Openings as of 6/19/2025
JOB TITLE: School Year Custodian
FLSA CLASSIFICATION: Non-exempt, hourly employee.
WORK DAYS: 190 days
STANDARD HOURS PER DAY: 8 hours per day (not including a 30-minute unpaid mealtime).
WORK YEAR: The work year for the Custodian begins on July 20, 2023 and ends June 3, 2024.
SALARY SCHEDULE & BENEFITS: The Custodian is paid on the “Custodians” salary schedule, Level 5, starting at $16.84 per hour and is eligible for benefits on the “Support Staff” benefits schedule.
REPORTS TO: The Custodian reports to the Team Leader &/or the Head Custodian for the building(s) where the Custodian is assigned. All custodians, team leaders and head custodians report to the Facilities Administrator.
SUPERVISES: The Custodian does not supervise any other employee(s).
GENERAL SUMMARY OF DUTIES:
Under general supervision, the Custodian performs custodial tasks for an assigned school of the District. Employees in this class are responsible for accomplishing a daily routine of custodial tasks that provide school personnel, students, and the public with an environmentally safe, clean, attractive, comfortable, and efficient place in which to work and conduct school activities. Performs related work as directed.
ESSENTIAL FUNCTIONS:
Ensures that the assigned areas are properly opened daily and fully secured upon completion of daily tasks (i.e., locking doors and windows, turning off electrical equipment, etc.).
Performs sanitizing tasks in various facility areas (i.e., restrooms, kitchen and food areas, cafeterias, etc.).
Performs custodial tasks (i.e., emptying and cleaning waste receptacles; washing windows; dusting furniture; cleaning vents, fans, walls, etc.).
Performs physically demanding tasks requiring use of cleaning equipment and heavy custodial equipment (i.e., vacuuming, mopping, stripping, waxing, floor buffing, etc.).
Uses electrical cleaning equipment (i.e., vacuum cleaners, shampoo machines, high speed buffers, etc.) in the cleaning of the assigned facility during hours assigned.
Uses appropriate chemicals and cleaners safely and productively according to instructions and established rules/regulations to ensure the safety of students, the public, and all staff (including the custodian).
Responds to emergency situations in order to confine, resolve or prevent injurious or otherwise hazardous conditions (i.e., spills, broken windows, broken locks, etc.).
Moves furniture and other equipment in the performance of duties.
Cleans equipment and tools after use, maintains cleanliness and order in storage areas.
Reports equipment malfunctions and facility maintenance needs to your immediate supervisor.
Performs routine maintenance on facility custodial equipment, such as changing vacuum cleaner bags, and changing buffer machine pads and checking batteries for equipment when needed.
Performs non-cleaning tasks in general facility maintenance (i.e., changing light bulbs, filling paper and soap dispensers, assisting in setting up for meeting/conferences, etc.).
Functions independently or as part of a custodial crew depending on the nature of the task, such as in seasonal/extreme weather facility preparations and/or other major custodial projects.
Responsible for checking email regularly, keeping up to date on DIstrict information on the Warren Employee Portal, as job appropriate.
With the support of the District, attends training to ensure proficiency at the level required to perform in current position.
Responsible for maintaining timely and accurate information as part of their job responsibilities.
NON-ESSENTIAL FUNCTIONS:
While the following tasks are necessary for the work of the unit, they are not an essential part of the purpose of this position and may also be performed by other unit members.
Performs related duties as directed.
ENTRY-LEVEL REQUIREMENTS:
1. EDUCATION/TRAINING: High school diploma or GED preferred.
2. EXPERIENCE: Previous work experience that demonstrates the ability to safely and effectively operate standard facility custodial equipment, and ability to fulfill the physical requirements of the work; or an equivalent combination of education, training, and experience.
3. CERTIFICATION &/OR LICENSURE: None required.
4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.
PERFORMANCE APTITUDES:
Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure and/or sort data and/or information. Includes judging whether readily observable functional, structural or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction: Requires the ability to exchange information for the purpose of obtaining information or clarifying details. Performs such within well established policies, procedures and standards.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of electrically powered custodial equipment, and hand-held supplies and cleaning tools.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive, and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition and subtraction.
Functional Reasoning: Requires ability to carry out instructions furnished in written, oral, or diagrammatic form. Involves semi-routine standardized work with some latitude for independent judgment concerning choices of action.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert heavy physical effort in heavy work, with greater emphasis on climbing and balancing, but typically also involving some combination of stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of moderately heavy objects and materials (20-50 pounds); may occasionally involve heavier objects and materials (up to 100 pounds).
SENSORY REQUIREMENTS: Some tasks require the ability to perceive and discriminate odors. Some tasks require the ability to perceive and discriminate depths. Most tasks require visual perception and discrimination.
ENVIRONMENTAL FACTORS: Tasks are regularly performed with potential exposure to adverse environmental conditions, such as strong odors, fumes, dusts, wetness, humidity, machinery, vibrations, temperature and noise extremes, disease, pathogenic substances, and toxic/poisonous agents.
JOB TITLE: Custodian
WORK DAYS: 261 days (including paid holidays and paid vacation time).
WORK YEAR: The work year for the Custodian begins on the first weekday in July and ends 12 months later on the last weekday in June.
SALARY SCHEDULE & BENEFITS: The Custodian is paid on the “Custodians” salary schedule, Level 4, starting pay is $17.25 per hour and is eligible for benefits on the “Support Staff” benefits schedule.
JOB TITLE: Bus Driver
WORK DAYS: 183 days (when students are scheduled to attend school).
STANDARD HOURS PER DAY: Up to 6 hours.
WORK YEAR: The work year for the Bus Driver includes all days when students are scheduled to attend school, plus 1 additional day for summer driver training.
SALARY SCHEDULE & BENEFITS: The Bus Driver is paid on the “Bus Driver” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule.
REPORTS TO: The Bus Driver reports to the Director of Transportation or their designee.
SUPERVISES: The Bus Driver who has a Bus Monitor, will provide direction to the Bus Monitor.
Under general direction, the Bus Driver is to daily operate an assigned school bus on an assigned transportation route for the school district. Employees in this classification are responsible for the safe transportation, loading and unloading of students to and from destinations, and ensure all bus activities support the safety and welfare of all persons. Work may be performed in conjunction with bus monitoring personnel, and includes ensuring appropriate securing of students and the provision of required assistance to students with special medical needs. Performs related work as directed.
Provides daily school bus transportation for district students to and from destinations, to include field trips and special events.
Transports students according to established routing sheets; ensures maintenance of periodic routing updates.
Ensures the safe loading and unloading of students to and from destinations, to include operation of specialized equipment for attending to students with special needs, i.e., wheelchair lifts and tie-downs, toddler/infant seats and seat belts.
Monitors daily school bus activities to ensure proper student conduct at all times, and adherence to appropriate disciplinary controls.
Performs pre and post trip bus inspection activities to ensure proper operating conditions, adherence to prescribed Department of Transportation standards, and compliance with proper safety standards.
Reports any perceived or potential school bus defects in a timely and efficient manner to the appropriate supervisor of fleet maintenance personnel.
Performs routine cleaning, bus maintenance activities, including checking and filling fluids; maintains neat and orderly appearance, to include assigned uniforms.
Conducts re-fueling activities, to include maintaining assigned fuel use logs.
Maintains bus evacuation plan and coordinates bus evacuation activities as appropriate.
Maintains attendance records, seating charts, disciplinary documentation, and updated student information; communicates via radio dispatch as appropriate.
Maintains safe driver designation and applicable physical and dexterity standards.
Establishes and maintains effective communications and working relationships with bus monitors, district personnel, school officials, and parents.
Responsible for keeping up to date on current technology, as job appropriate, being used by Warren.
With the support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Responsible for timely and accurate information maintained as part of the job responsibilities.
While the following tasks are necessary for the work of the department, they are not an essential part of the purpose of this position and may also be performed by other department members:
1. EDUCATION/TRAINING: Must be at least 21 years old (Department of Transportation standard), possessing a high school diploma or GED.
2. EXPERIENCE: Must have one year of satisfactory experience as a licensed driver.
3. CERTIFICATIONS &/OR LICENSES: Requires the ability to obtain and maintain a valid Indiana commercial driver’s license class “B” with passenger and school bus endorsements.
Data Utilization: Requires the ability to review, classify, categorize, prioritize, and/or analyze data and/or information. Includes exercising discretion in determining data classification, and in referencing such analysis to established standards for the purpose of recognizing actual or probable interactive effects and relationships.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to apply procedures and standards to specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of assigned passenger vehicles, and safety restraint and wheelchair lift devices.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference, descriptive and advisory data and information.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division; ability to calculate decimals and percentages.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive, and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
Situational Reasoning: Requires the ability to exercise the judgment, decisiveness and creativity required in situations involving the evaluation of information against sensory, judgmental, or subjective criteria, as opposed to that which is clearly measurable or verifiable.
Employees in public school transportation roles must meet specific physical, sensory, and environmental requirements to ensure the safety and well-being of students and the general public. The following outlines the essential requirements for individuals performing these duties within the State of Indiana:
PHYSICAL REQUIREMENTS:
Must possess full use of 100% of their body to safely operate a school bus or other transportation vehicle, including but not limited to the ability to grasp, push, pull, reach, and manipulate vehicle controls.
Ability to sit for extended periods while maintaining control and awareness of vehicle operation.
Sufficient strength to operate emergency exits, doors, and secure mobility-assistive devices when necessary.
Ability to bend, stoop, twist, kneel, and climb stairs to assist students as needed.
Must be capable of performing repetitive motions, including steering, shifting gears, and using hand and foot controls.
Must be able to lift and carry up to 50 pounds to accommodate emergency situations or assistive equipment.
SENSORY REQUIREMENTS:
Must possess sufficient visual acuity (corrected or uncorrected) to read traffic signs, recognize potential hazards, and monitor students inside and outside the vehicle.
Must possess adequate hearing ability (corrected or uncorrected) to detect traffic sounds, emergency sirens, and student interactions, as well as effectively communicate via radio or other communication devices.
Must be able to demonstrate sufficient depth perception, peripheral vision, and night vision to operate a vehicle safely in all conditions.
Ability to distinguish colors necessary for traffic signals, warning indicators, and dashboard displays.
Must have full range of speech and vocal capabilities to effectively communicate with students, parents, school staff, and emergency personnel.
Must be able to tolerate and work in a variety of environmental conditions, including:
Extreme temperatures (heat, cold, and humidity)
Exposure to fumes, dust, and allergens
Moderate to high noise levels from student interactions and road conditions
Vibrations caused by vehicle operation
Inclement weather conditions such as rain, snow, and ice
Must be able to respond to emergency situations quickly and effectively, including evacuations, medical incidents, and mechanical failures.
Must be capable of handling the physical and mental stress associated with managing student behavior and adhering to strict safety protocols while operating a vehicle.
This position requires individuals to consistently meet the above physical, sensory, and environmental demands as a condition of employment to ensure the safe transportation of Indiana's public school students.
ELEMENTARY ASSISTANT PRINCIPAL DESCRIPTION
JOB TITLE: Elementary Assistant Principal
FLSA CLASSIFICATION: Exempt (Administrative), salaried employee.
WORK DAYS: 200 days (does not include holidays).
STANDARD HOURS PER DAY: 8 hours per day.
WORK YEAR: The work year for the Elementary Assistant Principal is in a school on the balanced calendar, beginning approximately the second week of July and ends early June.
SCHEDULE & BENEFITS: The Assistant Principal is paid on the “Administrators” salary schedule, and is eligible for benefits on the “Administrators” benefits schedule. The salary range for this position is $91,762 - $99,920 for 200-day contract.
REPORTS TO: The Assistant Principal reports to the building Principal.
SUPERVISES: The Assistant Principal supervises teachers and support staff as directed by the building Principal.
Supports the Principal in providing instructional leadership focused on improving student achievement and instructional practices.
Assists in the evaluation of certified and classified staff, providing constructive feedback and helping teachers set and reach professional goals.
Collaborates and supports instructional coaches and grade-level teams to support curriculum implementation, instructional planning, and professional learning communities (PLCs).
Utilizes student achievement and behavioral data to identify trends, monitor progress, and guide instructional and behavioral interventions.
Participates in the development and implementation of school improvement plans aligned with student performance data.
Leads efforts to build and maintain a positive school climate through consistent implementation of Positive Behavior Interventions and Supports (PBIS).
Promotes student engagement and a safe, inclusive learning environment where all students feel respected and supported.
Manages student discipline with a restorative and equitable approach, ensuring alignment with district policies and due process procedures.
Supports students in understanding behavior expectations and developing skills to improve behavior and social-emotional competence.
Serves as the building-level attendance officer; monitors daily attendance and works with families to reduce chronic absenteeism.
