, and under the direction of, the classroom teacher, special education resource teacher and with other school personnel on a daily basis.

Responsibility for Quality of Assigned Work:

The employee is responsible to achieve the quality of work as assigned by the supervisor.

17

Roles and Responsibilities The Educational Associate’s primary purpose is to support those students with identified needs in the areas of:

1) Safety 2) Personal Care 3) Access to Curriculum

Certified Professional Educational Associate Key Role: Assume responsibilities for planning for all students

and for providing direction and guidance to the EA as to specific duties which will support complement services to students.

Include the EA as a team member by seeking the EA’s opinions as he/she works closely with the students.

Support implementation of programs.

Participate as a team member by providing suggestions and feedback to the teacher.

Instructional: 1. Design and deliver a well-planned, coordinated program for each child. 2. Assess, set implement goals, plan instructional strategies, and materials. 3. Provide the goals, teaching strategies, and evaluation criteria to EA for each lesson for which the EA is responsible. 4. Provide the EA with the materials and the manner in which the student is to be directed. 5. Evaluate student’s progress. 6. Coach the EA to observe target goals. 7. Coach the EA to implement self-regulation strategies. 8. Provide the EA with goals and expectations for learning and behavior in settings outside of the classroom.

1. May provide input during planning phases as a member of the inclusion team. 2. Following goals and strategies provided by the teacher assist with the preparation with the instructional materials.

3. Under the direction of the teacher, provide direct instruction to:

individual students

small groups

large group while the teacher works with individual students.

4. Provide reinforcement or drill following a lesson or assist with follow-up assignment. 5. Provide the teacher with feedback regarding student performance. 6. Assist the teacher in observing, recording and charting learning and/or behavior. 7. Monitor and support self-regulation. 8. Supervise in community settings outside of the classroom.

18

Roles and Responsibilities

Certified Professional Educational Associate Communication: 1. Communicate with parents. Check with the EA to gain any information which may need to be shared with parents. 2. Establish and clearly communicate to the EA their role in the classroom, student characteristics and goals, general classroom routines and procedures. 3. Coordinate and supervise work of the EA. 4. Communicate with the EA by providing specific feedback on classroom role and support.

1. Provide teacher with feedback regarding student performances, and personal information which may need to be passed on to parents. 2. Communicate with the teacher to clarify duties, to understand student needs, and to support the teacher with regard to routines and procedures. 3. Follow certified professional directions and expectations. 4. Invite feedback from the teacher regarding classroom role and support. Offer suggestions to make the job run smoothly.

Non-instructional: 1. Demonstrate professionalism and be a role model in the learning community. 2. Respect confidentiality. 3. Provide training for the EA in such areas as expectations, teaching strategies, observing and recording behavior, and the manner in which students are to be assisted. 4. When support to students is not required, the EA may assist by preparing adaption to learning materials. 5. Provide EAs with the necessary information regarding personal care needs. Give appropriate notice to the EA regarding any change in the daily routine, which may interfere with the schedule of person care for the student. 6. Schedule supports for students requiring supervision.

1. Demonstrate professionalism and be a role model in the learning community. 2. Respect confidentiality.

3. Learn the expectations, philosophy and teaching styles of each teacher in order to support and complement the teacher for the benefit of all students. 4. Prepare and adapt learning environment. 5. Tend to the personal care needs of the students when necessary. See Career Description – Educational Associate – Duties and Responsibilities - #13 6. Supervise students as required.

From Diversity in the Classroom Series. Number Seven. Creating an Inclusive Classroom: Inclusive Classroom: Integrating Students with Special Needs (pp. 20-21), Saskatchewan Professional Development Unit and Saskatchewan Instructional Development and Research Unit, 1996, Saskatoon. Reprinted with permission.

19

CONFIDENTIALITY

Control information about the students.

Only share information with those who have a need to know and who have proper

authorization.

Never discuss school information regarding students while attending social events.

Forward inquiries regarding students to teachers and supervisory personnel, if you are

approached for confidential information.

Interact with those who inquire in a manner in keeping with your responsibilities.

