Educational AssistantHandbookRevised September 2008

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3. Respect for Diversity All students, regardless of culture, religion, background, physical, and/or learning needs,

should be given the opportunity to participate fully as members of the school community. It is the responsibility of all school staff, including EAs, to create and contribute to an environment where all students feel respected, valued, and safe.

4. Commitment to Professional Conduct and Behaviour As staff members, EAs must follow the Standard of Behaviour divisional document. They

also need to be familiar with the specific practices and expectations in their particular school. Like all adults in the school environment, EAs act as role models for students. It is important that they have a clear understanding of what it means to be a role model for students, as well as an ability to behave in an ethical manner, to demonstrate integrity, honesty, fairness, and to model respectful conduct appropriate to a school setting.

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Under the direction of teachers and/or supervisors, EAs assist teachers in implementing these student-specific plans. Being familiar with the purpose and the terminology of these plans helps to clarify their responsibilities as well as communicate more effectively with the students, teachers, and supervisors with whom they work. Often students need assistance with organization of materials and schedules. Educational Assistants seek to learn about students’ specific learning needs and preferences. This can increase the effectiveness of their interventions.

Students with individualized plans work toward outcomes that are specific to their needs. Occasionally a teacher may want to make adjustments to the plan for the student to meet his or her outcomes. It is therefore important that student progress is carefully monitored and accurately recorded. Classroom teachers are responsible for the assessment and evaluation of the student. Recording and collecting information about student performance as outlined by the teacher or case manager is an important responsibility of the EA.

3. General Supervision of Students

Another critical role of the EA is to assist in the active supervision of students. All EAs in PTSD assist with the general supervision of all students in any and all areas of the school, on the playground, in the bus, in the community, during work experience, in the pool, and on field trips. Pembina Trails School Division has a Standard of Behaviour policy that outlines the expectations of both students and staff in regard to behaviour. All EAs must familiarize themselves with this document and refer to it when interacting with students. The supervision of students involves more than just “keeping an eye” on what is happening. It involves ensuring student safety, reinforcing a positive, welcoming environment, and resolving situations that may pose a risk to students or compromise their educational opportunities. Educational Assistants identify safety issues, take preventative measures, and follow established safety policies and procedures. It also involves supervising activities, following school-based timetables, guidelines and procedures. Unstructured times require increased supervision and EAs need to take into consideration the emotional and physical safety of all the students they are supervising. Supervision times are also prime learning opportunities for reinforcing positive social behaviours. Educational Assistants can help students develop appropriate social skills by showing them how to solve their own problems, manage their own behaviour, and make appropriate decisions. Educational Assistants can promote the inclusion of students with special needs by watching for opportunities to involve these students in conversations or activities with their peers.

4. Actively Monitoring Individual Student Behaviour

Many students who are struggling to learn may “act out” in class and may be disruptive. Other students have attention or sensory issues that impede their ability to stay focused and to complete the work expected. These students will learn to monitor their behaviour

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over time but they require prompting and encouragement to be successful. Educational Assistants provide valuable support to these students. Some students exhibit more serious behaviours and can compromise their own safety or the safety of others. Educational Assistants watch for potential problem situations and prevent escalation of conflict whenever possible. A basic understanding of age-appropriate student behaviour and the factors that affect behaviour can help to manage and direct students more effectively. 4.1 Effective preventative strategies are:

� Seeking to diffuse the issue � Redirecting the student’s attention to something or someone else � Prompting the student on using identified self-management strategies; � Showing confidence in the ability of the student to maintain their composure; � Praising the student for any small sign of self-control; � Helping the student pre-plan for times that are challenging such as recess

or transition times. 4.2 Dangerous behaviours

The duty of all adults in the school is to act as a prudent parent and to protect all students from harm. If a student is known to have serious behavioural issues, the school team needs to develop a safety plan to protect both students and staff. When students exhibit dangerous behaviours, any EA that is present is expected to intervene quickly to prevent harm. This may mean that an EA is required to restrain a student. Restraint is only used if absolutely necessary. All EAs in PTSD are encouraged to attend the Non-Violent Crisis Intervention workshops offered by Student Services.