Validates legal residency and guardianship, including home visits when necessary, and ensures compliance with legal requirements.
Supervises arrival and dismissal of students; monitors transitions, lunchroom behavior, and hallway conduct to ensure student safety.
Communicates and coordinates effectively with transportation services to ensure smooth and safe student travel to and from school.
Collaborates with special education and multilingual learner teams to ensure appropriate support, compliance, and advocacy for students with diverse learning needs.
Serves as administrative representative for IEP or other specialized meetings, as assigned.
Builds strong relationships with families through clear, consistent, and culturally responsive communication.
Serves as a liaison between the school and families to promote trust and community engagement and supports/oversees the work and effort of the family engagement liasons.
Demonstrates professionalism, preparedness, and reflective practice as a school leader.
Engages in ongoing professional development and models a commitment to continuous improvement in leadership capacity.
Assumes full administrative responsibilities in the absence of the building Principal.
Represents the school at after-school events and community functions as needed.
Serves as a resource for families seeking support services outside the school environment.
Performs other duties as assigned by the building Principal to support school operations and success.
Education/Training: Bachelor’s degree required; Master’s degree preferred.
Experience: At least 3 years of experience as a teacher, guidance counselor or social worker, in a school setting.
Certification and/or Licenses: Holds or is eligible to obtain an Indiana Teacher’s License in school administration and supervision or educational leadership. Holds a valid Indiana driver’s license.
Other: The ability to perform the essential functions and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Assistant Principal involve a daily combination of office work, walking throughout the school building and grounds, and interacting verbally with staff, parents, and students. The ability to be trained to support Non-Crisis Interventions is a requirement. Running may be necessary on occasion.
Efficient use of a personal computer is important to the effective accomplishment of these job responsibilities.
This job does not require heavy lifting or other physical abilities often associated with manual labor.
SENSORY REQUIREMENTS: The ability to communicate verbally in person and via telephone is very important.
ENVIRONMENTAL FACTORS: Tasks are regularly performed without significant exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, disease, or pathogenic substances. However, the Assistant Principal will occasionally need to supervise students outdoors, interact with students who are emotionally out-of-control, and drive his/her personal vehicle to make home visits.
JOB TITLE: Head Coach of an Athletic Sport (an extracurricular assignment)
FLSA CLASSIFICATION: Not applicable. Paid via stipend.
WORK DAYS: WCHS Athletics Season follows IHSSA Calendar, hours vary and include weekends.
STANDARD HOURS PER DAY: Varies and are outside of contracted hours.
WORK YEAR: WCHS Athletics Season follows IHSSA Calendar.
SALARY SCHEDULE & BENEFITS: The Head Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season. The Teacher assigned to fulfill the duties of Coach is eligible for benefits on the “Teachers” benefits schedule due to his/her employment as a teacher, not due to being responsible for these extracurricular duties.
The Head Coach that is not a Teacher or Non-Certified employee, but is a Lay Coach, defined as non-certified employee used only in the Athletic Program, is paid during season via stipend and not eligible for benefits.
REPORTS TO: The Head Coach reports to the WCHS Athletic Director.
SUPERVISES: The Head Coach is responsible for supervising assistant coaches and team support staff, if they have them.
Job Summary:
The WCHS Head Coach is responsible for promoting an appreciation for teamwork, sportsmanship and excellence. The WCHS sets a good example and provides leadership and supervision for the team and individuals. provides leadership, maintains an athletics program that is committed to the District’s mission and strategic plan, and ensures compliance with all state, national association and conference policies, rules and regulations.
Essential Expectations
Follows and is knowledgeable of all rules of the IHSAA and the sport as found in the IHSAA by-laws.
Follows state, regional, and district regulations governing the athletic program.
Satisfy all requirements by the IHSAA and Warren Township School District in a timely manner.
Hold organizational meetings for parents and team prospects and encourage potential athletes to participate in the sport.
Develop a regular practice plan and schedule and organize practice times in accordance to the guidelines set forth by the IHSAA to provide both individual and team development. All practices, open gyms, and conditioning sessions must be supervised.
Establish, maintain, and submit team Supervision Plan to Athletic Directors annually (July).
Establish and maintain standards of assistant coach and student-athlete behavior and provide supervision of athletes at all times.
Assume responsibility for your team until all athletes are dressed and have left the building.
Assume responsibility to secure all gates, doors, locker rooms, goals, curtains, and any other facility before leaving the area, even if you found it unsecured when you arrived.
Conform to school district and athletic policy to assure that students are not given school or coach keys when the coach is not with that student.
Conform to Athletic Department policy for all financial procedures as specified in the Coach's Handbook.
Ensure that a prudent reserve stays in your sport club account at the end of every season.
Ensure that no student-athlete participates in any open gym, conditioning, or practice without having a completed physical on file with the Athletic Trainers and Athletic Office. The student-athlete must leave said venue immediately if this requirement has not been met.
Monitor, with the assistance of the Academic Coaches, the academic performance of team members to ensure that NCAA & IHSAA eligibility requirements are met; and encourage and ensure student-athletes maintain a high academic standard.
Maintain eligibility forms, emergency cards, equipment inventory, and other related records.
Schedule facilities (online) for all conditioning, open gyms, and practices by set deadlines.
Assess player's skills and assign team positions by published due dates.
Work with Athletic Department and Athletic Trainers in selecting reliable and dependable student managers and trainers; assign their duties, supervise their work, and maintain requirements, awards, etc., as with any other student- athlete. All related team personnel must wear clothing/uniforms which indicates they are part of your team and follow all team rules and regulations.
Prepare a roster of all team members and submit to the Athletic Office, Athletic Trainers, and Academic Coaches at the latest 5 days following try-outs. Any time you add or delete an athlete from your roster, communicate the specific addition or deletion to all entities above.
Coach and instruct players, individually or in groups, regarding the rules, regulations, equipment, and techniques of the sport.
Observe players during practice and competition to determine the needs for individual or team improvement.
Determine game strategy based on the team's capabilities.
Assign duties to assistant coaches as necessary.
Performs other duties as assigned by the Athletic Director, Assistant Athletic Director and/or Head Coach
1. EDUCATION/TRAINING: Ideal candidates will have experience coaching and/or playing within a high-performing Soccer program or organization.
2. EXPERIENCE: Any teacher employed by the District is welcome to express interest in this extracurricular assignment. It is preferred that all candidates have experience as a coach/player/participant of the assignment.
3. CERTIFICATIONS &/OR LICENSES: Must be up to date with all certifications required for their sport as required by their District and the State of Indiana.
4. OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Coach involve a high degree of organization and physical activity.
The job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (up to 50 pounds). Some chores of this job may require heavy lifting or other physical abilities often associated with manual labor. *For roles involving water swimming.
SENSORY REQUIREMENTS: The ability to communicate verbally in person and via the telephone is very important. It is important for the Coach to have the knowledge to direct physical conditioning and training that is appropriate for the development of each student-athlete.
ENVIRONMENTAL FACTORS: Tasks are regularly performed with exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, temperature, and noise extremes. Exposure to machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, disease, or pathogenic substances is not typical.
JOB TITLE: Assistant Boys’ Volleyball Coach (extracurricular assignment)
WORK DAYS: High School coaching seasons are defined by ISHAA.
WORK YEAR: High School coaching seasons are defined by ISHAA.
SALARY SCHEDULE & BENEFITS: The Assistant Volleyball Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season. The Teacher assigned to fulfill the duties of Coach is eligible for benefits on the “Teachers” benefits schedule due to his/her employment as a teacher, not due to being responsible for these extracurricular duties.
The Assistant Volleyball Coach that is not a Teacher or Non-Certified employee, but is a Lay Coach, defined as non-certified employee used only in the Athletic Program, is paid during season via stipend and not eligible for benefits.
REPORTS TO: The Athletic Director and the AD’s Designee, the Head Volleyball Coach
SUPERVISES: The Assistant Volleyball Coach may supervise the other coaches.
GENERAL SUMMARY: The Assistant Volleyball Coach assists the Head Volleyball Coach in promoting an appreciation for teamwork, sportsmanship and excellence. The Assistant Volleyball Coach sets a good example and provides leadership and supervision for the team and individuals.
Assist in the coordination and supervision of the WCHS Volleyball Program and Teams;
Assist in the design and implementation of the training and game program;
Assist in the organization and supervision of the coaching staff to assure the program is properly implemented;
Establishes and maintains open communication with athletes’ parents to address any issues and to keep them fully informed;
Ensures that all athletes and assistant coaches know and follow all rules of the District, conference, and state association(s);
Assigns duties to assistant coaches and trainers; communicates and works with assistant coaches and trainers to ensure that they are aware of the Coach’s expectations;
Assumes responsibility for the conduct of the athletes and assistant coaches during training, practices, and competition;
Model positive sportsmanship and maintain appropriate conduct towards players, officials, coaches, and spectators at all times;
Follows and is knowledgeable of all rules of the IHSAA and the sport as found in the IHSAA By-laws and the NFHS Rule Book. Follow state, regional, and district regulations governing the athletic program.
Provide timely and accurate information that is maintained as part of the job responsibilities (including end-of-season inventory of uniforms and equipment);
Ensures that their teams are in good financial standing with their fees, actively communicating with athletes and parents to help them meet their obligations.
Performs other duties as assigned by the Athletic Director and Head Volleyball Coach.
1. EDUCATION/TRAINING: Ideal candidates will have experience coaching and/or playing within a high-performing Volleyball program or organization.
The job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (up to 50 pounds). Some chores of this job may require heavy lifting or other physical abilities often associated with manual labor.
SENSORY REQUIREMENTS: The ability to communicate verbally in person and vial the telephone is very important. It is important for the Coach to have the knowledge to direct physical conditioning and training that is appropriate for the development of each student-athlete.
JOB TITLE: Assistant Coach of an Athletic Sport (an extracurricular assignment)
SALARY SCHEDULE & BENEFITS: The Assistant Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season. The Teacher assigned to fulfill the duties of Coach is eligible for benefits on the “Teachers” benefits schedule due to his/her employment as a teacher, not due to being responsible for these extracurricular duties.
The Assistant Coach that is not a Teacher or Non-Certified employee, but is a Lay Coach, defined as non-certified employee used only in the Athletic Program, is paid during season via stipend and not eligible for benefits.
REPORTS TO: The Athletic Director and the AD’s Designee, the Head Coach.
SUPERVISES: The Assistant Coach may supervise the other coaches.
GENERAL SUMMARY: The Assistant Coachassists the Head Coach in promoting an appreciation for teamwork, sportsmanship and excellence. The Assistant Coach sets a good example and provides leadership and supervision for the team and individuals.
Maintain a high level of professionalism.
Assist in the coordination and supervision of the WCHS Athletic Program and Teams;
Ensures that all athletes and other assistant/lay coaches know and follow all rules of the District, conference, and state association(s);
May support the Head Coach with assigning duties to other assistant/lay coaches and trainers; communicates and works with assistant coaches and trainers to ensure that they are aware of the Head Coach’s expectations;
Performs other duties as assigned by the Athletic Director, Asst. AD and Head Coach.
1. EDUCATION/TRAINING: Ideal candidates will have experience coaching and/or playing within a high-performing Athletics program or organization.
WCHS ASSISTANT COACH JOB DESCRIPTION (LAY COACH - External Candidates)
SALARY SCHEDULE & BENEFITS: The Assistant Coach is paid on the “Teachers Athletic Extracurricular” salary schedule, paid via stipend during the season.
Intermediate & Middle School Athletic Assistant Coach Job Description
WORK DAYS: Int/Middle Athletics Season follow Athletic Schedules; within the school calendar year
WORK YEAR: Int/Middle Athletics Season follow Athletic Schedules; within the school calendar year
REPORTS TO: The Assistant Coach working at an intermediate and middle school reports directly to the building Principal; however, the IMS Athletic Director acts as the Principal’s Designee.
SUPERVISES: The Assistant Coach does not supervise anyone.
GENERAL SUMMARY: The Assistant Coach supports the Head Coach in all aspects of the assigned (intermediate) middle school sport and works collaboratively with school staff and the athletic department to maintain a positive and successful athletic program. The Assistant Coach helps instruct student-athletes in fundamental skills, rules, strategies, and physical training to promote both individual and team development. This role includes assisting with practices, games, student supervision, and maintaining a safe and respectful environment. The Assistant Coach serves as a role model, helping students build character, confidence, sportsmanship, and pride. IMS Assistant Coaches are also expected to contribute to the development of their programs throughout the school year, including collaboration with Warren Central High School when appropriate.