Don’t discuss student situations in the staff lounge.

Explanations for not discussing a student are easier than explanations for

inappropriately divulging confidential information.

Not sharing is caring.

Think about privacy.

It’s important that things that happen at school; stay at school.

Appropriate information exchange carries with it responsibility.

Learn how to handle uncomfortable inquires in positive and courteous, but confidential,

ways.

Identify acceptable ways that the necessary people can access.

Treat confidential information as if your job depends on it – it may.

You are a part of positive public relations for schools. Confidentiality is a cornerstone.

Protect it!

20

SECTION 3

Policies

Policy 409 – Discipline (website link)

Policy 411 – Protective Services (website link)

Policy 413 – Administering Medications and Medical Treatment to

Students (website link)

Suspected Child Abuse/Neglect Practice Flowchart

21

POLICY 409 Discipline

POLICY 411 Protective Services

POLICY 413 Administering Medications and Medical Treatment to Students To find the above documents on the PSSD website, go to:

www.spiritsd.ca

“Board of Education” tab (located at the top of the page)

Manual of Administrative Policies and Procedures

Module 4 – School Operations

Scroll to required policy

22

23

SECTION 4

Professional Development

& Best Practices

Best Practices

Process for Accessing PD Opportunities (website link)

Professional Growth, Supervision and Evaluation (PGSE): Support Staff

(website link)

24

Best Practices

Inclusion is a way of thinking – a deeply held belief that all children, regardless of ability or disability, are valued members of the school and classroom community. Inclusive classrooms are places where all students “are integral members of classrooms, feel a connection to their peers, have access to rigorous and meaningful general education curricula and receive the collaborative support to succeed.” (pg. 37)

The Golden Rule of Adult Support – adult help can be seamless and effective – and, thereby, fully support the purposes of inclusion. The golden rule for adult support in inclusive classrooms is to support others as you wish to be supported.

Everyone in the classroom works together in visible and invisible ways to make the “dance” appear effortless.

Support that encourages independence or interdependence during school best prepares students for life outside school.

Imagine yourself in the student’s place - many people want to direct their support and have a say over how and when someone provides them with support. In addition, people would want the support to be discreet.

TYPES OF SUPPORT APPLICATIONS

Plan to include

Ask and listen

Step back

Plan for discreet support

Rearrange the furniture, encourage peer support

“During this assignment, what do you need?”

Deliberately reduce the type and level of support systematically – see charts

Change the appearance of the support from an individual to “actively support the classroom of learners”

Note: For further applications, see pages 39 to 42 of the article listed below.

“When students engage in behavior that is challenging, they are often trying to communicate something (e.g., I am angry, upset, scared, frustrated, or bored), or they have an unmet need (e.g., independence, control, power, or self-regulation). The best response is to recognize the behavior as communication and try to determine the unmet need.”

“Continuously ask what next step will enable a student to become more independent and less dependent on adult support.”

“Inclusion is a way of thinking, a way of being, and a way of making decisions about helping everyone belong. Educators must provide supports that align with that vision. To enact the golden rule of adult support, educators need to imagine themselves receiving support from others. Educators need to think about how they would wish to be supported. They then need to give support that is planned and responsive to students’ wishes, in addition to being discreet and unobtrusive. With knowledge, imagination, and the golden rule, educators can furnish adult support that embodies the true philosophy of inclusion.”

Adapted from TEACHING Exceptional Children, Vol. 42, Nov/Dec 2009, No. 2, pp. 36-43 (The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported - Julie N. Causton-Theoharis)

The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported

25

26

Process for Accessing PD Opportunities

Survey Monkey to determine PD needs 2013/2014 o Please see in-school Administrator for PD opportunities

Professional Growth, Supervision and Evaluation (PGSE): Support Staff

To find the document on the PSSD website, go to:

www.spiritsd.ca

Professional Growth, Supervision and Evaluation (middle of page)

Support Staff (under #2)

27

SECTION 5

Forms

Website Links to:

Supplemental Unemployment Benefits

Verification of Sickness

School Support Staff Time Sheet

Extra-Curricular Claim for EDO Form

Extra-Curricular Pay Out Form

28

Forms Support Staff

Supplemental Unemployment Benefits Verification of Sickness School Support Staff Time Sheet Extra-Curricular Claim for EDO Form Extra-Curricular Pay Out Form

To find the documents on the PSSD website, go to:

www.spiritsd.ca

“Forms” tab (at the top right of the page)

Scroll down to Support Staff

29

SECTION 6

FAQs

Employment Expectations

Maternity Leave / Leave of Absence

School

Classroom

30

Questions & Answers

Employment Expectations

1. (a) Who formally evaluates my work as an Educational Associate? (b) Is there a standard form? (c) When do evaluations occur? Answer: Refer to Professional Growth, Supervision and Evaluation (PGSE): Support Staff or contact HR or Administrator.

2. What is the policy regarding coffee and lunch breaks? Answer: Refer to your individual agreement (links below). Non-Union Agreement CUPE Agreement

3. When is an Educational Associate eligible for time-in-lieu? Answer: See School Based Administrator.

Maternity Leave / Leave of Absence

1. After an Educational Associate has been on maternity leave/leave of absence, is she/he guaranteed the same job when she/he returns? Answer: Refer to your individual agreement (links below). Non-Union Agreement CUPE Agreement

School

1. Who is my immediate supervisor? Answer: Supervision is the responsibility of In School Administration. Day to day duties and responsibilities are outlined by the classroom teacher who works collaboratively with the SERT regarding classroom needs.

2. With whom do I discuss problems if I am having difficulties in my relationship with the classroom teacher or another staff member? Answer: Address conflicts with colleagues individually first, school level second and division level third.

31

3. What is the Educational Associate’s role regarding discipline of students in the classroom and throughout the school? Exercise judgment in modifying student behaviour by re-directing, disciplining, restraining, and rewarding students within pre-established guidelines (refer to EA Career Description, Duties & Responsibilities, #12).

4. What supervision duties are expected from Educational Associate at recess,

lunch, before and after school? Answer: Determined at the school level by the In School Administration.

5. Are Educational Associates required to attend team meetings for individual students? Answer: As requested by members of the school team.

6. Are Educational Associates expected to attend staff meetings outside of their scheduled hours? Answer: Determined at the school level by the In School Administration.

7. Are Educational Associates expected to supervise extra-curricular activities? Answer: This is not an expectation; however, EAs are encouraged to be involved - see applicable agreement for details (links below). Non-Union Agreement CUPE Agreement

Classroom

1. Who is responsible for planning instruction or developing lessons from the curriculum? Answer: The classroom teacher.

2. Who is responsible for determining the direction of teaching method, materials or resources to use, and establishing the daily plan? Answer: The classroom teacher collaborating, as required, with the SERT.

3. What are the Educational Associate’s responsibilities in the classroom?

Answer: See Section 3 of this document.

4. Does the Educational Associate complete the report card for a student? Answer: The report card is to be completed by the classroom teacher.

32

5. What types of student evaluation are within the role of the Educational Associate? Answer: The EA may be required to provide the teacher with feedback regarding student performance and assist the teacher in observing, recording and charting learning and/or behavior.

6. Whose responsibility is it to communicate between the home and the school?

Answer: The classroom teacher.

7. Whose responsibility is it to contact outside agencies regarding services for students with intensive needs? Answer: This is typically a collaborative effort that may include the classroom teacher, SERT, Administrator, and/or school counsellor.

8. If I am asked to do jobs that I feel should be the teacher’s responsibilities, to

whom should I take my concerns? Answer: Address conflicts with colleagues individually first, school level second and division level third.

9. What are the distinct differences between the teacher and Educational

Associate roles and responsibilities? Answer: Refer to Section 3 of this document.

10. How am I insured against injury if I am hurt at work?

Answer: The employer shall make provision for every employee to be insured in the event of an injury under the terms and provisions of the Worker’s Compensation Act. (Refer to your agreement)

11. Might the Educational Associate be requested to transport students in his/her

private vehicle? Answer: Yes, this might be an expectation when detailed by the In School Administrator as part of the EA’s specific duties. (NOTE: Refer to current liability coverage requirements with In School Administrator.)