4.3 Bullying behaviours

Bullying is a serious form of behaviour which requires adult intervention. Educational Assistants are to intervene in all instances of bullying and report all bullying incidents as well as bystander behaviour to the appropriate teacher. (Please refer to the Violent Incident Report Form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/SU004EmployeeViolentIncidentReport.doc)

4.4 Data collection and reporting of student behaviour

Observing and reporting student behaviour is a critical role for EAs. Teachers often cannot observe student behaviour while teaching. Accurate reporting is also essential to develop understanding around individual student behaviour and planning for success. Effective recording of behaviour is an important skill that all EAs can learn. Often a template or a chart is prepared to assist the EA in collecting the appropriate data. EAs may be asked to collect general observations or specific pre-identified behaviours.

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Some basic guidelines to follow when collecting data on student behaviour: � Keep observations factual, concise and clear � Be descriptive by using concrete terms � Avoid judgment or evaluation of behaviour � Note time and location � Note who was also present or involved � Look for positive behaviours or improvement

5. Operating and assisting with technology

All members of the school staff, including EAs, need to know how to safely operate the technology and equipment found in most schools. Educational Assistants often operate audiovisual and computer equipment. Educational Assistants may also need to learn to use specialized technologies for students with special needs and special computer software.

6. Other tasks that may be requested of all EAs

The day-to-day tasks of an EA often do not involve just one responsibility, but several at once. Educational Assistants may be required to assemble or organize support materials while attending to a student or students. This requires organization and the ability to multi-task.

At times, EAs work with small groups of students. They follow the directions or the outline of the task as prepared by the classroom teacher or the resource teacher.

7. Prohibited Activities

While EAs can be a great help to teachers and principals, it’s important to know the limits of their activities. Legally, EAs are forbidden to carry out many activities. Specifically, these are:

1. Planning and initiating learning activities 2. Subjective evaluation of students or their work 3. Substitute teaching during hours employed as paraprofessionals 4. Developing specific lesson plans 5. Designing learning centres 6. Choosing or designating learning activities 7. Evaluating and selecting learning materials 8. Evaluating the professional and non-professional staff 9. Evaluating school programs 10. Reporting to parents

Source: Manitoba Regulation 23/2000 of the Public Schools Act.

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GGUIDELINES FOR PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL ASSISTANTS

Pembina Trails School Division values continuous learning for all staff in the Division. All educational assistants who have a permanent contract are encouraged to attend the equivalent of two professional development days each school year. There are three types of requests for professional development for educational assistants: I Divisionally-Planned Professional Development sessions; II. School-Based Professional Development events; III. Job-Specific Professional Development sessions. I. Divisionally-Planned Professional Development Sessions: At times, Student Support Services offers a day of sessions, or the Superintendent may plan a session for all Divisional staff and invite educational assistants to attend. Educational assistants who attend these sessions receive their regular salary for the duration of the session. On both occasions, the School Administrator completes the Student Support Services Professional Development Reporting Form after the event to inform the Payroll Department of attendance. This form is available online under “Divisional Printable Forms” at http://printableforms/ . II. School-Based Professional Development Events: School Administrators can invite the educational assistants in their school to attend a school-based professional development session when they deem it appropriate. The same Student Support Services Professional Development Reporting Form can be used as long as the two-day maximum per year is not exceeded. All additional sessions in excess of two days are to be paid for by the school. III. Job-Specific Professional Development Sessions: In certain circumstances, school administrators or the Student Support Services Department may request that an educational assistant participate in additional training that is specific to individual special needs students, (i.e. medical training, Non Violent Crisis Intervention). These sessions may occur prior to the first day of school, or during the regular work day. Approval is based on the requirements of the educational assistant’s current position and divisional needs. This situation requires the completion of the Student Support Services Job Specific Professional Development Request Form which the school administrator completes and forwards to the Student Support Services Department two weeks prior to the activity. Approval for registration costs is required from the Assistant Superintendent, Student Support Services. Substitutes will only be provided for identified positions as necessary. This form is available online under “Divisional Printable Forms” at http://printableforms/ . The school administrator is responsible for registration. A cheque requisition with the official receipt for the amount of the registration fee should be submitted to the Assistant Superintendent, Student Support Services, after the educational assistant has attended the session. Paid time for attendance relates to regular work hours, i.e. 5.5 hrs./day or 6.0 hrs./day.