Supports the Head Coach in teaching athletes the fundamental skills, rules, and strategies of the sport;
Assists in supervising physical training to enhance athletes’ endurance, strength, and agility;
Promotes and models values such as sportsmanship, teamwork, self-discipline, and perseverance;
Helps monitor athletes’ school attendance, academic progress, and behavior;
Works cooperatively with school staff and the athletic department to support student needs;
Assists with injury response and ensures proper procedures are followed for care and recovery;
Communicates with the Head Coach and Athletic Director to help coordinate off-season events and professional development opportunities in collaboration with Warren Central High School;
Helps maintain communication with parents to provide updates, address concerns, and build positive relationships;
Assists in managing uniforms, equipment, and facilities, ensuring they are properly cared for and reported if repairs are needed;
Supports efforts to ensure athletes meet financial obligations and communicates with families as needed;
Follows and reinforces all District, conference, and state association rules and guidelines;
Carries out responsibilities delegated by the Head Coach and supports coordination among coaching staff;
Contributes to a positive team culture and maintains appropriate conduct among student-athletes during practices, events, and travel;
Assists in completing administrative tasks, including end-of-season inventory and reporting.
Performs other duties as assigned by the building Principal or Athletic Director (if assigned to the high school).
1. EDUCATION/TRAINING: High School Degree or equivalent.
3. CERTIFICATIONS &/OR LICENSES: Must be up to date with all certifications required for their sport as required by their District, the State of Indiana required, including Sudden Cardiac Arrest, Concussion, and Heat-illness. (Football has additional requirements.)
JOB TITLE: Teacher
FLSA CLASSIFICATION: Exempt (Professional), salaried employee
WORK DAYS: 184 days (does not include holidays)
STANDARD HOURS PER DAY: 7 hours per day
WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; a balanced school year calendar.
SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule.
REPORTS TO: The Teacher reports to the building Principal and/or other building administrators.
SUPERVISES: The Teacher supervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.
GENERAL SUMMARY: The Teacher is responsible for teaching groups of students in a classroom setting, based on a curriculum and supported by instructional materials adopted by the Board of Education. The Teacher is responsible for developing daily lesson plans to ensure that the Teacher covers the curricular content in a timely manner throughout the semester or school year. The Teacher uses a variety of instructional methods and techniques to meet the unique needs of the individual students and to assess their learning; the Teacher modifies instruction, re-teaches and remediates to ensure the students’ success.
Works with administrators, other Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Understands and implements the use of the adopted curriculum, instructional materials, and digital platforms;
Prepares instruction, using a variety of techniques and strategies, assignments and assessments for learning;
Monitors, assists, corrects, re-teaches and remediates student performance to ensure student progress;
Diagnoses and analyzes student progress and programs for the purpose of providing appropriate instruction based on the developmental stages and needs of students;
Evaluates and consistently provides feedback to students during instruction, small group sessions and via other digital platforms;
Utilizes classroom management techniques conducive to an effective classroom climate;
Effectively manages student behavior in the classroom and throughout the building, and administers appropriate discipline when necessary to achieve proper behavior;
Shows sensitivity to students, parents and the community and promotes student self-esteem;
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Teacher’s skills or expertise;
Maintains professional relationship between school and parents;
Maintains contact with parents through parent-teacher conferences, telephone, written communications, and District approved platforms;
Encourages parental involvement through school and online/virtual activities, connecting home and school;
Participates in an active and cooperative effort with other faculty and staff to plan, implement and evaluate instruction and instructional programs for continuing school improvement;
Participates in faculty meetings, staff development activities, and personal professional growth activities focused on the acquisition of new and improved skills and knowledge;
Conducts standardized tests in accordance with State guidelines, District policies, the Principal’s expectations;
Maintains all records as required, including but not limited to grade books, attendance records and student progress reports;
Assigns grades, recommends promotion or retention, and/or participates in decisions regarding students’ placement in appropriate classroom situations for the ensuing year;
Assists in the protection of students both on campus and online/virtually, and student’s property when on campus;
Supervision of students;
Responsible for keeping up to date on current technology, as job appropriate, being used in the District. With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in current position;
Responsible for timely and accurate information they maintain as part of their job responsibilities.
Shares, with other Teacher/teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
Performs related duties, such as sponsoring a student club or organization, coaching a team, or supervising after school activities;
Performs other duties as assigned by the building Principal.
1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required.
2. EXPERIENCE: Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Teacher’s License.
3. CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Teacher’s License in the grade level and/or subject area for which the teacher is being employed is required (or eligibility for an Emergency Permit, if the District is willing to submit a request for an Emergency Permit).
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to personally engage with students and staff is very important.
This job typically involves some combination of walking, standing and sitting, and may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (l2-20 pounds). However, this job does not require heavy lifting or other physical abilities often associated with manual labor.
Proficient use of technology is important in order to effectively provide instruction and communicate with families in order to effectively accomplish job responsibilities.
SENSORY REQUIREMENTS: The ability to communicate verbally in person/virtually, is very important. The ability to present instructional lessons and to explain ideas in ways that are readily and fully understood by students is very important. Monitoring student behavior may require visual and/or auditory perception and discrimination.
ENVIRONMENTAL FACTORS: Tasks are regularly performed without significant exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.
WORK YEAR: The work year for the Teacher is set annually in a school calendar adopted by the Board of Education. Teachers work in schools that operate on one calendar; blended school year calendar.
SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. This position is eligible for a $2,500 one-time stipend.
JOB TITLE:
Multi-Language Learner (MLL) Teacher
FLSA CLASSIFICATION:
Exempt (Professional), salaried employee
WORK DAYS:
184 days (does not include holidays
STANDARD HOURS PER DAY:
7 hours per day, 30 minute duty free meal period
WORK YEAR:
The work year for the Multi-Language Learner (MLL) Teacher is set annually in a school calendar adopted by the Board of Education. July 21, 2025 first day of school for 25-26.
SALARY SCHEDULE & BENEFITS:
The Multi-Language Learner (MLL) Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Bachelor's $50,500/ Master’s $51,500 with 0 years of experience.
REPORTS TO:
The Multi-Language Learner (MLL) Teacher reports to the building Principal and/or other building administrators.
SUPERVISES:
The Multi-Language Learner (MLL) Teachersupervises the instructional assistants who may be assigned to the Teacher’s classroom for that given period of time.
GENERAL SUMMARY: The Multi-Language Learner (MLL) Teacher, sometimes referred to as an ESL or ENL Teacher, is responsible for providing explicit instruction and academic support to students who are acquiring English as an additional language. The MLL Teacher works collaboratively with classroom teachers and staff to help English learners (ELs) increase their English language proficiency while supporting academic achievement across content areas. This position promotes equitable learning experiences by creating culturally and linguistically responsive instructional environments aligned with Indiana English Language Proficiency Standards and the WIDA Framework.
Provide direct English language development (ELD) instruction to English learners in alignment with WIDA ELD standards and Indiana Academic Standards.
Collaborate with general education and special education teachers to plan and implement scaffolds and strategies that ensure ELs access grade-level content.
Develop and deliver daily lesson plans using a variety of instructional strategies to support students’ English language acquisition and content understanding.
Monitor and assess English language proficiency and academic progress through formative and summative assessments; use data to inform instruction.
Administer and support the state-required WIDA ACCESS assessment and support the development of Individual Learning Plans (ILPs) for ELs.
Modify and differentiate instruction to meet individual student language development needs across the four language domains: listening, speaking, reading, and writing.
Create and maintain a culturally responsive classroom that honors students’ linguistic and cultural identities.
Communicate effectively with students and families using culturally appropriate methods and, when necessary, interpretation/translation services. Maintain accurate student records including assessment data, progress monitoring, and parent communication logs.
Serve as an advocate for English learners in school-wide decision-making processes.
Participate in student support team meetings, case conferences, and/or Individualized Education Plan (IEP) or ILP meetings as needed.
Attend professional development opportunities related to language acquisition, culturally responsive practices, and instructional technology.
Participate in school events, family engagement nights, or EL-focused community events.
Support language development beyond the classroom through extracurricular activities, clubs, or academic interventions.
Perform supervision duties as assigned (hallways, cafeteria, arrival/dismissal).
Carry out other duties as assigned by the building administrator.
1. EDUCATION/TRAINING: Bachelor’s Degree from an accredited college or university is required. Master’s Degree in TESOL, ESL or related field preferred.
2. EXPERIENCE: Successful completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Teacher’s License.
4. OTHER:
Strong understanding of second language acquisition and effective instructional practices for ELs.
Bilingual proficiency in English and another language (especially, Spanish, French, Haitian-Creole, etc.)
Training or experience with WIDA screener, WIDA ACCESS testing and ILP development.
Experience working in a school using co-teaching, push-in, pull-out ESL Service models.
Proficient in using instructional technology and digital platforms to enhance language learning.
Excellent communication, collaboration, and organizational skills.
Ability to perform the essential functions and to fulfill the physical/sensory/ environmental requirements of the job (with or without reasonable accommodations) is required.
SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.
JOB TITLE: Dual Language Teacher
WORK YEAR: The work year for the Dual Language Teacher is set annually in a school calendar adopted by the Board of Education. Dual Language Teachers work in schools that operate on one calendar; blended school year calendar.
SALARY SCHEDULE & BENEFITS: The Dual Language Teacher is paid on the “Dual Language Teacher s” salary schedule, and is eligible for benefits on the “Dual Language Teacher s” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience.
REPORTS TO: The Dual Language Teacher reports to the building Principal and/or other building administrators.
SUPERVISES: The Dual Language Teacher supervises the instructional assistants who may be assigned to the Dual Language Teacher ’s classroom for that given period of time.
GENERAL SUMMARY: The Dual Language Teacher is responsible for teaching groups of students in a classroom setting in the target language of Spanish, based on a curriculum and supported by instructional materials adopted by the Board of Education. The Dual Language Teacher is responsible for developing daily lesson plans to ensure that the Dual Language Teacher covers the curricular content in a timely manner throughout the semester or school year. The Dual Language Teacher uses a variety of instructional methods and techniques to meet the unique needs of the individual students and to assess their learning; the Dual Language Teacher modifies instruction, re-teaches and remediates to ensure the students’ success.
Works with administrators, other Dual Language Teachers, and/or instructional teams to plan and implement instruction according to the District approved and adopted curriculum;
Create and maintain a culturally responsive classroom environment that values and integrates diverse perspectives, backgrounds, and experiences to support student learning and engagement.
Develops daily lesson plans and presents lessons, using a variety of instructional methods and techniques, to ensure that the Dual Language Teacher effectively covers the curriculum in a timely manner throughout the semester or school year;
Possess and demonstrate excellent written and verbal communication skills, including the ability to deliver instruction effectively in both English and Spanish.
Adhere to the designated language allocation plan (e.g., 50/50 or 90/10 immersion model) to support bilingual instruction and student language development.
Counsels students when academic difficulties or behavioral problems arise, seeking assistance for problems which are beyond the Dual Language Teacher’s skills or expertise;
Maintains contact with parents through parent-Dual Language Teacher conferences, telephone, written communications, and District approved platforms;
Work collaboratively with partner teachers, ML specialists, and language support staff to support student learning and language development.
Shares, with other Dual Language Teacher /Dual Language Teachers and school staff, the responsibility for monitoring halls, study areas, and the lunchroom;
2. EXPERIENCE: Satisfactory completion of student teaching and all coursework required by the college/university and required by the Division of Professional Standards (Indiana Department of Education) for an Indiana Dual Language Teacher ’s License.
3. CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Dual Language Teacher ’s License in the grade level and/or subject area for which the Dual Language Teacher is being employed is required (or eligibility for an Emergency Permit, if the District is willing to submit a request for an Emergency Permit).
English as a New Language (ENL) Endorsement and/or Dual Language Immersion (DLI ) Certification (preferred)
Elementary or Secondary Education License depending on the grade level taught.
4. OTHER: Fluent in Spanish (Reading, Writing, Listening and Speaking).
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Dual Language Teacher primarily involve talking to, listening to, and interacting with students. Physical movement throughout the school building and classroom to personally engage with students and staff is very important.
Part-Time School Year Custodian (Event Worker)
Non-exempt, hourly employee
Saturday and Sunday Events
Possibility of one additional day during the week to fill a need
Up to 12 hours per day (not including a 30-minute unpaid mealtime). Not to exceed 28 hours per week.
The custodian's work year begins July 18, 2-24 - June 2, 2025
The Part-Time School Year Custodian is paid on the “Custodians” salary schedule and is NOT eligible for benefits on the “Support Staff” benefits schedule.
The Part-Time School Year Custodian reports to the Building Manager or designee (Team Leader).
The Part-Time School Year Custodian does not supervise other employees(s).
Under general supervision, the Part-Time School Year Custodian performs custodial tasks for a district-assigned school, Warren Central High School. The Custodial Team Members will perform routine custodial tasks supporting weekend events that provide school personnel, students, and the public with an environmentally safe, clean, attractive, comfortable, and efficient place to work and conduct school activities. Performs related work as directed.