12. Whose responsibility is it to supervise student(s), should scheduled

transportation be delayed until after the Educational Associate’s work day is over? Answer: The classroom teacher and/or In School Administrator or other school based personnel designated for this task.

33

SECTION 7

Support Staff

Agreement

Non-Union Support Staff Agreement (website link)

CUPE Collective Agreement (website link)

34

Non-Union Support Staff Agreement

CUPE Collective Agreement

To find the documents on the PSSD website, go to:

www.spiritsd.ca

“HR” tab (at the top of the page)

“Agreements” tab

35

SECTION 8

Calendars Schedules

Newsletters

36

37

SECTION 9

School Specific

Educational Associate Information (samples to consider): Educational Associate Fundamentals (sample)

Substitute Educational Associate Fundamentals (sample)

Information for EAs and Sub EAs (school map, parking lot grid) – Obtain from school Administrative Assistant

Educational Associate Timetable – Obtain from school administration

Student Information (templates to consider): Student Quick Reference (sample template)

EPPP Goals & Strategies sheet

Record of Adaptations (sample)

Students Needing Special Assistance (master list)

School Information: Mission and Belief Statements of school

Staff Directory / Phoning Tree

School Bell Schedule

Teacher Timetable

Student Handbook (available upon request at school)

Check your school’s website or with the school’s Administrative Assistant for School-Based Forms.

38

EDUCATIONAL ASSOCIATE FUNDAMENTALS (Sample)

Our school culture is to foster an inclusive environment for students and staff. We have outlined some Educational Associate fundamentals, which are standards that help us establish and maintain a positive atmosphere for the success of students and staff. SCHOOL & CLASSROOM ROUTINES

Please be in the building by _____ a.m. each day. If you are unable to do so, contact the office* (this benefits the school environment and makes it easier for the administrative assistant to direct incoming phone calls and messages).

*Note: In unexpected situations when you are going to be arriving after ______ a.m., but are not requiring a substitute (i.e., flat tire, bad roads, etc.), please contact the office so the classroom teacher can be informed.

Try to be near your assigned area when the warning bell rings (this is especially important as classroom and hallway control can be impacted).

The staff room should be empty prior to the _____ a.m. warning bell, and prior to the _____ p.m. warning bell.

Please start individualized programming on time. We are all conscious of protecting instructional time.

Educational Associates are responsible for becoming familiar with general school/classroom procedures and rules in order to provide a positive role model to the students and follow the student handbook.

When necessary, remind students to adhere to expectations, guidelines, and rules. Consistency is important.

Educational Associates are expected to adapt to changes in classroom and/or student assignments. Be flexible.

Teachers, Educational Associates and students should refrain from eating during instructional time. If you want to have a snack break, please do so at a designated break.

Please remain in the bus supervision area until after the busses leave. Teachers provide supervision in the hallways as students leave the building.

There may be occasional exceptions (meetings, appointments, etc.); advise administration of these cases.

39

Document, document, document. Completion of Incident Reports by all staff members (Teachers, Educational Associates, and Caretakers) is essential in supporting student action plans and providing communication home.

Issues regarding student behavior are easier to discuss when there is documentation of actions, including dates and times.

Inform teachers of incident reports completed during their instructional time.

Know the location of the Emergency Protocol Booklet in the area in which you work. Be familiar with its contents.

Educational Associates have the responsibility to take direction from teachers and to assist teachers in the classroom setting by reinforcing teaching methods and supporting the education process as outlined by teachers. This may include maintaining records relative to specific programming and student performance.

Special Education personnel use a collaborative and consultative approach to coordinate and/or assist with the programming (i.e., ePPP & ROA) for special needs students.

Classroom teachers and Educational Associates are active partners in the process.

When classes are attending a presentation or on a class trip, Educational Associates are expected to assist in supervising students.