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9. Coffee Breaks/Rest Period

Coffee breaks/rest periods will be taken during the school day by educational assistants in accordance to their respective Collective Agreements. The Principal shall decide when coffee breaks are taken during the instructional day.

10. Jury Duty

Refer to your respective Collective Agreement at the following link: http://www.pembinatrails.ca/divisioninfo/union_agrmnts/Collective%20Agreement%20for%202006-2011%20Draft%20-%202008-4-11%20FINAL%20POSTING.pdf

11. Requirements to Attend Camp

Refer to your respective Collective Agreement at the following link: http://www.pembinatrails.ca/divisioninfo/union_agrmnts/Collective%20Agreement%20for%202006-2011%20Draft%20-%202008-4-11%20FINAL%20POSTING.pdf

12. Banked Time Procedures

Educational Assistants should report all banked time to a designated member of the school’s office staff (Principal, Admin Secretary or School Secretary) and the banked time shall be recorded on a timesheet and submitted to the payroll department. (Please refer to the Time sheet – Educational Assistants ST 110 form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/ST110-TimeSheetEAs-Sept07.pdf For time off in lieu of banked time EAs must complete a non-teaching/support staff leave of absence form, which can be obtained from the school’s office. The form needs to be signed by the Principal and sent to the Human Resources Department at the Admin Office for approval. (Please refer to the Non-Teaching/Support Staff Leave of Absence Request HR 003. form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/HR-003-NonTeachingLeaveofAbsenceRequest.pdf) Banked time taken must also be reported on the bi-weekly absentee report. (Please refer to the Bi-Weekly Absenteeism Report Educational Assistants ST 210 form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/ST210-Bi-WeeklyAbsenteeReportEAs-Sept07.pdf)

13. Probation

Refer to your respective Collective Agreement.

14. Temporary Employment

Refer to your respective Collective Agreement.

15. Pembina Trails School Division Hours of Instruction

The below information refers only to actual teaching time and does not represent the opening and closing time of school buildings.

SCHOOL GRADE A.M. Hours P.M. Hours Acadia 7 – 9 8:45 11:35 12:40 3:30

Arthur A. Leach 7 – 9 8:50 11:35 12:45 3:30 Bairdmore K – 6 8:45 11:30 1:00 3:45 Beaumont K – 6 9:00 11:30 1:05 3:35

Beaverlodge K – 6 9:00 12:00 1:05 3:35 Bell Time 8:50 12:00 1:00 3:35

Bonnycastle K – 6 8:45 11:30 12:45 3:30 Chancellor K – 6 8:55 11:45 1:00 3:45 Chapman K 9:00 11:30 1:00 3:30

1 – 6 9:00 12:00 1:00 3:30 Charleswood 7 – 9 & 7 – 8 FI 8:55 12:16 1:23 3:23

Crane K – 4 FI 8:35 11:30 12:30 3:20 Dalhousie K – 6 9:00 11:45 1:00 3:45

Dieppe K FI 9:00 11:30 1:00 3:30 1 – 6 FI 9:00 12:00 1:00 3:30

Fort Richmond 10 – 12 8:10 12:05 1:05 3:30 General Byng K – 6 9:00 11:50 1:00 3:45

7 – 9 9:00 11:50 12:55 3:40 Henry G. Izatt 5 – 9 8:45 11:40 12:40 3:25

Laidlaw K – 8 9:00 12:00 1:05 3:30 Bell Time 8:50 12:00 1:00 3:30

Linden Meadows K – 6 9:00 12:00 1:05 3:35 7 – 9 9:00 12:00 1:05 3:20

Oak Park 10 – 12 8:30 12:02 1:10 3:30 9 – 12 FI 8:30 12:02 1:10 3:30

Oakenwald K – 6 9:00 11:45 12:55 3:40 Bell Time 8:50 11:45 12:50 3:40

Pacific Junction K 9:00 11:30 1:05 3:35 1 – 6 9:00 12:00 1:05 3:35

Bell Time 8:45 12:00 1:00 3:35 Ralph Maybank K – 6 9:00 11:45 12:45 3:35 River West Park K 9:00 11:30 1:05 3:35

1 – 6 9:00 12:00 1:05 3:35 7 – 9 9:00 12:00 1:05 3:25

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Pembina Trails School Division Hours of Instruction (cont.)

