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