Be sure to keep your “domain(s)” (student work areas, tables, shelves, storage spaces, etc.) neat and tidy.

Teachers are encouraged to set up meeting times with Educational Associates for conferencing regarding student needs, especially concerning designated students. These meetings must fit into the regular work day of the Educational Associates.

When answering the phone at the school, please state: greeting, your school name, and your name.

Check/empty your staff room mailbox regularly. It may have materials / messages of a timely nature.

As student/school needs change, Educational Associate assignment designations will also change.

Learn the expectations, philosophy, and teaching style of the classroom teacher in order to support and complement the teacher for the benefit of all students.

40

Communicate with the teacher to clarify duties, to understand student needs, and to support the teacher with regard to discipline and class rules.

STAFF GUIDELINES

Maintain mutual respect with students. Students will learn most from modeled behaviors.

Reminder: Staff members should never be working alone with a student in a room without a window (to the outside or inside) and with the door shut.

Encourage students to wait for teacher dismissal each class rather than bell dismissal.

Students are NOT to be dismissed before the bell rings. The only exception is for younger students and/or special needs students at bus dismissal time.

Educational Associates have the responsibility to maintain effective working relationships with staff, students, parents, and administrators.

Follow protocol when conflict arises by speaking to the person(s) involved prior to seeking assistance from the school administration.

Make every effort to supervise students in the hallways, classrooms and/or outside during assigned supervision duties and at class change.

Reflective vests are to be worn when supervising outside and during bus unloading/loading times.

Educational Associates are responsible for respecting confidentiality.

Educational Associates should never disclose information about children, parents, or professionals that they may be privy to through school activities.

Please direct individuals with concerns and/or questions to a teacher or in-school administration.

Contact the administrators and the administrative assistant PRIOR to an absence from work.

If it is not possible to complete electronic communication, please call the school and leave a message on the school voice mail with your name, date(s) of absence, reason for absence, and the name of your substitute.

Upon return to work, be sure to follow-up the voice mail with an electronic confirmation of your absence information.

41

Record the absence on the white board calendar in the office – including your name and the name of your substitute.

If the absence is long term – more than three consecutive days – administration is involved in the selection of the substitute Educational Associate.

With the exception of late arrivals (as mentioned in #1) and class trips, always arrange a substitute when you will be away from work – avoid just “juggling” staff schedules. If you are away on a non-instructional day, please follow the same procedure.

Attend and participate in Educational Associate meetings.

Inform administrator designate or SERT, via e-mail, if you are unable to attend EA meetings.

You will receive a schedule outlining the dates for meetings.

Bring your Educational Associate Handbook to each meeting.

We will use the “fist to five” decision making process to determine the will of the group.

The Process: I. A motion is made II. Small group discussion

An opportunity is provided for small group discussion (at table groups).

III. Large group discussion This is an opportunity for Educational Associates to share their

thoughts and opinions on the motion with the entire group. IV. Initial ‘Fist to Five’

The initial will of the group will be determined and communicated to the entire group.

Note: The only indication of objection is the fist. V. Opportunity to Hear Any Last Words

Any person will be afforded the opportunity to bring forward new ideas or information to the entire group.

VI. Final ‘Fist to Five’ The will of the group will be determined – (1) support, (2)

opposition, (3) table for more information.

Note: This is the same process used for decision making at Administrators’ Leadership Team (ALT) meetings.

Educational Associates are expected to outline professional goals for each school year (using the form provided by administration).

Goals are to be handed in or submitted to administration/designate by ___________________.

42

Administration/designate will meet with each Educational Associate to

discuss professional goals. (Refer to PSSD Goals for Improved Student Learning: Mathematical Reasoning, Comprehension, Student Engagement, and Staff Engagement)

Dress and groom yourself in a professional manner. Casual dress is acceptable for Fridays and on Professional Development and planning days.

Make every effort to limit the number of personal phone calls and faxes coming into the office. If you regularly expect after school phone calls, try to use a cell phone to receive the calls. When sending a fax, use the machine in the staff room.