Performs custodial tasks (i.e., emptying and cleaning waste receptacles, washing windows, dusting furniture, cleaning vents, fans, walls, etc.).
Performs physically demanding tasks requiring the use of cleaning equipment and heavy custodial equipment (i.e., vacuuming, mopping, stripping, waxing, floor buffing, etc.).
Uses electrical cleaning equipment (i.e., vacuum cleaners, shampoo machines, high-speed buffers, etc.) to clean the assigned facility during the assigned hours.
Respond to emergencies to confine, resolve, or prevent injurious or otherwise hazardous conditions (i.e., spills, broken windows, broken locks, etc.).
Cleans equipment and tools after use and maintains cleanliness and order in storage areas.
Report equipment malfunctions and facility maintenance needs to your immediate supervisor.
Performs routine maintenance on facility custodial equipment, such as changing vacuum cleaner bags, changing buffer machine pads, and checking batteries for equipment when needed.
Performs non-cleaning tasks in general facility maintenance (i.e., changing light bulbs, filling paper and soap dispensers, assisting in setting up and breaking down meetings/conferences, etc.).
Functions independently or as part of a custodial crew depending on the nature of the task, such as in seasonal/extreme weather facility preparations and other major custodial projects.
Responsible for checking email regularly, keeping up to date on District information on the Warren Employee Portal, as job appropriate.
2. EXPERIENCE: Previous work experience demonstrating the ability to safely and effectively operate standard facility custodial equipment and fulfill the work's physical requirements or an equivalent combination of education, training, and experience.
Data Utilization: Requires the ability to arrange, compare, count, differentiate, measure, and/or sort data and information. Includes judging whether readily observable functional, structural, or compositional characteristics are similar to or divergent from prescribed standards, procedures or routines.
Human Interaction requires the ability to exchange information to obtain information or clarify details. It is performed within well-established policies, procedures, and standards.
Situational Reasoning requires the ability to exercise judgment, decisiveness, and creativity in situations involving a variety of generally pre-defined duties that are often characterized by frequent change.
SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. **Effective May 21, 2025, the following will provide up to $10,000 in stipends over 2 years for middle school ELA and Math
SALARY SCHEDULE & BENEFITS: The Teacher is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. This position is eligible for a stipend. **Effective May 21, 2025, the following will provide up to $10,000 in stipends over 2 years for middle school ELA and Math
Amount
Disbursement Date
Stipulations
$1,500
December, Year 1
Guaranteed
June, Year 1
$2,000
$1,000 for PD, E/HE, and 95% attendance rate
$1,000 for ILEARN Goal
Participate in 3 Optional PD per semester with Content Area Specialist
Highly Effective or Effective on Summative Evaluation
Meet 95% Attendance Rate
Grade Level Meets or Exceeds School Board Goal on ILEARN or 10% Growth
December, Year 2
June, Year 2
JOB TITLE: Part Time School Resource Officer (Non-Township Police Officers)
FLSA CLASSIFICATION: Non-exempt, hourly employee
WORK DAYS: School Calendar Year Scheduling
STANDARD HOURS PER DAY: Part Time Shifts, Friday, Saturday, and/or Sunday, scheduling window of time is 10:00 AM to 12:00 PM.
WORK YEAR: The work year for the Part Time School Police (Resource) Officer begins on the first weekday in July, and ends 12 months later on the last weekday in June.
SALARY SCHEDULE & BENEFITS: The Part Time School Police (Resource) Officer is $37.50 per hour, as indicated on the “School Police” salary schedule, and is not eligible for benefits.
REPORTS TO: The Part Time School Resource Officer reports directly to the Chief of Warren Police.
SUPERVISES: The Part Time School Resource Officer does not directly supervise any other employee(s).
GENERAL DESCRIPTION OF DUTIES:
Under direction, the Part Time School Police (Resource) Officer provides for the security and environmental safekeeping of an assigned location(s) of the District. Employees in this classification are responsible for ensuring all persons entering and/or exiting District facilities are authorized to be on the premises, and perform interview and investigation activities in response to incidents, accidents, or unauthorized activities throughout the District. The Part Time School Resource Officer addresses security violations in accordance with prescribed District policies and procedures, is responsible for reporting illegal activities to appropriate administration or enforcement entities and performs related work as directed.
Responds to emergencies and critical incidents such as fire alarms, medical emergencies, altercations, threats of violence, etc. for the purpose of confining, resolving, or preventing injury or otherwise hazardous situations.
Conducts security checks of facilities and perimeter grounds for the purpose of identifying and resolving any suspected or real security breaches or violations.
Manage traffic and crowd control in high volume areas, i.e. school buses, student/staff & pedestrian traffic.
Performs investigative activities in response to complaints, incidents, accidents or other reported concerns, i.e., auto accidents, illness or injury, missing students.
Conducts Resource and security related routine tasks, i.e., inspecting operating condition of security equipment, conducting fire drills, testing and inspecting fire equipment.
May provide escort or transport of various persons, i.e., personnel leaving after hours, truant students, sick or injured persons, visitors.
Maintains security and environmental safekeeping of the assigned district location; monitors the weather station and scanning radios.
Inspects suspicious packages; inspects designated areas for suspicious devices prior to meetings; monitors board meetings.
Inspects facilities for potential hazards, i.e., equipment left running, gas leaks.
Provides security for entrances and gateways by checking visitor and parent identification and authorization information; provides direction and information as requested.
Assists persons with vehicle problems, such as having locked keys inside their cars or dead batteries.
Records various information about security and monitoring activities, i.e., daily activities, incident reports, maintenance requests, sign in logs.
Operates assigned transportation vehicle and provides routine washing and maintenance according to prescribed policies.
Provides training, guidance and instruction to other district Resource personnel.
Keep up to date on current technology, as job appropriate, being used by the district.
With support of the district, attends training to ensure skill level in various technologies is at the level required to perform in current position.
Maintain timely and accurate information.
Perform other related duties as assigned.
EDUCATION/TRAINING: High school diploma or GED is required. Satisfactory completion of the Indiana Law Enforcement Academy (ILEA) training program is preferred or sworn designation from a state certified Resource department and satisfactory completion of first aid and CPR/AED training.
EXPERIENCE: A minimum three years of Police, military or law enforcement experience, with demonstrated investigative and interpersonal communication skills for addressing potentially hazardous circumstances is required.
CERTIFICATIONS &/OR LICENSES: Eligible for designation as a “Special Deputy” by the Marion County Sheriff is required. Ability to obtain and maintain a valid state driver’s license is required.
OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.
Data Utilization: Requires the ability to evaluate, audit, deduce, and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate standard radio communication equipment, standard office equipment, and assigned motorized security vehicle.
Mathematical Aptitude: Requires the ability to perform addition, subtraction multiplication and division.
PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The Part Time School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear a bulletproof vest and utility belt with radios, telephone and pager, gun and ammunition, handcuffs, and other equipment.
SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
ENVIRONMENTAL FACTORS: Tasks are regularly performed with some risk of exposure to adverse environmental conditions, such as dust, humidity, rain, temperature extremes, traffic hazards, and violence.
JOB TITLE: Lieutenant, School Resource Officer
FLSA CLASSIFICATION: Exempt, salaried employee.
WORK DAYS: 246 days per year (not including paid holidays),
with the possibility of additional work on weekends or double-shifts.
STANDARD HOURS PER DAY: 8 hours per day
WORK YEAR: The work year for the Lieutenant of Warren Police Department begins on the first weekday in July, and ends 12 months later on the last weekday in June.
SALARY SCHEDULE & BENEFITS: The Lieutenant of Warren Police is paid on the “Administrators Salary Schedule”, and is eligible for benefits on the Administrators benefits schedule. Salary range is $77,036 - $84,485.
REPORTS TO: The Lieutenant reports directly to the Chief of Warren Police.
SUPERVISES: The Lieutenant supports the Chief of Warren Police with the supervision of School Resource Officers and School Security Officers.
Under the direction of the Chief of Police, the Lieutenant of Warren Police is dedicated to providing security, ensuring environmental safety, and fostering a Culture of Safety across assigned school district locations. The Lieutenant will adhere to policies set forth by the MSD of Warren Board of Education and will be assigned as needed throughout the District. The responsibilities of the Lieutenant encompasses three primary roles: Support, Safety Specialist, and Informal Counselor/Mentor. The District's safety environment is built on outstanding relationships between staff and students. The Lieutenant will prioritize building strong, authentic relationships that strengthen the security culture at each school.
Law Enforcement Officer:
Responds to emergencies and critical incidents, medical emergencies, or fire alarms, for the purpose of confining, resolving, or preventing injurious or otherwise hazardous situations.
Leads the response to emergencies, including lockdowns, evacuations, and other critical incidents.
Immediately responds to incidents on school grounds, including emergencies, criminal activities, and other security-related issues.
Collaborates with local emergency services to ensure a coordinated and effective response.
Performs investigative activities in response to complaints, incidents, accidents, or other reported concerns, such as auto accidents, illness or injury, and missing students.
Incident Review: Works with administrators to assess and respond to critical incidents involving students, staff, or visitors, including disciplinary actions when necessary.
Conflict Resolution: Collaborates with administrators and counselors to mediate conflicts and prevent violence or bullying within the school.
Supports schools with disruptive adults/parents.
Dispatches and responds to all school bus accidents through the District.
Develops safety plans for Warren-sponsored extracurricular events.
Annually updates district emergency guidelines.
Meets with district school administrators regularly.
Maintains a collaborative and positive relationship with local police departments (IMPD & Cumberland).
Maintains an active status with the Indiana School Safety Specialists Academy; responsible for timely and accurate information maintained as part of job responsibilities; attends District Leadership Meetings and other assigned administrative meetings.
Performs other duties as assigned by the Superintendent, Chief of Operations, or Police Chief.
Public Safety Educator:
School Safety: Implements programs and practices to enhance overall school safety.
Collaborates with school administrators to assess security needs and develop comprehensive security plans for school and district-wide facilities.
Assists in the development and review of policies and procedures related to school safety and security.
Ensures that departmental practices align and comply with federal, state, and local laws and regulations.
Coordinates lockdown drills with building leaders.
Facilitates the proper use of and training on Raptor.
Provides clear and timely information to ensure a transparent and reassuring communication process.
Crime Prevention: Develops and promotes strategies for crime prevention and mitigation.
Social Media: Educates students and staff on safe practices for social media use.
Laws Pertaining to Students: Provides education on laws that affect students and their rights.
Keeps up-to-date on the current technology being used by the District for administrative, training, and student purposes.
With the support of the District, attends training to ensure skill level in various technologies is at the level required to perform in the current position.
Stays updated on the latest law enforcement practices and technologies, incorporating them into departmental training.
Ensures ongoing professional development to keep the team updated on the latest law enforcement practices.
Informal Counselor/Mentor:
Fosters positive relationships with students, parents, and educators to promote a safe and supportive learning environment.
Provides guidance, training, and mentorship to ensure a high level of professionalism and competence within the department.
Attends school events and engages with the community to address concerns and promote a safe environment.
Develops and conducts training programs for school district police personnel on topics such as crisis intervention, de-escalation techniques, and cultural competence.
Serves as a positive role model for officers and staff, promoting a culture of respect and integrity.
Supports social and emotional development by engaging with students and staff in a mentoring capacity.
Empowering Youth: Encourages students to take leadership roles and make positive choices.
Resiliency and Overall Wellness:Teaches students to develop resilience and coping strategies for personal challenges.
Social and Emotional Development: Supports students in developing emotional intelligence and interpersonal skills.
Trauma-Informed Care: Recognizes trauma's impact on students and provides appropriate support and resources.
Adolescent Brain Development: Educates staff and students about the developmental stages of adolescents and their implications.
Supporting Diversity, Equity, and Inclusion: Advocates for an inclusive environment that respects and values diverse backgrounds.
Decision Making: Guides students in making informed decisions and understanding the consequences of their actions.
Advocacy Within the Juvenile Justice System: Acts as a liaison for students navigating the juvenile justice system.
Other duties assigned by the Chief of Police.
EDUCATION/TRAINING:
High School Diploma or GED required. Bachelor’s degree preferred.
Current Indiana Law Enforcement Officer certification or ability to obtain if transferring from an out of state LE Agency.
Designation from a state certified School Safety Specialist Academy preferred.
EXPERIENCE:
HS Diploma/ GED or Military LE.: Minimum of (8) years LE experience with 2 years in a supervisory role.
Bachelor’s Degree: (5) years LE experience with (2) years in a supervisory role.
Demonstrated investigative skills.
Interpersonal communication skills with the ability to address potentially hazardous situations required.
CERTIFICATIONS &/OR LICENSES:
A valid driver’s license and the ability to be insured by MSD Warren Township upon date of hire.
