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hiring Educational assistantsBased on local requirements, school divisions determine the general qualificationsand/or specific requirements of the educational assistants they hire. Depending on theposition, typical factors for consideration include formal education, experience, anddemonstrated abilities. A child abuse registry check and a criminal record check are partof the hiring process.School division administration typically oversees the hiring of educational assistantsand the allocation of educational assistant time in schools. Consultation with schoolprincipals and teaching staff identifies skills required for educational assistants’ workassignment(s).Practical skills of educational assistants include the ability tonengage students in activities that promote learningnmotivate and encourage student participationnnnnnnassist students with gathering and organizing information and materials, meetingdeadlines and assignment requirements, reviewing materials, and preparing fortests, as assignedsupport student learning by providing explanations and skill demonstrations, andby modelling appropriate classroom behaviour to reinforce lessons taught by theteacherassist students in resolving interpersonal conflictsestablish positive and respectful relationships with students and foster an effectivelearning environmentfacilitate student independence by reinforcing strategies to help students developand use a process for problem solvingnapply strategies to build student self-confidence and promote student independencenreinforce an atmosphere of safety and respectncommunicate effectively and respectfully with students, using language and toneappropriate to the student and situationninteract with staff in a manner that contributes to positive relationshipsnwork collaboratively and cooperatively to support student programmingnorganize and coordinate daily work activities to complete specific tasksnn6support students to prepare for and successfully complete transitions throughout theschool dayidentify work requirements and timelines from written and verbal instructions,asking for clarification as requiredapproach the teacher to access information and resources in order to carry out workassignment(s)Educational assistants in Manitoba schools

nassemble, organize, collate, and construct materials according to teacher directionnassist with supervision in school and community settingsnnnobserve and record student performance/behaviour objectively and report it to theteacheroperate, maintain, and supervise student use of specialized devices, equipment, andtechnologies, following safety requirementsuse equipment to the proficiency level required for current work assignment(s)orienting Educational assistantsSchool/school division administrators provide educational assistants with orientationinformation before they begin work. Orientation topics includennresponsibilities of professional and non-professional staffschool/school division policy and practices as they apply to current workassignment(s)nconduct appropriate to a school environmentnsafety requirements for equipment usenfirst-aid administrationnmedication administrationnsick day/storm day proceduresnconfidentiality requirements concerning student informationnappropriate communication with teachers, other professional staff, and family andcommunity membersnresponsibilities as a member of the school team for student(s) with exceptional needsnindicators of and requirements/protocols for reporting child abuseOngoing, regular communication with educational assistants ensures they are informedof work expectations and any changes in these expectations.training Educational assistantsDepending on work assignment(s), educational assistants may be asked to engage inspecific training or study activities. This training is arranged by the school or schooldivision, as required.Some students require occasional support, while others may require ongoing, long-termsupport designed specifically for them. Professional members of the school team, inconsultation with the student’s family, create the student-specific programmingdescribed on page 5.Educational assistants in Manitoba schools7

A student with physical needs may need a wheelchair, for example. A visually impairedstudent may need the ongoing support of Braille translation. Other needs may not be asconstant. A student with mental health needs may require the administration ofmedication for a period of time. Some students will have multiple needs.Skills related to programming for students with exceptional learning needs are calledstudent-specific competencies. A competency is the ability to perform a specific skill or set ofskills related to a work assignment under the direction of a teacher or other professional.Examples of student-specific competencies are contained in Appendix B. The samples inthis appendix are intended to provide suggestions for areas of educational assistanttraining. They are not intended to be exhaustive or prescriptive, nor are they the onlysource of training topics.8Educational assistants in Manitoba schools

aPPEndicEsappendix a: roles and responsibilitiesappendix b: student-specific competenciesappendix c: Manitoba Education resourcesappendix d: Web links

aPPEndix a: rolEsandrEsPonsibilitiEsThe following table identifies separate and joint roles and responsibilities of teachers andeducational assistants.Duties of Teachers and Educational Assistants: A Summary*duties of singnnassess learning needs,based on class andindividual studentprofiles.develop programmingbased on requiredcurriculum and individualstudent needs, choosingfrom available alternatives.Prepare individualeducation plans (iEPs).Maintain current studentprofiles and iEPs.Plan lesson activities andchoose resources.choose appropriateadaptations/modificationsto meet iEP specifications.Establish priorities.Establish a clearlyunderstood classroommanagement structure,classroom rules, andexpectations for students.Work within schoolmanagement structures,school rules, andexpectations.Joint activities (teachers andEducational assistants)nnnnnnnduties of Educationalassistantsdiscuss student abilities,strengths, and weaknesses.attend program-planningmeetings at the teacher’srequest.discuss desired outcomesfor the student.discuss educational,behavioural, andemotional goals.discuss the preparation ofmaterials andadaptations/modificationsto the curriculum basedon student needs.Meet regularly to discussstudent progress.discuss and clarifyexpectations for studentbehaviour and classroomrules.nnnassist in collecting,collating, and organizingmaterials, creatingdisplays, and undertakingother supportiveactivities.Work within establishedschool structures,including classroommanagement structures,behavioural rules, andstudent expectations.document and report tothe teacher, asappropriate.continued*Source: the alberta teachers’ association. teachers and teachers’ assistants: roles and responsibilities. rev. ed. Edmonton, ab:the alberta teachers’ association, 2007. 5, 6, and 9. available online at /index.aspx .adapted with permission.Reference: the Manitoba teachers’ society. teachers and Educational assistants: roles and responsibilities. Winnipeg, Mb: theManitoba teachers’ society, 2004. 11–12. available online at nual.pdf .appendix a11