SCHOOL GRADE A.M. Hours P.M. Hours Royal K 9:00 11:30 1:05 3:35

1 – 6 9:00 12:00 1:05 3:35 Bell Time 8:50 12:00 1:00 3:35

Ryerson K – 6 8:55 11:45 1:00 3:45 St. Avila K – 6 FI 8:40 11:25 12:25 3:10

Shaftesbury 9 – 12 8:45 12:10 1:15 3:30 Tuxedo Park K – 6 FI 9:00 12:00 1:05 3:35

Van Walleghem K FI & English 9:00 11:30 1:05 3:35 1 – 8 FI & English 9:00 12:00 1:05 3:35

Bell Time 8:50 12:00 1:00 3:35 Vincent Massey 10 – 12 FI & English 8:25 11:59 1:04 3:25

Viscount Alexander 5 – 9 FI 8:40 11:35 12:30 3:15

Westdale 7 – 9 9:00 11:32 12:48 3:20 Westgrove K – 6 9:00 12:00 1:05 3:35

Whyte Ridge K – 4 8:35 11:30 12:50 3:35

16. Attendance and Punctuality

Arrive at school and at your assigned classroom on time. Meet with teachers in their classes at the assigned time. Please see the Principal or supervising teacher for school hours of operation.

Ensure that you are with students during assigned time. Any breaks that you require re: using the telephone/washroom should be taken before your duties commence.

Should the student(s) to whom you are assigned be absent on a particular day, report to the Principal and/or designate for reassignment.

17. Illness

Pembina Trails SD uses Smart Find Express as its absence tracking and substitute management system for teachers and EAs. All EAs are expected to use SFE to report their absences and to make arrangements for a substitute. We prefer that you use the on-line service of SFE at https://subs.pembinatrails.ca . SFE can also be accessed by telephone at 488-7260. Every EA will use their employee number as their access ID on SFE.

18. Leaves of Absences

During Working Hours

Permission to be away during regular working hours must be obtained from the Principal or designate. In the case of an accident, illness or other serious mishap that would require that you leave the building, ensure that the Principal or designate

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has granted your emergency leave. Necessary forms must be filled out upon your return to work and submitted to the Administration Office for final approval and processing. (Please refer to the Non-Teaching/Support Staff Leave of Absence Request HR 003 form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/HR-003-NonTeachingLeaveofAbsenceRequest.pdf)

In order to minimize disruption to the learning environment and learning experiences of students, no leaves will be granted for holidays during the instructional year. This includes extending regular holiday time at the beginning or end of scheduled school breaks.

Bereavement

In the case of the sudden death of a family member, contact your Principal/designate re a possible leave of absence. Necessary forms must be filled out upon your return, and submitted to the Administration Office for final approval and processing. (Please refer to the Non-Teaching/Support Staff Leave of Absence Request HR 003 form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/HR-003-NonTeachingLeaveofAbsenceRequest.pdf)

Short Term Absences

Follow divisional procedures and fill out appropriate forms at least two weeks in advance. This leave should be approved by your Principal and submitted to the Administration Office for final approval and processing. (Please refer to the Non-Teaching/Support Staff Leave of Absence Request HR 003 form found at the following link: http://printableforms.valhalla.pembinatrails.ca/files/HR-003-NonTeachingLeaveofAbsenceRequest.pdf)

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THE MISSION OF THE

PEMBINA TRAILS SCHOOL

DIVISION

Pembina Trails is dedicated to educational excellence

through challenging and enriching

experiences for all,

in a safe and caring community.