Tier 1 certification through the Indiana Law Enforcement Academy or equivalent upon date of hire.
Complete NASRO Basic and Advanced course and all required annual law enforcement training.
Attain all required mandatory certifications as prescribed by Indiana state law and the Indiana Law Enforcement Training Board (ILETB) within 1 year from the date of hire.
Current Instructor certification through ILETB or other state certified LE Academy preferred.
Completion of CPR, AED, Blood Borne Pathogens, IDACS etc. within 1 year from date of hire.
PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear body armour and duty belt with radios, firearm and ammunition, handcuffs, and other equipment.
SENSORY REQUIREMENTS: Most tasks require visual perception and discernment. Some tasks require oral communications ability. Some tasks require the ability to perceive or discern sounds.
JOB TITLE: School Resource Officer
WORK DAYS: 246 days per year (including paid holidays and paid vacation time),
STANDARD HOURS PER DAY: 8 hours per day (NOT including a 30-minute unpaid duty-free meal break).
WORK YEAR: The work year for the School Resource Officer begins on the first weekday in July, and ends 12 months later on the last weekday in June.
SALARY SCHEDULE & BENEFITS: The School Resource Officer is paid on the “School Police” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting rate is $30.75.
REPORTS TO: The School Resource Officer reports directly to the Chief of Warren Police.
SUPERVISES: The School Resource Officer does not directly supervise any other employee(s).
The School Resource Officer (SRO) operates within the framework of the National Association of School Resource Officers (NASRO) Triad Model, which encompasses three primary roles: law enforcement officer, law-related educator, and informal counselor. Under the direction of the Chief of Police, the SRO is dedicated to providing security, environmental safety, and creating a Culture of Safety across assigned school district locations. The SRO will follow the MSD of Warren Board of Education policy and the Warren Police Department Standard Operating Procedures (SOPs). SROs will be assigned as needed throughout the District.
Law Enforcement Role:
Responds to emergencies and critical incidents such as fire alarms, medical emergencies, altercations, threats of violence, etc., to confine, resolve, or prevent injury or hazardous situations.
Ensures compliance with mandatory reporting laws regarding suspected abuse or neglect, following proper protocols to protect students.
Performs investigative activities in response to complaints, incidents, accidents, or other reported concerns, including auto accidents, illness or injury, and missing students.
Implements strategies to prevent crime and minimize risks within the school environment.
Educates and enforces applicable laws, ensuring compliance with constitutional, federal, state, local, and district regulations, policies, and procedures.
Trained to respond with appropriate force in critical situations while prioritizing de-escalation and safety.
Regularly patrols school grounds and district facilities to monitor for suspicious activity and ensure the safety of students and staff.
Collaborates with building staff to identify needs and provide support through regular meetings with school leadership, including principals and assistant principals, to discuss safety concerns, school climate, and student behavior trends.
Works with administrators to assess and respond to critical incidents involving students, staff, or visitors, including disciplinary actions when necessary.
Collaborates with and supports the lead school administrator in areas specified in the Memorandum of Agreement.
Acts as an advocate for students navigating the juvenile justice system, providing support and resources.
Advocates for design strategies that enhance safety and deter criminal activity within school facilities.
Inspects suspicious packages and designated areas for suspicious devices prior to meetings; monitors board meetings.
Utilizes effective techniques for interviewing individuals involved in incidents or investigations.
Records various information about security and monitoring activities, including daily activities, incident reports, maintenance requests, and sign-in logs.
Provides supervision and security for school, district, and community-sponsored events.
Works with local law enforcement and administrators to follow up on legal or criminal matters that affect the school community.
Educates students and staff on crime prevention strategies, safe practices for social media use and its impact on personal safety, laws that affect students, proper procedures during traffic stops, and safe driving practices, emphasizing responsible behavior behind the wheel and promoting understanding and compliance.
Discusses comprehensive safety measures and protocols to ensure a secure school environment.
Provides training, guidance, and instruction to other district safety personnel.
Maintains security and environmental safekeeping of the assigned district location; monitors weather stations and scanning radios.
Keeps up to date on current technology, as job appropriate, being used by the district.
Provides awareness and resources related to victimization and how to seek help.
Introduces students to potential career paths within law enforcement, including necessary education and skills.
Facilitates discussions on effective decision-making skills, emphasizing the consequences of choices.
Mentoring: Provides guidance and support to students, helping them navigate personal and academic challenges.
Trauma-Informed Care: Recognizes the impact of trauma on students and provides appropriate support and resources.
Social and Emotional Development: Supports students in developing skills for managing emotions and building relationships.
Resiliency Overall Wellness: Teaches students to bounce back from setbacks and develop coping strategies.
Improving Youth Decision-Making Skills: Guides students in making informed choices and understanding consequences.
Crime Prevention: Engages with students and the community to promote awareness and prevention strategies.
Supporting Diversity, Equity, and Inclusion: Advocates for an inclusive environment that respects and values diverse backgrounds and perspectives.
Adolescent Brain Development: Educates students and staff about the changes occurring during adolescence and their impacts on behavior.
EDUCATION/TRAINING: High school diploma or GED is required. Satisfactory completion of the Indiana Law Enforcement Academy (ILEA) training program is preferred or sworn designation from a state certified Safety Department and satisfactory completion of first aid and CPR/AED training.
PHYSICAL REQUIREMENTS: Some tasks may involve the ability to exert extreme physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of objects and materials in excess of 100 pounds, such as when transporting sick or injured persons. The School Resource Officer is expected to routinely and continuously (through the entire time on duty) wear a bulletproof vest and utility belt with radios, telephone and pager, gun and ammunition, handcuffs, and other equipment.
JOB TITLE: Occupational Therapist
FLSA CLASSIFICATION: Exempt (Professional), salaried employee.
WORK DAYS: 184 days (same number of days as teachers are scheduled to work).
STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break).
WORK YEAR: The starting and ending days of the work year depends on the calendar of the schools where the Occupational Therapist is assigned.
SALARY SCHEDULE & BENEFITS: The Occupational Therapist is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. Starting salary $50,500 (BS)/$51,500 (MS) with 0 years of experience. *This role includes a stipend. The stipend is: $2,500 per year ($1,250 in December and $1,250 in June).
REPORTS TO: The Occupational Therapist reports to the Assistant Director of Exceptional Learners.
SUPERVISES: NA
Occupational Therapist provides school-based occupational therapy services to support students’ access to and participation in the educational environment. The Occupational Therapist assesses, plans, and implements therapy interventions aligned with students' Individualized Education Programs (IEPs). This role also involves collaboration with educational staff and families to integrate therapeutic strategies into the classroom and school routines.
The list of essential functions, as outlined herein, is intended to be representative of the tasks performed within this classification. It is not necessarily descriptive of any one position in the class. The omission of an essential function does not preclude management from assigning duties not listed herein if such functions are a logical assignment to the position.
Provides direct and consultative services to students according to established IEP goals.
Establishes appropriate goals for assigned students that are educationally relevant and developmentally appropriate.
Trains, collaborates, and consults with educational staff and other related service providers on strategies, accommodations, and equipment that support student needs across school settings.
Maintains accurate and timely documentation, including service logs, evaluation reports, and progress updates in compliance with district, state, and federal requirements. Bills medicaid for services that qualify.
Maintains supplies/equipment and orderliness of therapy areas; ensures provision of a safe and environmentally healthy therapy environment.
Recommends and helps maintain therapeutic materials, adaptive equipment, and sensory tools necessary for student interventions.
Ensures the safe and effective operational condition and performance of all therapeutic equipment and devices.
Conducts occupational therapy evaluations and interprets evaluation results in order to develop appropriate therapy goals and service recommendations.
Ensures compliance with laws and regulatory standards governing the provision of occupational therapeutic services.
Responsible for keeping up to date on current technology, as job appropriate, being used by the district.
With the support of the district, attends training to ensure skill level in various technologies and best practices in school-based Occupational Therapy remain current with best practices.
1. EDUCATION/TRAINING: Bachelor’s Degree in occupational therapy is required.
2. EXPERIENCE: At least six months of direct service experience working with school-age children in a therapeutic setting is preferred.
3. CERTIFICATIONS &/OR LICENSES: The appropriate license from the Indiana Professional Licensing Agency is required. A valid Indiana driver’s license is required.
Data Utilization: Requires the ability to evaluate, audit, deduce and/or assess data and/or information using established criteria. Includes exercise of discretion in determining actual or probable consequences, and in referencing such evaluation to identify and select alternatives.
Human Interaction: Requires the ability to assist persons by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs and therapeutic equipment and devices.
Mathematical Aptitude: Requires the ability to perform addition, subtraction, multiplication, and division.
Functional Reasoning: Requires the ability to apply principles of influence systems, such as motivation, incentive and leadership. Ability to exercise independent judgment to apply facts and principles for developing approaches and techniques to problem resolution.
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).
SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds. Some tasks require the ability to perceive and discriminate colors or shades of colors. Some tasks require the ability to perceive and discriminate depths.
ENVIRONMENTAL FACTORS: Tasks are regularly performed without exposure to adverse environmental conditions, such as dirt, dust, pollen, odors, wetness, humidity, rain, fumes, temperature and noise extremes, machinery, vibrations, electric currents, traffic hazards, animals/wildlife, toxic/poisonous agents, violence, disease, or pathogenic substances.
EVALUATION:
Performance of this job will be evaluated in accordance with provisions of the Board’s policy on Evaluations of Professional Personnel.
JOB TITLE: School Psychologist
STANDARD HOURS PER DAY: 7.5 hours for 4 days per week and 8.5 hours for 1 day per week
SALARY SCHEDULE & BENEFITS: A School Psychologist is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. $50,500 (Bachelors, 0 Years) / $51,500 (Masters, 0 Years). School psychologists also receive an annual stipend of $3,000 in the form of two payments.
REPORTS TO: School Psychologist is supervised by the Assistant Superintendent of Exceptional Learners or designee.
SUPERVISES: A School Psychologist may be asked to mentor a new school psychologist, practicum student, or intern student.
The school psychologist supports a number of schools with which the district is affiliated to address the academic, cognitive, social, emotional and behavioral needs of students. The school psychologist will support various school members and outside community service providers, in addressing the needs and abilities of students. School psychologists work with district and building administration to advocate for students and their needs, and are expected to maintain a high level of compliance with district expectations and timelines.
ESSENTIAL FUNCTIONS (include, but are not limited to the following):
Assess and evaluate students in compliance with district, state and federal guidelines to implement Child Find and determine appropriate eligibility for students suspected of having a disability;
Monitor and maintain compliance with evaluations and meeting timelines;
Demonstrate knowledge of child growth and development, individual student needs and cultural sensitivity by providing relevant, best practices in evaluation procedures and instructional practice recommendations;
Compose written, multidisciplinary evaluation reports in compliance with district, state and federal guidelines;
Participate in and effectively present accurate and legally defensible information at all required student meetings including informed consents, m-teams, and case conferences;
Assist case conference committees with IEP development based on the findings of the multidisciplinary evaluation report;
Maintain consistent and frequent communication with all necessary members of an evaluation process to ensure a complete and thorough evaluation is conducted;
Sign off on all necessary Medicaid paperwork;
Communicate and collaborate with parents, the school, and community resources for the purpose of fostering individual student success and growth;
Establish and maintain cooperative, professional relationships with administrative staff, school staff, parents and community members;
Routinely meet and communicate with school and district personnel for the purpose of addressing academic, behavioral, social and emotional student needs, including crisis situations;
Actively collaborate with other school psychologists, in and out of the district, to address the needs of the whole child and to ensure efficacy of district-wide evaluation practices;
Serve as an advocate for students with disabilities by communicating best practices, expectations and recommendations for data collection, intervention, and service delivery to effectively and efficiently utilize resources to meet laws and district policies;
Organize and lead small, building based intervention groups targeted on specific student needs;
Provide and participate in professional development as designated by the supervisor;
Assist with manifestation conference meetings;
Conduct file reviews and provide a synopsis as directed by the supervisor;
Participate in and facilitate evaluations and meetings through telecommunication methods, as required by the district, and meet the needs of all students.
Maintain consistent attendance and conform to regular work hours specified under contract;
Implement and comply with district policies and procedures;
Assist in the recruitment, hiring and mentoring of departmental staff, including new school psychologists, interns, and practicum students;
Maintain records and information concerning individual students in the prescribed confidential manner and using the records and information only for the purposes for which they are maintained according to FERPA guidelines;
Other duties and responsibilities as assigned by the supervisor.
Perform related duties as assigned by the administration in accordance with school district policies and procedures.
SKILLS AND PROFICIENCIES:
Exudes positivity and proactive/ solutions-oriented approach to problem-solving.
Strong working knowledge of Article 7 and Indiana law.