Duties of Teachers and Educational Assistants: A Summary (continued)duties of teachersteachingnnnnEvaluatingnnreportingstaying currentMonitor and evaluatestudent progress andprogramming.Monitor theimplementation of theiEP.nnnclarify and shareoutcomes andexperiences.discuss specific strategies,activities, and outcomes.discuss workplacelocation.duties of Educationalassistantsnnnnnndiscuss observations.Exchange information.nnnn12implement lesson plansand direct teachingrelated to those lessonplans.supervise and facilitatestudent learning.Model techniques andappropriate language.Provide resources foreducational assistants.Joint activities (teachers andEducational assistants)nreport to parents/legalguardians and the schoolteam, both formally andinformally, asappropriate.Keep up to date onschool, school division,and provincial policies.nnndiscuss studentinformation, asappropriate.Maintain confidentialitywithin policies andpractices.follow policies andguidelines.Educational assistants in Manitoba schoolsnnnclarify elements of thelesson for students.supervise reinforcementactivities.reinforce specifictechniques, strategies,and language as directedby the teacher.document, monitor, andreport objectiveinformation to theteacher.observe studentbehaviour and provideinformation to teachers.collect and record datafor use in studentevaluation.Mark objective tests andassignments for teachersto review.report to teachers onstudents’ strengths,achievements, andneeds.report to teachers onobserved studentbehaviour and outcomes.Keep up to date onschool, school division,and provincial policies.

aPPEndix b: studEnt-sPEcific coMPEtEnciEsSkills related to programming for students with exceptional learning needs are called studentspecific competencies. The following examples of student-specific competencies are intended toprovide suggestions for areas of educational assistant training. This list is not exhaustive and isnot intended to reflect mandatory work descriptors for educational assistants.All work assignments are carried out under the supervision of appropriate school/school divisionprofessional staff.Communicationthe educational assistant is able tonnnnnnnnnnnnnaccurately record correct/incorrect student speech-sound productions in an appropriate formataccurately record correct/incorrect student language productions in an appropriate formatadjust spoken language to accommodate student ability and needuse strategies and techniques to develop and strengthen student production and comprehensionof languageuse basic language-facilitation strategies and techniquesaccurately record fluent/non-fluent productions by students receiving stuttering therapy in anappropriate formatuse fluency-enhancing strategies appropriately with students receiving stuttering therapyaccurately record correct/incorrect student vocal productions in an appropriate formatuse voice-improvement strategies appropriately with students receiving voice therapyfacilitate and support student use of augmentative/alternative communication devices (low-techand high-tech)program and perform basic troubleshooting on augmentative/alternative communication devicesassemble/organize/construct communication materials (e.g., articulation books, tactileschedules, social stories)provide appropriate cues and promptsHealth/Medical Needsthe educational assistant is able tonnnnnperform health-care-related duties as outlined in a student’s emergency response plan (ErP)and/or individual health care plan (ihcP)identify signs of medical distress and respond according to a student’s ErP/ihcPcommunicate to appropriate staff any concerns regarding a student’s health-care status usingthe appropriate heath-care terminologydocument the required care given, duties performed, and observations made specific to astudent, using appropriate health-care terminologyensure the security of all documentation according to the Personal health information actcontinuedappendix b13

student-specific competencies (continued)Mental Health Needsthe educational assistant is able tonnnnnnobserve students and monitor and document verbal and non-verbal cues and behaviours forsigns of change in mental statusrespond appropriately to changes in mental status using predetermined student-specificstrategies to prevent further deterioration, encourage appropriate behaviour, and facilitate safetransitions between changing statesadminister medication and complete all documentation using appropriate format andterminology, as directed by a health professional and as agreed upon in the student-specificplan*implement specific strategies to encourage and reinforce appropriate behaviour and develop andmaintain a positive working relationship with students who exhibit emotional outbursts and/orchallenging behavioursunderstand the common characteristics and behaviours associated with a student’s specificcondition or diagnosisunderstand how a student’s ability to function in school is affected by stressors/triggers in his orher environment*a school division may assign to an educational assistant the responsibility of administering medication.Cognitive/Neurological Needsthe educational assistant is able tonnnnnnnnnimplement strategies as described in a student’s individual education plan (iEP)encourage student independencemotivate students to maintain focus and attention when learning new skillsuse student strengths to compensate for learning deficits/weaknessesuse strategies to generalize learning (e.g., help students use existing skills in new situations andsettings)recognize signs of potential challenging behaviour and respond accordinglydemonstrate new skills clearly and accuratelyprovide appropriate cues and promptsreinforce target behaviours and new skills effectivelycontinued14Educational assistants in Manitoba schools

