Committed Faculty & Staff. Exceptional Students. Extraordinary School. Established in 1895, the Sequoia Union High School District was the first school district to provide high school education between San Francisco and San Jose. http://www.seq.org 2009-11-20T13:47:03+01:00 text/html 2009-10-02T18:16:38+01:00 http://www.seq.org sasher@seq.org http://www.seq.org/content/view/390/ CAMPUS SECURITY AIDE I - TEMPORARY POSITION MENLO ATHERTON HIGH SCHOOL Schedule: $3,232 monthly 7.5 hours / 9 months Filing Deadline: 10/16/09 (Thereafter until filed) DEFINITION Under general supervision, to assist in maintaining order and safety on and around campus grounds and facilities; to serve as a resource person and liaison to students, staff, and administrators in improving student conduct and class attendance; and to perform related work as assigned. DISTINGUISHING CHARACTERISTICS Campus Security Aide I is the entry-level class in the series. Under close supervision, incumbents learn and perform duties of increasing complexity. This class is alternately staffed with Campus Security Aide II, and incumbents normally advance to the higher level after gaining sufficient experience and proficiency to meet the requirements of the Campus Security Aide II. EXAMPLES OF DUTIES Patrols school campus grounds, corridors, restrooms, parking lots, bus loading and unloading areas, buildings, and adjacent areas to monitor adherence to District policies regarding class attendance, behavior and general conduct; supervises students and corrects or reports improper behavior as appropriate; Watches for, reports and stops unauthorized behavior, vandalism, or other illegal activities; directs non-students to leave school grounds and/or escorts them to appropriate destination; Acts as liaison and resource person for students, parents, staff and administrators; develops friendly, supportive rapport with students while ensuring their compliance with rules and regulations; practices and encourages effective conflict resolution; provides school staff with information gained from contacts with students and parents which may assist in resolving school problems; Intercedes in student altercations, both verbally and physically as necessary; escorts transgressors to appropriate administrator's office; Monitors parking and issues citations; notifies towing companies when directed by an administrator; Performs searches and confiscates articles forbidden on campus; Performs security checks of buildings and grounds; locks doors and gates; Responds to emergency requests and situations as appropriate; may administer CPR and/or first aid; Compiles information and prepares records, forms and reports; Assists in eligibility procedures for the school lunch program; May testify at expulsion hearings and court proceedings; Performs a variety of responsible duties in support of assigned functions, such as but not limited to directing traffic, attending school and community meetings, investigating incidents, and related duties. QUALIFICATIONS Knowledge of: Applicable laws, codes, regulations and policies. Basic principles, methods and techniques of enforcement, investigation and conflict resolution. Operation of hand-held radios. Skill in: Working independently, quickly evaluating situations, and using sound judgment within the framework of policies, procedures and guidelines. Interacting effectively with a diverse public and student population; developing rapport and open communication with others. Enforcing laws, rules, regulations and policies. Diffusing volatile situations and encouraging/effecting conflict resolution. Clearly and correctly writing, reading and speaking in English. Establishing and maintaining effective working relationships with those contacted in the course of work. Interpreting and applying relevant laws, rules, policies and other guidelines associated with assigned functional area(s). A typical way of acquiring the required knowledge, skills and abilities might be: Level I: Equivalent to graduation from high school and any combination of training and experience which has provided the necessary knowledge, skills and abilities. PHYSICAL REQUIREMENTS The physical abilities required of this classification may include the following: Near vision which can be corrected to a level sufficient to successfully read hand-written, typed and computer-generated documents; far vision which can be corrected to a level sufficient to distinguish the presence and activities of individuals on school grounds and periphery. Hearing and speech ability sufficient to enable communication by telephone, two-way radio and in person. Physical ability to walk and remain standing during the majority of work shift. Physical ability to run distances up to 1/4 mile for short durations. Physical ability to grab, hold, separate, pull, subdue, and otherwise restrain hostile individuals up to 200 pounds in weight. Physical ability to lift, bend, crouch, kneel, climb, and otherwise respond to emergency situations. OTHER REQUIREMENTS Possession of a valid California