Ability to produce, analyze, interpret and summarize data.
Ability to interpret policy and procedures.
Must possess excellent interpersonal skills.
Must possess strong writing and verbal communication/ presentation skills.
Ability to interact positively with parents, students, staff, and administrators.
REQUIREMENTS:
EDUCATION/TRAINING: Educational Specialist in School Psychology. Previous experience in schools is strongly preferred, but not required.
CERTIFICATIONS &/OR LICENSES: Valid license from the Indiana Department of Education, Division of Professional Standards. Required Licensing Area: School Psychology
Physical Requirements: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of standing, walking, climbing, stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (10-20 pounds).
Sensory Requirements: Most tasks require visual perception and discrimination. Many tasks also require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
School Social Worker (Intermediate/Middle School) Job Description
JOB TITLE: School Social Worker
WORK DAYS: 246 days per year (does not include paid holidays)
SALARY SCHEDULE & BENEFITS: The School Social Worker is a salaried, support staff position and is eligible for benefits on the “Support Staff” benefits schedule. The starting pay for this role is $55,000.
REPORTS TO: Director or Principal of the campus they are assigned to for the school year.
SUPERVISES: School Social Worker has no direct reports.
GENERALS SUMMARY:
The School Social Worker addresses barriers to student learning, including social, emotional and mental health challenges, and provides services at the school-wide, family, small group and individual levels. The School Social Worker will be assigned either an Intermediate (5th or 6th Grade) or Middle (7th or 8th Grade) focus, with the understanding that adjustments may be made by their supervisor to meet the needs of students and families.
Utilize student, school and community data to plan, identify and implement evidence-based, culturally competent and measurable social work program goals, small group goals and individual student goals.
Demonstrate knowledge of laws, rules and policies which impact students, families and the school community creating protections and/or eliminating barriers to successful student outcomes.
Provide assessment and instruction/intervention services at the school-wide prevention level, at the targeted classroom/small group level and at the individual behavioral/mental health level to address issues that prevent learning readiness.
Develop and maintain a deep working knowledge of all aspects of Warren’s virtual learning programs.
Work collaboratively with school professionals, parents and community leaders in a culturally responsive manner to support the optimum learning environment for students.
Serve as a member of educational multidisciplinary teams with responsibilities that may include the preparation of student and family social and developmental histories, functional behavioral assessments and positive behavioral intervention strategies.
Provide brief individual and group counseling to students and families who need help with personal concerns or development problems.
Consult with school staff and parents regarding strategies for helping students cope with personal and social concerns.
Access and link community resources to students, families and the school in response to identified needs.
Advocate for student success and engages families and the school community in student achievement. To accomplish this responsibility, home and/or agency visits are required.
Other duties may be assigned.
EDUCATION/TRAINING: Master's degree (MSW) in Social Work.
CERTIFICATES and LICENSES: Must hold an Indiana School Service Personnel license:
School Social Worker; or,
Indiana Professional Licensing Agency license: LSW or LCSW.
EXPERIENCE: Prior experience working as a school social worker is preferred.
OTHER: Ability to perform the essential functions and to fulfill the physical/sensory/environmental requirements of the job (with or without accommodations) is required.
PHYSICAL REQUIREMENTS: The duties and responsibilities of the Social Worker primarily involve talking to, listening to, and interacting with students and families. Physical movement throughout the classroom/school to personally engage students is very important.
SENSORY REQUIREMENTS: The ability to communicate verbally in person is very important. The School Social Worker must excel in written and oral communication with a variety of audiences including district administration and staff as well as students and families. This individual should have the ability to read, analyze and interpret data and write reports. Must be able to effectively present information and respond to questions from groups of teachers, parents, students, administrative personnel and the general public both verbally and written.
School Social Worker (Intermediate/Middle School) Job Description JOB TITLE: School Social Worker
JOB TITLE: Speech and Language Pathologist
SALARY SCHEDULE & BENEFITS: A Speech and Language Pathologist is paid on the “Teachers” salary schedule, and is eligible for benefits on the “Teachers” benefits schedule. *Starting commensurate with experience, starting $50,500 and increasing from there based on years of service. ISHA dues and to go to the ISHA conference.
REPORTS TO: A Speech and Language Pathologist is supervised by the building Principal.
SUPERVISES: A Speech and Language Pathologist does not directly supervise any other employee(s).
The Speech and Language Pathologist assists in developing speech and language skills to facilitate the personal, social, and intellectual development of students. In order to respond to the individual needs and abilities of students, the Speech and Language Pathologist must work closely with staff at various schools.
Assess, screen, and evaluate students and effectively share results with parents and educational staff, and participate in the eligibility determination process in accordance with state and school division requirements and best practice;
Develop and implement individual Education Plans (IEPs) for students with Speech/Language impairment and assists with IEPs for students with speech/language as a service on an annual basis or according to requirements;
Comply with all Medicaid requirements for school-based claiming, including obtaining written Medicaid consent from parents of all students served and timely filing of claims that meet Medicaid standards;
Demonstrate knowledge of child growth and development and individual student needs by providing relevant instruction according to the IEP and educational best practices;
Provide consultative services for school staff by sharing and demonstrating specific techniques and working with school teams to facilitate relevant and consistent interventions for targeted students;
Provide direct and consultative services related to expressive, receptive, and pragmatic language;
Communicate and collaborate with parents and the school community for the purpose of fostering individual student success and growth while engaging the families in the therapy program;
Establish and maintain cooperative professional relationships with administrative and school staff;
Participate in various meetings for the purpose of addressing student goals and needs, and to meet laws and policies;
Maintain and submit information/records including student progress for all students;
Share with other staff members the responsibility for school activities and student supervision;
Implement and comply with District policies and procedures;
Supervise clinical practicums and clinical fellowships, if necessary;
Participate in and facilitate instruction through teletherapy, as required by the district, and meet the needs of all students.
Performs hearing screenings when needed in order to comply with Indiana Health Department standards and pre-screening for psychological assessments.
Perform related duties as assigned by the administration in accordance with school district policies and procedures
Excludes positivity and proactive/solutions-oriented approach to problem-solving.
Working knowledge of Article 7 and Indiana law.
Must possess strong writing and verbal communication/presentation skills.
EDUCATION/TRAINING: Master's Degree in Speech and Language Pathology. Previous experience in schools is strongly preferred.
EXPERIENCE: School-based speech and language pathology experience is preferred, as is working children with a wide range of disabilities, from mild or moderate to severe and/or multiple disorders.
CERTIFICATIONS &/OR LICENSES: Current and valid Indiana Teacher’s License. ASHA CCCs are preferred or one year CF is required in order to obtain CCCs.
Sensory Requirements: Most tasks require visual perception and discrimination. Some tasks require oral communications ability. Some tasks require the ability to perceive and discriminate sounds.
Multilingual Learner Instructional Assistant (Bilingual) Job Description
JOB TITLE
Multilingual Learner Instructional Assistant (Bilingual)
FLSA CLASSIFICATION
Non-exempt, hourly employee.
WORK DAYS
181 days (those days when students are scheduled to attend school)
STANDARD HOURS
PER DAY
7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR
The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS
The Instructional Assistant is paid on the "Instructional Assistants" salary schedule for the designated program, level 4, and is eligible for benefits on the "Support Staff" benefits schedule. Starting pay $21.63 per hour.
REPORTS TO
The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal or designee.
SUPERVISES
The Instructional Assistant does not supervise any other employee(s).
Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assistant students, with an emphasis on providing bilingual communication support to teachers, staff and students. The Instructional Assistant interprets and translates classroom assignments, parent and student communications, and other school activities to support comprehension and transition for students for whom English is a secondary language. The Instructional Assistant generally works with children individually in providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. Performs related work as directed.
Provides bilingual communication support to teachers, staff and students through interpreting and translating data and information.
Assists students individually for whom English is a second language in a manner to support comprehension and transition into an English speaking environment.
Communicates with parents and children regarding education and school related information to ensure full comprehension of all exchanges.
Monitors activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safe keeping of students, as well as adherence to appropriate conduct and disciplinary controls.
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students.
Provides one-on-one instruction to students in the target language, as applicable, to reinforce skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students' learning skills.
Assists the teacher(s) in checking and objectively evaluating students' work; teaches students individually and in small groups reinforcing skills based upon instructional guidelines.
Assists in managing student behavior and maintaining classroom order; reinforces rules of the school and classroom; escorts and/or supervises students to time out and/or the principal's office.
May be asked to assist in the preparation of lesson plans; may be asked to provide input and assistance in the development of classroom activities and learning tools.
Assists the teacher(s) by noticing students' language, math, and communication skills; monitors students' progressive learning skills; makes the teacher(s) aware of students' learning deficiencies; documents records of learning activities and diagnosis.
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation.
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for teacher's instructional studies.
Assists in preparing classroom bulletin boards, classroom decorations, displays of student activities, and other classroom objectives.
May be asked to prepare drafts of reports and to tentatively complete forms, schedules, and other data as required.
Learns students' assigned bus route(s) to assist with proper boarding of students.
Maintains accurate and complete records of a variety of student information which may require the use of a computer to enter student scores and other student data.
May be assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these periods; escorts students to designated activity areas, i.e., music room, computer room, art classes, assemblies, etc.
May be assigned to various labs providing assistance to the teacher(s) and instruction/information to students; may translate lesson plans and other information to students for better understanding and comprehension.
1. EDUCATION/TRAINING: Associate's degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education. (Official transcripts are required to validate education.) or have passed the ParaPro test.
2. EXPERIENCE: Previous vocational training or work experience with school-age children is preferred.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate's degree or two years of college or passed the ParaPro Assessment. HIghlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Demonstrated written and oral linguistic skills in English and in at least one target language is required.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment (including a computer).
Verbal Aptitude: Requires the ability to utilize a wide variety of reference and advisory data and information in both English and the designated target language.
Mathematical Aptitude: Depending on the school grade classroom of assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require ability to calculate decimals and percentages; may require ability to utilize principles of fractions and/or interpret graphs.
Functional Reasoning: Requires ability to carry out detailed but uninvolved written or oral instructions. Involves routine work according to clearly prescribed standard practices, with some latitude for independent judgment.
Situational Reasoning: Requires the ability to exercise judgment, decisiveness and creativity in situations involving a variety of generally pre-defined duties which are often characterized by frequent change.
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12-20 pounds).
SENSORY REQUIREMENTS: Most tasks require visual perception and discrimination. Most tasks require oral communications ability. Most tasks require the ability to perceive and discriminate sounds.
The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 4, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $21.63 per hour.
Provides fluent bilingual communication support to teachers, staff and students through interpreting and translating data and information.
Provides one-on-one instruction to students in the target language, as applicable, to reinforce skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills.
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis.
Learns students’ assigned bus route(s) to assist with proper boarding of students.
1. EDUCATION/TRAINING: Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education. (Official transcripts are required to validate education.) or have passed the ParaPro test.
Must demonstrate advanced fluency and the ability to communicate clearly and effectively in all forms—written, spoken, and interpersonal—in both English and Spanish or another high need language.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. HIghlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
High School Credit Recovery Instructional Assistant Job Description
JOB TITLE: Instructional Assistant (High School Credit Recovery)
WORK DAYS: 181 days (those days when students are scheduled to attend school).
WORK YEAR: The High School Credit Recovery Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS: The High School Credit Recovery Instructional Assistant is paid on the “Instructional Assistants” salary schedule, level 4, and is eligible for benefits on the “Support Staff” benefits schedule. Starting hourly rate is $21.63.
REPORTS TO: The High School Credit Recovery Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES: The High School Credit Recovery IA does not supervise any other employee(s).
Under general supervision, theInstructional Assistant assigned to the High School Credit Recovery provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The High School Credit Recovery Instructional Assistant is responsible for managing an integrated learning system that includes proper set-up, operation, scheduling, maintenance, and usage of a school site multi-station instructional High School Credit Recovery. Position provides support in other functional program areas as requested or assigned. The High School Credit Recovery Instructional Assistant works with students individually or in small groups by providing basic instruction in content or other education-related activities. Employees in this position are responsible for leading and supervising a variety of developmentally appropriate activities, as directed by assigned teacher(s). The ultimate goal is to support students in their attainment of credits. Performs related work as directed.
Introduces school age students to various computer experiences for the purpose of increasing knowledge, skills and abilities in operation and use of computer hardware and software.
Manages integrated learning system activities, to include proper set-up, operation, scheduling, maintenance, and usage of a school site multi-station instructional High School Credit Recovery.
Activates computer systems and conducts equipment checks for the purpose of ensuring proper operation of all workstations.
Prepares semi-annual newsletters informing administration and parents of software applications district students are currently using.
Monitors activities and behavior of children during High School Credit Recoveryoratories to ensure the physical and environmental safe keeping of students, as well as adherence to appropriate conduct and disciplinary controls.