When making personal long distance calls, use a calling card. There is no cost to receive a personal fax; sending a personal fax is $_____ per page.

Review your monthly pay stub to ensure its accuracy. Contact Payroll at Division office if you have questions or concerns.

Become familiar with the operation of the phones in the classrooms – how to call another room, how to page another room, how to transfer a call, how to call long distance, etc.

Meetings with administration – requested by the Educational Associate – should be scheduled ahead of time – outside of the instructional portion of the day. When scheduling the meeting, please indicate the topic.

Be aware of how much time you spend in front of a computer during the school day.

Check your PSSD e-mail regularly – at least once a day preferably before and/or after school or during lunch break.

Keep your computer password confidential.

Staff members who wish to use the school (i.e., for a sporting event, family gathering, meal preparation, vehicle repair or cleaning, etc.) need to check with administration.

There are certain procedures that need to be followed and you may be required to complete a facility use form (especially if the school use is for a large group and/or results in profit).

The staff room is primarily for school staff. It is a place for confidential and sensitive conversations and information – it is a “safe zone” and an adult environment. Please do not bring students into the staff room at any time.

43

If you need a private location to meet with teachers and/or colleagues, or for other reasons (i.e., private phone conversations, etc.), the staff office is available.

All guests should report to/check in at the office. This includes personal guests (i.e., friends or family members who may be coming to see you, etc.). This supports safety in the building. If you intend to have a personal guest in the building for a lengthier period of time (i.e., half day, full day), please check with administration in advance.

Staff members are encouraged to be active participants in Professional Development opportunities and Professional Learning Communities.

Staff member participation in extracurricular activities is appreciated. Consult your agreement for specifics regarding compensation (i.e., earned time off).

If you have any questions not addressed in this section, please seek assistance from office personnel – administration, and/or the administrative assistant.

44

SUBSTITUTE EDUCATIONAL ASSOCIATE FUNDAMENTALS

(Sample) Our school culture is to foster an inclusive environment for students and staff. We have outlined some Educational Associate fundamentals, which are standards that help us establish and maintain a positive atmosphere for the success of students and staff. SCHOOL & CLASSROOM ROUTINES

Please be in the building by _____ a.m. each day. If you are unable to do so, contact the office* (this benefits the school environment and makes it easier for the administrative assistant to direct incoming phone calls and messages).

*Note: In unexpected situations when you are going to be arriving after ______ a.m., but are not requiring a substitute (i.e., flat tire, bad roads, etc.), please contact the office so the classroom teacher can be informed.

Try to be near your assigned area when the warning bell rings (this is especially important as classroom and hallway control can be impacted).

The staff room should be empty prior to the _____ a.m. warning bell, and prior to the _____ p.m. warning bell.

Please start individualized programming on time. We are all conscious of protecting instructional time.

Educational Associate subs are responsible for becoming familiar with general school/classroom procedures and rules in order to provide a positive role model to the students and follow the student handbook.

When necessary, remind students to adhere to expectations, guidelines, and rules. Consistency is important.

Educational Associate subs are expected to adapt to changes in classroom and/or student assignments. Be flexible.

Teachers, Educational Associate subs and students should refrain from eating during instructional time. If you want to have a snack break, please do so at a designated break.

Please remain in your assigned bus supervision area until after the busses leave. Teachers provide supervision in the hallways as students leave the building.

There may be occasional exceptions (meetings, appointments, etc.); advise administration of these cases.

45

Document, document, document. Completion of Incident Reports by all staff members (Teachers, Educational Associates and/or subs, and Caretakers) is essential in supporting student action plans and providing communication home.

Issues regarding student behavior are easier to discuss when there is documentation of actions, including dates and times.

Inform teachers of incident reports completed during their instructional time.

Know the location of the Emergency Protocol Booklet in the area in which you work.

Educational Associate subs have the responsibility to take direction from teachers and to assist teachers in the classroom setting by reinforcing teaching methods and supporting the education process as outlined by teachers. This may include maintaining records relative to specific programming and student performance.

Special Education personnel use a collaborative and consultative approach to coordinate and/or assist with the programming for special needs students.

