Here’s a professional Shadow Teacher Job Profile suitable for a child development centre or school support program.
Shadow Teacher – Job Profile (Special Needs Children, Age 3–8 Years)
Shadow Teacher – Job Description
Position:
Shadow Teacher (Special Needs Education Support)
Age Group:
Children with Special Needs (3–8 years)
Purpose of the Role:
The Shadow Teacher provides one-to-one support to a child with developmental, learning, behavioural, or communication needs during school hours. The primary goal is to help the child successfully participate in classroom activities, follow school routines, develop independence, and achieve academic, behavioural, social, and communication goals in collaboration with the class teacher, therapists, and parents.
Key Roles and Responsibilities
1. Classroom Support
- Accompany the assigned child throughout the school day.
- Assist the child in following classroom routines and school rules.
- Ensure active participation in classroom learning and group activities.
- Support the child in understanding and completing classwork as instructed by the class teacher.
- Modify or simplify instructions when required without changing the teacher’s learning objectives.
- Encourage the child to complete tasks independently with minimal prompting.
2. Behaviour Management
- Observe and manage classroom behaviour using positive behaviour support strategies.
- Prevent challenging behaviours through structured routines, visual supports, and proactive intervention.
- Reinforce appropriate behaviour using positive reinforcement techniques.
- Assist the child in developing self-regulation, emotional control, and attention skills.
- Maintain consistency with behaviour plans designed by therapists or psychologists.
3. Academic Participation
- Support reading, writing, colouring, drawing, and classroom assignments according to the child’s abilities.
- Encourage participation in circle time, storytelling, music, art, sports, and other school activities.
- Help maintain focus and attention during lessons.
- Record observations regarding academic performance and classroom participation.
4. Social and Communication Support
- Encourage interaction with classmates and teachers.
- Facilitate cooperative play and peer engagement.
- Support communication using verbal language, gestures, visual schedules, AAC, or other communication methods when applicable.
- Promote age-appropriate social skills, including sharing, waiting, greeting, and turn-taking.
5. Safety and Personal Care
- Ensure the child’s safety at all times within the school premises.
- Supervise transitions between classrooms, playground, cafeteria, assembly, washroom, therapy sessions, and school transport if required.
- Assist with toileting, hygiene, eating, and other personal care needs only when necessary and according to school policies.
- Monitor the child’s health, comfort, and emotional well-being during school hours.
6. Documentation and Reporting
- Maintain daily records of:
- Attendance
- Classroom participation
- Behaviour observations
- Academic progress
- Social interaction
- Incidents requiring intervention
- Share regular updates with parents and the therapy team as directed by the organization.
- Participate in review meetings with teachers, therapists, and parents when required.
7. Collaboration
- Work closely with the class teacher and follow classroom expectations.
- Implement strategies recommended by Occupational Therapists, Speech Therapists, Clinical Psychologists, Physiotherapists, ABA Therapists, Special Educators, or other professionals.
- Respect school policies and maintain professional communication with school staff.
Professional Expectations
- Maintain strict confidentiality regarding the child’s personal and educational information.
- Demonstrate patience, empathy, professionalism, and a child-centred approach.
- Arrive punctually and maintain regular attendance.
- Dress professionally and appropriately for a school environment.
- Avoid using mobile phones during classroom hours except for official communication or emergencies.
- Never use punishment, humiliation, physical force, or harsh language.
- Encourage independence rather than creating dependence on adult support.
Required Qualifications
- Bachelor’s degree or Diploma in Psychology, Special Education, Child Development, Early Childhood Education, or a related field.
- Additional certification in Autism, ADHD, Learning Disabilities, Behaviour Therapy, ABA, or Inclusive Education is preferred.
- Experience working with neurodivergent children is desirable.
Required Skills
- Positive behaviour management
- Classroom management
- Communication and interpersonal skills
- Observation and documentation
- Patience and emotional resilience
- Team collaboration
- Problem-solving
- Basic understanding of child development and neurodevelopmental disorders
Reporting To
- Clinical Supervisor / Program Coordinator / Child Development Centre
- School Class Teacher (for classroom activities)
Working Hours
As per the child’s school schedule and organizational requirements. Plus evening training program with CDC
Performance Evaluation
Performance will be evaluated based on:
- Child’s classroom participation
- Behavioural improvements
- Academic engagement
- Communication with teachers and parents
- Professional conduct
- Documentation quality
- Attendance and punctuality
- Adherence to intervention plans and school policies
Final year students of psychology and Fresher can apply for this position . Training can be provided without . it can be conducted at LGC foundation CDC with multidisciplinary team for next 6months internship hands on training in early intervention therapies . training timings can be 1.30pm to 7pm with one to two year working bond with child as shadow teacher . Evening working training is mandatory for this job .
Please look into salary range properly and then apply.
Transport charges can be reimbursed.
Pay: ₹12,000.00 - ₹15,000.00 per month
Benefits:
Work Location: In person