Maintains laboratory hardware, software, and text materials and ensures proper security; coordinates schedules of students in conjunction with teachers whose classes are using the system.
Provides explanation, example and instruction to students regarding assigned computer activities; reinforces skills according to individual student needs.
Assists teachers in checking and objectively evaluating students' work; teaches students individually and in small groups reinforcing skills based upon instructional guidelines.
Assists in managing student behavior and maintaining order; reinforces rules of the school and classroom.
Identifies and resolves the causes of minor system failures or malfunctions, coordinates efforts to restore the system, and/or obtains the services of technical and support staff to service equipment.
Reports problems with hardware and software to the appropriate vendor or district computer repair personnel and coordinates system repair service.
Monitors students’ progressive learning skills; makes teachers aware of student progress; documents records of learning activities accordingly.
Prepares or assists in the preparation of instructional materials and various printed media, i.e., program schedules, banners, announcements, invitations, special activities.
May be assigned to various labs providing assistance to teachers and instruction/information to students; may translate lesson plans and other information to students for better understanding and comprehension.
1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred. (Official transcripts are required to validate education.)
2. EXPERIENCE: Previous vocational training or work experience with school-age children is preferred. Knowledge of Canvas and Edmentum helpful.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of computer equipment and related peripherals.
JOB TITLE: Hall Monitor/Student Supervisor
WORK DAYS: 181 days (those days when students are scheduled to attend school)
STANDARD HOURS PER DAY: 7 hours per day (not including a 30-minute unpaid duty-free meal break)
WORK YEAR: The work year for the Hall Monitor/Student Supervisor begins with the first day that students are scheduled to report to school in August, and ends with the last day that students are scheduled to report to school in May or June.
SALARY SCHEDULE & BENEFITS: The Hall Monitor/Student Supervisor is paid on the “Instructional Assistant” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Medical benefits are available the first day of the month following 60 days of employment, as long as enrollment forms are received within 31 days of the effective date. Starting hourly rate is $16.05.
REPORTS TO: The Hall Monitor/Student Supervisor reports to the Principal.
SUPERVISES: The Hall Monitor/Student Supervisor does not supervise any other employee(s).
The Hall Monitor/Student Supervisor provides support in an educational environment by supervising students. This entails a proactive disposition, walking the hallways and checking the restrooms during passing periods and during class periods, as well as monitoring all other areas of the building as requested or assigned. Hall Monitor/Student Supervisor interact with students individually or in small groups, ensuring that students are behaving appropriately and giving directions to keep students moving toward their next classes. Performs related work as directed.
1. Monitors students throughout the building and around the campus to ensure that students are obeying school rules, as well as behaving in safe and appropriate ways.
2. Monitors hallways during passing periods and during class periods to supervise and correct students’ behavior.
3. Inspects bathrooms immediately following passing periods to ensure that students are not lingering.
4. Ensures that exterior doors are securely closed and locked.
5. Assists teachers and administrators in handling students’ behavior problems.
Performs related duties as directed and/or assigned by the Principal, Assistant Principal
1. EDUCATION/TRAINING: High school diploma or GED is required; Associate’s degree or higher; or at least sixty (60) semester hours from an accredited institution of higher education, is preferred. (Note: official transcripts are required to validate education.)
2. EXPERIENCE: Previous work experience with school-age children is preferred.
Human Interaction: Requires the ability to provide guidance, assistance, and/or interpretation to others on how to behave in specific situations.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of standard office equipment.
Verbal Aptitude: Requires the ability to utilize a wide variety of reference data and information.
Mathematical Aptitude: Requires a basic understanding of time and physical space, in order to plan routes throughout the facility to cover the appropriate area within a reasonable period of time.
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert moderate physical effort in light work, definitely involving several hours of walking, interacting with students in crowded hallways, climbing stairs, and may involve some occasional lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (12-20 pounds).
Instructional Assistant
STANDARD HOURS PER DAY
The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $16.05 per hour.
The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
The Instructional Assistant does not directly supervise any other employee(s).
Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with children individually or in small groups by providing basic instruction in reading, writing, math, spelling, art, or other education-related activities. The Instructional Assistant is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.
Monitors the activities and behavior of children during the absence of the classroom teacher(s) to ensure the physical and environmental safekeeping of students, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom and providing assistance and learning support to students;
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces the skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills;
Assists teachers in checking and objectively evaluating students’ work; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
Assists in managing student behavior and maintaining classroom order; may be asked to provide input and assistance in the development of classroom activities and learning tools;
Cooperates if asked to assist in the preparation of lesson plans; cooperates if asked to provide input and assistance in the development of classroom activities and learning tools;
Assists the teacher(s) by noticing students’ language, math, and communication skills; monitors students’ progressive learning skills; makes the teacher(s) aware of students’ learning deficiencies; documents records of learning activities and diagnosis;
Prepares or assists in the preparation of instructional materials; performs support tasks such as photocopying materials, laminating items, typing correspondence, and filing paperwork and documentation;
Coordinates with media center staff for classroom learning resources; sets up equipment in the classroom for the teacher’s use;
Assists in preparing classroom bulletin boards, classroom decorations, displays of student work, and other classroom objectives;
Cooperates if asked to prepare drafts of reports and to tentatively complete forms, schedules and other data as directed;
Learns students’ assigned bus assignments to assist with proper boarding of students;
Maintains accurate and complete records of a variety of student information that may require the use of a computer to enter student scores and other student data;
Cooperates if assigned monitoring duties, i.e., hallways, lunchroom, restrooms, and bus duty; ensures appropriate student conduct during these assignments; escorts students to designated activity areas, i.e., music room, computer labs, art classes, assemblies, etc..;
Cooperates if assigned to provide assistance to the teacher(s) in various labs and to provide instruction/information to the students; may explain lesson plans and other information to the students for better understanding and comprehension;
1. EDUCATION/TRAINING: An Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts are required to validate education), or if you have passed the ParaPro test.
2. EXPERIENCE: Previous vocational training and/or work experience with school-age children is preferred.
3. CERTIFICATIONS &/OR LICENSES: Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. The Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
Mathematical Aptitude: Depending on the grade level of the classroom assignment, may require the ability to perform addition, subtraction, multiplication, and division; may require the ability to calculate decimals and percentages; may require the ability to utilize principles of fractions and/or to interpret graphs;
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very moderate physical effort in light work, typically involving some combination of standing, walking, climbing, stooping, kneeling, crouching and crawling, and which may involve some lifting, carrying, pushing and/or pulling of objects and materials of moderate weight (10-20 pounds).
JOB TITLE: Physical Education Instructional Assistant/Swim Instructor
WORK DAYS: 180 days (those days when students are scheduled to attend school)
WORK YEAR: The Instructional Assistant is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS: The Instructional Assistant is paid on the “Instructional Assistants” salary schedule, and is eligible for benefits on the “Support Staff” benefits schedule. Starting hourly rate is $16.05
REPORTS TO: The Instructional Assistant is supervised by one or more teachers. Instructional Assistants and teachers report to the building Principal.
SUPERVISES: The Instructional Assistant does not directly supervise any other employee(s).
Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Swim Instructor with Lifeguard Certification fulfills the essential functions of a Swim Instructor. Additionally, the Swim Instructor with Lifeguard Certification supervises swimmers using the pool during periods when the pool is open to the general public or other groups. The Swim Instructor with Lifeguard Certification is responsible for supervising the behavior of swimmers, removing swimmers from the pool when they misbehave or threaten the safety of others, and providing lifesaving and first aid to swimmers in need of assistance. *The Physical Education Instructional Assistant will also support supervision in locker rooms, gymnasiums, outdoors and other areas identified by the Physical Education Teacher. Performs related work as directed.
Monitors the activities and behavior of swimmers during the time the pool and associated areas (including locker rooms and showers) are open to ensure the physical and environmental safe keeping of the swimmers, as well as adherence to appropriate conduct and disciplinary controls;
Assists the teacher(s) in the supervision of learning activities, circulating within the classroom/activity location and providing assistance and learning support to students;
Provides lifesaving and first aid to swimmers in need of assistance, including notifying authorities when emergency services are needed;
Assists teachers in checking and objectively evaluating students’ work/skills; instructs students individually and in small groups reinforcing the skills based upon instructional guidelines;
3. CERTIFICATIONS &/OR LICENSES:
Ability to meet the requirements of the Red Cross as a lifeguard is required.
Able to meet the requirements of a paraprofessional as outlined in ESSA. Pass the required Expanded Criminal History Check and Expanded Child Protection Index Check. Must have at least an associate’s degree or two years of college or passed the ParaPro Assessment. Highlander Park offers the ParaPro Assessment at no cost for all Warren Township prospective employees. Testing is offered Monday through Thursday at 9:00 a.m. and 5:30 p.m. To register for your free assessment, email adulteducation@warren.k12.in.us or call 317-532-3000.
ENVIRONMENTAL FACTORS: Tasks are regularly performed in and around a swimming pool without exposure to adverse environmental conditions, such as dirt, dust, pollen, rain, temperature extremes, vibrations, electric currents, traffic hazards, animals/wildlife, violence, disease, or pathogenic substances. The Swim Instructor will be exposed to lengthy periods being wet, with reasonable temperature fluctuations (within the range of 70 to 90 degrees), to odors, and surrounded by noisy conditions.
Special Education: Self-Contained Instructional Assistant (LIFE) Job Description
Instructional Assistant (Special Education: Self-Contained LIFE)
The Instructional Assistant is paid on the “Instructional Assistants” salary schedule for the designated program, level 3, and is eligible for benefits on the “Support Staff” benefits schedule. Starting pay $17.14 per hour.
SUMMARY OF DUTIES:
Under direct supervision, as a Classroom Instructional Assistant in Special Education, you will play a crucial role in providing support to students with diverse learning needs. Your primary responsibility will be to assist the Special Education teacher in creating a positive and inclusive learning environment, fostering the academic and social development of students with disabilities. This role primarily serves in a classroom setting, assisting a Special Education Teacher. Depending on the student's needs, some positions may require physical assistance and flexibility to adapt to changing situations. Work hours align with the school schedule, with occasional school meetings and events. . The Instructional Assistant performs related work as directed.
Student Support:
Provide one-on-one or small group assistance to students with special needs, helping them with academic, organization, and communication skills.
Assists students in achieving their goals that require physical and emotional support with successfully navigating classroom, cafeteria and school-related experiences as outlined by their IEP and teacher direction.
Participate in community based instruction, supporting school and community jobs and skill development.
Behavioral Support and Safety & Health:
Implement behavior management strategies, following Individualized Education Plans (IEPs), to support students’ emotional and behavioral development.
Ensure the safety and well-being of students at all times, following established protocols for medical and emergency situations.
Receives NCI training in order to promote de-escalation and safety.
Assists students with daily living skills, such as dressing, eating, lavatory needs, grooming, medical needs, and personal hygiene as appropriate to individual development. Complies with personal hygiene rules and standard sanitation procedures.
Assistive Technology: Familiarize students with assistive technology tools and aid them in using these devices to enhance their learning and/or communication needs.
Classroom Preparation: Collaborate with the teacher to prepare instructional materials, adapt curriculum, and create a supportive classroom environment.
Data Tracking:
Collect and record data on student progress and behavior, ensuring accurate documentation for IEP progress reports and meetings.
Reinforce behaviors that demonstrate student’s successful achievement and growth of identified goals.
Inclusion: Facilitate the inclusion of students with disabilities into general education classroom activities, ensuring they have equal access to the curriculum.
Communication: Maintain open and effective communication with the teachers and other specialists involved in the students’ education.
Professional Development: Stay informed about best practices in special education and participate in training opportunities to improve your skills and knowledge.
Performs other duties as assigned by the supervisor or designee.
2. EXPERIENCE: Previous vocational training or work experience with school-age children with special needs is preferred.
4. OTHER: Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required. Understanding of the developmental, physical and emotional behaviors and challenges of students with moderate-to-profound intellectual, physical, and/or emotional disabilities; with demonstrated stress management skills; ability to fulfill the dexterity and physical requirements of the work, and effectively attend to special needs of school age children.
Patience, empathy, and strong communication skills.
Ability to follow IEPs and adapt instructional strategies accordingly.
Physical ability to assist students with mobility and personal care needs if necessary.
Flexibility.
This job description is intended to convey information essential to understanding the scope of the position and is not an exhaustive list of skills, efforts, duties, or responsibilities associated with it. The school may revise this job description as needed.
Human Interaction: Requires the ability to assist students and staff by action or interaction in carrying out specialized therapeutic or physical care plans and procedures.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices.
