As a shadow teacher here at YCIS, you are a valuable resource in providing the extra support students may need in order to be academically and socially successful.
· 作为YCIS的助教,需要给学生提供必要的额外支持,以便学生在学术和社交方面都取得成功。
Academic Support:
· Provide direct instruction in academic subjects
· Utilize age-appropriate language and resources to meet student needs in accordance with their Individualized Education Plan (IEP) or Individualized Support Plan (ISP)
· Use teaching techniques and strategies as modeled by the classroom teacher
· Re-teach/reinforce key teaching points frosson to the assigned student
· 学业支持:
· 提供学业科目的辅导;
· 根据学生支持计划,使用适合学生年龄的语言和资源满足学生的需要;
· 使用授课教师提供的教学技巧和策略进行辅导;
· 重新讲授/根据学生学习情况提供针对性的重难点讲授;
· 实施教师提供的策略/项目/活动。
Learning Support:
· Assist students in developing behaviours related to organizing themselves, relating to others, learning new social skills and other individual goals in accordance to their student support plan
· Contribute to the monitoring and keeping records of student’s daily progress
· Provide opportunities for student to work independently and show mastery of concepts
· Participate in Individual Education Plan (IEP) meetings
· 学习支持:
· 帮助学生发展自我管理能力、合作能力、人际交往能力及其他学生支持计划中设定的目标;
· 监控并跟踪记录学生每天的进步;
· 给学生提供独立学习的机会,并展示其对概念的掌握;
· 参与个人教育计划(IEP)会议。
Planning Component:
· Attend team planning meetings and contribute when applicable
· 团队建设:
· 参加团队例会并提供建设性意见。
Communication:
· Inform parents weekly regarding student’s progress towards stated goals
· Collaborate daily with classroom teachers on student progress; strengths/weaknesses
· Maintain open lines of communication with all stake holders while maintaining student confidentiality
· 沟通交流:
· 每周通知家长关于学生既定目标的进展情况;
· 结合学生的优势和劣势,与学科教师合作促进学生进步;
· 与所有学生监护人、学校负责人保持开放的沟通,同时保证学生的机密性。
Student Behavior:
· Provide direct support and instruction to meet individual student’s behaviour goals
· Assist in implementation of behaviour plans working directly with students to promote pro-social behaviour in class
· Provide direct support to students who display impulsive behaviors, low self esteem, and impaired social skills
· 学生行为干预:
· 提供直接支持和指导,以满足学生的行为目标;
· 实施行为发展计划,以促进学生课堂表现为教师预期行为;
· 给表现出冲动行为、低自尊和社交能力受损的学生提供直接支持。
Assessments:
· Utilize assessment data to collaboratively plan with classroom teachers to identify next steps for learning and create a rich picture of each student’s progress over time
· Collect and provide assessment information to be included in Individual Education Plan (IEP) meetings, as directed by classroom teacher
· 评估:
· 利用评估数据与课任教师合作,确定后续学习计划和阶段性目标;
· 收集并提供各科老师关于学生表现的资料人教,作为个育计划(IEP)会议所需证据。
Qualifications
Major course study in school, clinical, developmental, or counseling psychology, special education, social work,
speech language pathology, occupational therapy, professional counseling
学习过:临床心理学、发展心理学、咨询心理学、特殊教育、社会工作、言语语言病理学,职业理疗、专业
咨询、行为分析等课程者优先考虑
Knowledge and experience working in an international school.
在学校主要课程研究中,包括临床心理学、发展心理学、咨询心理学、特殊教育和社会工作。
Fluent in English reading, writing and speaking; Proficient in both English and Chinese.
具备丰富的辅导英文二语学生的知识和经验;英文阅读、写作和口语流利;有良好的英文和中文表达能力。
Experience with implementing behavior management strategies and instructional interventions for students with