Classroom teachers and Educational Associates and/or subs are an active partner in the process.

When classes are attending a presentation, Educational Associate subs are expected to assist in supervising students.

When answering the phone at the school, please state: greeting, your school name, and your name.

Learn the expectations, philosophy, and teaching style of the classroom teacher in order to support and complement the teacher for the benefit of all students.

Communicate with the teacher to clarify duties, to understand student needs, and to support the teacher with regard to discipline and class rules.

STAFF GUIDELINES

Maintain mutual respect with students. Students will learn most from modeled behaviors.

Reminder: Staff members should never be working alone with a student in a room without a window (to the outside or inside) and with the door shut.

46

Encourage students to wait for teacher dismissal each class rather than bell dismissal.

Students are NOT to be dismissed before the bell rings. The only exception is for younger students and/or special needs students at bus dismissal time.

Educational Associate subs have the responsibility to maintain effective working relationships with staff, students, parents, and administrators.

Follow protocol when conflict arises by speaking to the person(s) involved prior to seeking assistance from the school administration.

Make every effort to supervise students in the hallways/classrooms/outside during assigned supervision duties and class change.

Reflective vests are to be worn when supervising outside and during bus unloading/loading times.

Educational Associate subs are responsible for respecting confidentiality.

Educational Associate subs should never disclose information about children, parents, or professionals that they may be privy to through school activities.

Please direct individuals with concerns and/or questions to a teacher or in-school administration.

Dress and groom yourself in a professional manner. Casual dress is acceptable for Fridays and on Professional Development and planning days.

Make every effort to limit the number of personal phone calls and faxes coming into the office. If you regularly expect after school phone calls, try to use a cell phone to receive the calls. When sending a fax, use the machine in the staff room.

When making personal long distance calls, use a calling card. There is no cost to receive a personal fax; sending a personal fax is $_____ per page.

Review your monthly pay stub to ensure its accuracy. Contact Payroll at Division office if you have questions or concerns.

The staff room is primarily for school staff and/or subs. It is a place for confidential and sensitive conversations and information – it is a ‘safe zone’ and an adult environment. Please do not bring students into the staff room at any time.

If you need a private location to meet with teachers and/or colleagues, or for other reasons (i.e., private phone conversations, etc.), the staff office is available.

If you have any questions not addressed in this section, please seek assistance from office personnel – administration, and/or the administrative assistant.

47

STUDENT QUICK REFERENCE (SAMPLE Template)

Student Name Medical Information In Class Notes Supervision Notes

John Smith (Grade 6) Homeroom Teacher: Mr. Paul

*Hearing Impaired (Cochlear Implant) *Nut allergy – epi pen (office)

*See attached EPPP Goals & Strategies Sheet *Implant on left side – seating must have implant to the speaker *Level of Independence is high * Check in to see if he managed to get all notes/instructions

* N/A

Susy Jones (Grade 2) Homeroom Teacher: Mrs. Johnson

* N/A

*See attached EPPP Goals & Strategies Sheet * Does not like to be touched by peers or adults * Requires personal space * Level of Independence is LOW regarding transitions

* May have difficulty coming in from recess * Responds to being a helper – e.g., bringing in equipment, etc.

48

STUDENT QUICK REFERENCE

Student Name Medical Information In Class Notes Supervision Notes

49

50

Sample

51

Students Needing Special Assistance (Master List) Using the information from individual Teacher/Staff Survey forms, the Emergency Response and Planned Preparedness team maintains a master list of students needing special assistance in the event of an emergency (make copies of this sheet as necessary):

STUDENT NAME ASSISTANCE NEEDED AND INDIVIDUAL TO PROVIDE

ASSISTANCE

52

SECTION 10

Personal (Option to personally include items in this section)

Resume

Portfolio

Professional Development Activities Log Sheet

Professional Development Certificates

53

Professional Development Activities Log Sheet

Date Length of Time PD Activity Location

54

SECTION 11

Other

Submitted Forms

(Mileage, PD, Extracurricular, etc.)