Student-Specific Competencies (continued)Physical Assistance/Self-Help/Personal Care (or Adaptive Skills)*The educational assistant is able tonnnnnnnnnnnnnposition and secure students in equipment safely and appropriatelyoperate a mechanical lift to move a student from a wheelchair or standing frame to a toilet,commode, or change table equipment safely and appropriatelytransfer or lift students in and out of equipment using safe and appropriate techniquesdemonstrate to students how to use special equipment (e.g., a walker, standing frame, braces,bicycle, stroller, adapted/motorized wheelchair, adapted class chair) safely and appropriatelyassist students in the safe and appropriate use of equipment (e.g., a wheelchair, standing frame,or other special equipment such as a walker, braces, adapted bicycle, stroller, adapted class chair)support student use of computer or other special learning devicesposition and assist students (as required) with toileting, feeding, or dressing routines usingappropriate safety guidelineschange diapers (or other personal hygiene products) using safe and appropriatepositioning/relaxation techniquesuse appropriate techniques for students with chronic lung conditions, such as cystic fibrosis, orstudents with potential for pneumonia due to immobility (e.g., posturizing and pummelling orother forms of chest physiotherapy)use strategies and techniques to facilitate independent movement/walkingimplement strengthening/balance-development programminguse strategies and techniques for specific muscle stretches, strengthening activities, andprogramming to enhance physical developmentuse appropriate strategies and techniques to assist/train students to sit on the floor at a desk*The educational assistant must be physically able to safely perform activities that require lifting and transferring students.Social/Emotional/Behavioural NeedsThe educational assistant is able tonnnnnfollow a student-specific behaviour-management/support programuse effective strategies and techniques for working with students with social/emotional/behavioural needsuse strategies to facilitate smooth transitions for students during the dayimplement crisis response and de-escalation strategies and techniques following school/schooldivision policies and procedurescommunicate to students clear limits and expectations for behaviour and reinforce positivebehaviours using appropriate strategies and techniquescontinuedAppendix B15

student-specific competencies (continued)Sensory—Generalthe educational assistant is able tonnnnnnuse appropriate strategies and techniques to calm and/or increase alertness of a studentuse strategies to improve student concentration (e.g., alternative seating that allows formovement, use of environmental modifications)anticipate and respond to situations when students need movement and/or otheraccommodations to maintain and extend participation time in activities requiring focusmonitor/assist students in using a variety of sensory activities (e.g., sensory room with visual,auditory, and tactile activities)use brushing and joint-compression techniquesuse appropriate strategies and techniques to support development of visual skillsSensory—Visionthe educational assistant is able tonnnnnnntranscribe materials into braille and interpret environmental information into the appropriateformat for studentsuse strategies to support student orientation and mobilityuse effective strategies and practices for working with students who are blind or visually impaireduse the braille code (literacy and mathematics)facilitate student use of devices (e.g., brailler, computerized braille note taker, braille printer,braille software, white cane, talking calculator, closed-circuit television [cctV])assemble, organize, and construct special materials (e.g., braille/audio/large-print books, tactilegraphics)support concept development for blind and visually impaired studentscontinued16Educational assistants in Manitoba schools

student-specific competencies (continued)Sensory—Hearingthe educational assistant is able tonnnnnnnnnnnnnuse effective strategies and practices for working with students who are deaf/hard of hearing(d/hh)/deaf cultureuse american sign language (asl) and/or speak English/french fluently while interpreting anongoing message from one language to anotherfollow the code of ethics that governs the asl interpreter/tutorassist in the implementation of auditory skills programmingassist in the implementation of specialized literacy programmingreinforce auditory skills and speech targets at appropriate times during the school daymaintain amplification equipment (e.g., hearing aids, fM systems), troubleshooting minorequipment difficulties when necessaryuse a Graphic interpreter and assist students in taking computerized notesexpand and model language structu

introduction 1 in t r o d u c t i o n Purpose of document T Educational Assistants in Manitoba Schools, M . T . D . T n n n n n n target audience T / . Ph i l o s o P h y o f in c l u s i o n Manitoba Education is committed to fostering inclusion for all people.