Driver License. Possession of certification in CPR and First Aid within 6 months of employment. For some positions, fluency in a second language may be required or highly desirable. . text/html 2009-10-02T18:08:10+01:00 http://www.seq.org sasher@seq.org http://www.seq.org/content/view/389/ INSTRUCTIONAL ASSOCIATE I - BILINGUAL MENLO ATHERTON HIGH SCHOOL TEMPORARY POSITION Schedule: 8.5-1 $2936.00/mo. 6 hour / 9 month position Filing Deadline: 10/16/09 (Thereafter until filled) DEFINITION Under general supervision, to assist teachers and/or other certificated staff in the instruction, supervision, and training of non- or limited-English speaking students by performing a variety of instructional and clerical support duties; and to perform related work as assigned. DISTINGUISHING CHARACTERISTICS All positions in these bilingual classifications are distinguished by the requirement for fluency in a second language. Instructional Associate I is the entry level in the series. Initially under close supervision, incumbents learn and perform a limited number of support duties of increasing complexity. EXAMPLES OF DUTIES Assists teacher and/or other certificated staff in operating a classroom or instructional program; translates assignments, materials and instructions into primary language of assigned student(s); Instructs/tutors assigned student(s) in academic, language, and/or specialized subject areas related to level of achievement; assists in developing and implementing lesson plans; presents and reinforces lessons and concepts, assists students in finding appropriate materials, answers questions, assigns and checks work, and otherwise facilitates student learning; Assists in the supervision of students to maintain safe and effective learning environment; notes behavioral problems and effects discipline as necessary and appropriate; Performs a variety of clerical and administrative support functions such as, but not limited to, typing, filing, telephone work, recordkeeping, duplicating, etc; May take roll, administer and score tests, correct papers, complete forms, and perform related duties in support of efficient classroom management; may assist school staff in communicating with non- or limited-English-speaking families; Assists in organizing instructional environment; sets up supplies/equipment/materials; prepares charts, labels, teaching aids, bulletin boards, and displays; maintains supply inventories; assists in maintaining neatness and orderliness of instructional areas; Works closely with teacher(s) and administrator(s) in the observation, evaluation and communication of individual student progress, goals and objectives Operates varied office equipment, orders supplies, and performs related clerical duties. QUALIFICATIONS NOTE: The required level and scope of the following knowledges and skills relate to the level of the position as defined in the distinguishing characteristics. Knowledge of: Designated academic, language, and/or specialized area of learning sufficient to instruct students at specified level of achievement. Language and culture of students in assigned program area. Proper English usage, grammar, punctuation, vocabulary and spelling. Proper classroom supervision techniques and procedures. General clerical procedures and practices. Skill in: Instructing and supervising students in a variety of activities. Determining the needs of assigned students and effectively addressing those needs in a learning environment. Working independently and using sound judgment within scope of authority. Interacting effectively with a diverse student and teacher population. Clearly and correctly writing, reading and speaking in both English and a targeted language. Analyzing situations and taking appropriate and effective actions. Performing routine clerical work and operating standard office equipment including computers. Remaining calm and patient in stressful situations. Establishing and maintaining effective working relationships with those contacted in the course of work. Interpreting and applying relevant laws, rules, policies and other guidelines associated with assigned functional area(s). A typical way of acquiring the required knowledge, skills and abilities might be: Instructional Associate I: Any combination equivalent to graduation from high school and sufficient experience in general clerical and youth program work to have provided the required knowledge, skills and abilities. The physical abilities required of this classification may include the following: Vision which can be corrected to a level sufficient to successfully read hand-written, typed and computer-generated information and data, as well as computer terminal displays. Hearing and speech ability sufficient to enable communication by telephone and in person. Manual dexterity sufficient to use standard office equipment and supplies and to manipulate both single sheets of paper and stacks of papers and instructional materials. Physical ability to reach, lift, bend and grasp in order to manipulate instructional materials. .