PHYSICAL REQUIREMENTS: Tasks involve the ability to exert very heavy physical effort in very heavy work, typically involving some combination of climbing and balancing, stooping, kneeling, crouching, and crawling, and the lifting, carrying, pushing, and/or pulling of heavy objects and materials (up to 100 pounds) and occasionally heavier items (100 pounds or over).
Permanent Building Guest Teacher Job Description
JOB TITLE: Permanent Building Guest Teacher
WORK YEAR: The Building Guest Teacher is scheduled to work all days when students are scheduled to attend school, depending on which calendar the school follows.
SALARY SCHEDULE & BENEFITS: The Building Guest Teacher is paid a daily rate of $17.18 per hour, and is eligible for benefits on the “Support Staff” benefits schedule.
REPORTS TO: The Building Guest Teacher is supervised by the building Principal/Asst. Principal. They report to the building Principal or designee.
SUPERVISES: The Building Guest Teacher does not directly supervise any other employee(s).
Under direct supervision, the Building Guest Teacher provides support in an educational environment, working with students by following the teacher’s lesson plans. The Building Guest Teacher is responsible for leading and supervising a variety of developmentally-appropriate activities, as directed by the assigned teacher(s). Performs related work as directed.
Reports directly to the school principal or principal’s secretary/designee upon arriving at school.
Reviews with the principal or designee, all plans and schedules to be followed during the teaching day.
Maintains as fully as possible the established routines and procedures of the school and classroom to which they are assigned.
Teaches the lesson outlined and described in the Guest Teacher’s guide/folder as prepared by the absent teacher.
Consults as appropriate, with the building principal, team leader, department chair, or designee on any directions left by the absent teacher or other procedures not specified in the Guest Teacher guide/folder.
Assumes responsibility for overseeing student behavior in class and during lunch and recess period.
Reports in writing on the day’s activities, attendance, and conclusions of the day. This can be shared with the principal’s secretary and left for the teacher.
Follows all policies, rules, and procedures to which regular teachers are subject and which good teaching practice dictates.
1. EDUCATION/TRAINING: An Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education (official transcripts are required to validate education), or preferred.
3. CERTIFICATIONS &/OR LICENSES: Substitute Teacher’s Licensure.
Instructional Assistant (Special Education/Resource)
Under direct supervision, the Instructional Assistant provides support in an educational environment, performing paraprofessional work in assisting teachers and students. The Instructional Assistant works with certified teachers, occupational/physical therapists, and other specialists in the education, development, and care of students with mild-to-moderate special needs. Performs related work as directed.
Provides developmental, instructional, and/or vocational assistance to students with special needs, as prescribed by the supervising teacher(s).
Assists students as they arrive on buses taking them to and from learning areas, which may include physically transferring students from wheelchairs to school desks or floor mats for participation in school activities.
Monitors activities and behavior of students to ensure the physical and environmental safety of students, as well as adherence to appropriate conduct and disciplinary controls.
Assists students with developmentally appropriate gross motor and/or fine motor activities; assists students with daily living skills as appropriate to individual development.
Applies effective principles and procedures of crisis intervention to students with aggressive behavior or other social difficulties; provides physical restraint if necessary for the safety of students.
Reinforces rules of the school and learning environment; acknowledges and encourages appropriate behavior and distinguishes inappropriate behavior for the students' understanding.
Provides instruction to students as prescribed by the supervising teacher(s) and reinforces skills introduced by the teacher(s); may utilize games, stories, or other constructive activities to enhance students’ learning skills.
May be asked to assist in the preparation of lesson plans and behavior modification plans; may be asked to provide input and assistance in the development of classroom learning activities; prepares or assists in the preparation of instructional and vocational materials.
Maintains accurate and complete records of student activities and behavior which may require the use of a computer to enter student information and data;
May be asked to prepare draft reports and to tentatively complete forms, schedules, and instructional reports, as directed.
Learns students’ assigned bus routes to assist with proper boarding of students.
1. EDUCATION/TRAINING: High School diploma or GED is required; an Associate’s degree or higher, or at least sixty (60) semester hours from an accredited institution of higher education is preferred (Official transcripts are required to validate education.)
Human Interaction: Requires the ability to apply principles of persuasion and/or influence.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of special needs equipment and devices, and standard office equipment.
JOB TITLE: Bus Monitor
WORK DAYS: 182 days (when students are scheduled to attend school).
STANDARD HOURS PER DAY: Tier 2 Monitors: Up to 4 hours; Tier 3 Monitors: Up to 6 hours.
WORK YEAR: The work year for the Bus Monitor includes all days when students are scheduled to attend school.
SALARY SCHEDULE & BENEFITS: The Bus Monitor is paid on the “Bus Driver Monitor” salary schedule. Bus Monitors who consistently work 30 or more hours per week will receive benefits.
REPORTS TO: While working on a bus, the Bus Monitor is under the direction of the Bus Driver. The Bus Monitor and the Bus Driver both report to the Director of Transportation or their designee.
SUPERVISES: The Bus Monitor does not supervise any other employee(s).
Under general supervision, the purpose of the position is to perform school bus monitoring, and provide student and bus operator assistance as needed during daily school transportation routes. Employees in this classification assist with the safe loading and unloading of students to and from destinations, and ensure all bus activities support the safety and welfare of all persons. Work includes ensuring appropriate securing of students, and provides assistance to students with special medical needs devices. Performs related work as directed.
Maintains attendance records and assigns student seating; learns assigned bus route(s).
Assists bus operators with pre- and post bus inspection activities to ensure proper operating conditions, adherence to prescribed Department of Transportation standards, and compliance with proper safety standards.
Performs routine cleaning and bus maintenance activities, to include attending to spills and cleaning of body fluids.
Establishes and maintains effective communications and working relationships with bus operators, district personnel, school officials, and parents.
1. EDUCATION/TRAINING: High school diploma or GED is required.
2. EXPERIENCE: Previous work experience is preferred.
3. CERTIFICATIONS &/OR LICENSES: None required.
4. OTHER: Required to have a demonstrated ability to effectively attend to the needs of school age children, including those with special medical needs; or an equivalent combination of education, training, and experience. Ability to perform the essential functions, meet the performance aptitudes, and fulfill the physical/sensory/environmental requirements of the job (with or without reasonable accommodations) is required.
Equipment, Machinery, Tools, and Materials Utilization: Requires the ability to operate, maneuver and/or control the actions of safety restraint and wheelchair lift devices.
Employees serving as bus monitors in the state of Indiana must meet the following physical, sensory, and environmental requirements to effectively supervise and assist students during school transportation.
Must possess full use of 100% of their body to perform job duties, including assisting students in and out of the vehicle, securing safety equipment, and responding to emergencies.
Ability to sit, stand, and move within a moving vehicle for extended periods while maintaining student supervision and support.
Sufficient strength to assist students with mobility challenges, including lifting and securing mobility-assistive devices such as wheelchairs.
Must be capable of performing repetitive motions, including securing seat belts, harnesses, or other safety restraints.
Must be able to lift and carry up to 50 pounds to assist students, handle emergency equipment, or respond to medical situations.
Must possess sufficient visual acuity (corrected or uncorrected) to monitor student behavior, identify potential safety concerns, and assist in emergencies.
Must possess adequate hearing ability (corrected or uncorrected) to detect student needs, respond to emergency signals, and communicate effectively with drivers and students.
Ability to distinguish colors for safety indicators, emergency signals, and student identification as needed.
Must have full range of speech and vocal capabilities to communicate effectively with students, drivers, school staff, and emergency personnel.
Must be able to respond quickly and effectively to emergency situations, including evacuations, medical incidents, and behavioral challenges.
Must be capable of handling the physical and mental stress associated with managing student behavior, de-escalating conflicts, and enforcing safety protocols.
This position requires individuals to consistently meet the above physical, sensory, and environmental demands as a condition of employment to ensure the safe and effective transportation of Indiana’s public school students.
JOB TITLE: Warren Performing Arts Center Assistant Technical Director (ATD)
FLSA CLASSIFICATION: Non exempt, hourly employee.
WORK DAYS: This position requires work 5 days per week, 29 hours per week (excluding holidays). Workdays may include weekends, depending on program or operational needs.
STANDARD HOURS PER DAY: Varies with production schedule, average 5-6 hours per day.
WORK YEAR: The work year begins the first weekday in July, and ends the last work day in June.
SALARY SCHEDULE & BENEFITS: The WPAC Assistant Technical Director is an hourly, part-time employee, and is not eligible for benefits. Hourly rate is $25.00.
REPORTS TO: The Warren Performing Arts Center Technical Director.
SUPERVISES: Student and volunteer crew.
SUMMARY: Under the general supervision of the Technical Director, the Assistant Technical Director (ATD) supports all aspects of technical theatre production for performances and events at the Warren Performing Arts Center (WPAC). This role assists in coordinating technical operations for both internal and external clients, ensuring events are executed safely, efficiently, and to professional standards.
ESSENTIAL DUTIES AND RESPONSIBILITIES:
1. Supports Warren Performing Arts Center Operations
Collaborates with WPAC staff, members of the performing arts department, MSDWT users, and external clients to ensure equipment needs are met for performances, rehearsals, meetings, and other events. This may include, but is not limited to preparing lighting, audio, and video equipment, risers, concert shell, chairs and music stands, orchestra pit, portable stages, lecterns, etc.
Assists with implementation of set, lighting, sound, video, costume, and props designs for all school productions.
Operates WPAC technical equipment as necessary, when student and/or volunteer crew are unavailable, or are not requested by the user.
Assists with training and supervision of student employees and volunteers.
Aids in instruction of technical theater courses offered by the high school (instructional assistant)
Supports the activities of the Warren Central High School Student Chapter of USITT.
Performs other duties as required.
2. Maintains WPAC Facilities and Equipment to Promote a Safe, Effective Workplace
Assists with inventory, periodic inspection, and preventive maintenance of all equipment under the WPAC’s control.
Assists with inventory and appropriate storage of expendable materials and supplies.
Maintains the cleanliness and organization of the scene shop, backstage, pit, storage areas, control booths, spot bays, etc.
Ensures that established procedures are followed, including safe work practices, proper use of personal protective equipment (PPE), and proper handling and disposal of hazardous substances.
Contributes to the establishment and periodic revision of the WPAC operations manual, technical specifications document, emergency action plan, fire protection plan, and hazard communication program.
Prepares accident reports and damage reports as needed.
3. Represents WPAC to Internal and External Clients:
Assists users as necessary during load-ins, events/performances, and load-outs.
Supervises load-in, event preparation, running, and load out crews as required.
Ensures proper, safe operation of facilities and equipment.
May act as lighting programmer and/or operator, audio engineer, stage manager, spotlight operator, or fly rail operator as required.
Acts as steward of the building and facilities, ensuring their readiness prior to users’ arrival, and securing all areas used at the conclusion of events.
1. EDUCATION/EXPERIENCE/TRAINING: High school diploma or GED preferred.
2. EXPERIENCE: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Working familiarity with all areas of technical theatre, including:
Scenery construction and painting, including power tool use;
Lighting hang and focus, cabling, basic electrical wiring, and console use;
Sound reinforcement, basic mixing, recording and editing sound effects;
Basic video projection and presentations;
Counterweight rigging operation;
Costuming, including construction, alteration, and repair;
Makeup and hair/wig styling;
Properties construction;
Stage management
3. SKILLS AND ABILITIES:
Supervision and evaluation of small groups
Effective oral and written communication
Some familiarity with spoken Spanish is beneficial
Familiarity with word processing, spreadsheet, cloud storage, email, and presentation programs
Must be able to work irregular schedules, including frequent evenings and weekends.
Demonstrated ability to work under pressure and to meet deadlines
Demonstrated ability to prioritize and organize work in an efficient manner
Demonstrated ability to read and understand complex written material, scale drawings/plans
Ability to discuss and resolve problems
Ability to maintain records and logs
Ability to work independently with only general direction
Ability to exercise initiative in recognizing projects and tasks to be addressed
4. CERTIFICATION &/OR LICENSURE: None required.
PHYSICAL REQUIREMENTS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee is regularly required to:
Stand, sit, walk, stoop, kneel, crouch, crawl
Reach with hands and arms
Grasp firmly with hands
Talk and hear
Climb ladders to 10 feet, climb 75 stairs
Lift and carry 50 lbs. (occasionally move 100+ pounds on carts, dollies, or casters)
Must be able to work to height of 100 ft on railing-protected elevated platforms (catwalks)
Specific vision abilities required by this job include close vision, distance vision, depth and color perception, and ability to adjust focus.
WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually moderate to high (60 dB prolonged exposure, intermittently rising to 95 dB). Exposures to loud music and power tool noise are frequent.
Frequent exposure to wood and engineered wood products, particulates, sawdust, dust, and other potential allergens.
Frequent exposure to latex and acrylic paint, occasional exposure to spray paint, solvents, and other volatile organic compounds.
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities, or requirements.
