Instructional Assistant - General Education / Bilingual / Special Education

This is a great opportunity for someone who enjoys working with students, supporting classroom activities, and being part of a positive school environment.

No Teaching Credential Is Required.

Open Positions May Include

Instructional Assistant

General Education

Help students succeed in the classroom by reinforcing lessons, supporting small group activities, preparing instructional materials, and assisting teachers with daily classroom routines.

Instructional Assistant

Bilingual

Support English learners by assisting with classroom instruction, translating written and oral information, interpreting for students and families, and helping students build confidence in their learning.

Instructional Assistant

Special Education

Help students with disabilities feel supported, included, and successful by assisting with individualized instruction, classroom activities, behavior support, personal care needs, and daily school routines.

What's In It For You

Salary

Competitive hourly pay with annual step increases

Schedule

Part-time; typically under 20 hours per week

Work Year

School year calendar; summers off

Location

School sites throughout Bellflower Unified School District

Benefits

Paid sick leave, holidays, and personal days

Experience

No paid experience required and no teaching credential required

Examples of Duties

• Support student learning: Work with individual students or small groups to review lessons, practice skills, complete assignments, and stay engaged in classroom activities.
• Assist the teacher: Help prepare materials, set up work areas, support lesson activities, grade or organize assignments, and keep the classroom running smoothly.
• Help keep students safe and supported: Monitor students in the classroom, on the playground, during activities, and in other school settings.
• Encourage positive behavior: Help students follow classroom expectations, participate in activities, and build confidence throughout the school day.
• Encourage participation: Create a positive, safe, and inclusive environment where students feel comfortable learning and expressing themselves.
• Support different student needs: Depending on the assignment, you may assist students with language support, special education services, personal care, mobility, behavior plans, or classroom accommodations.

Typical Qualifications

We're looking for people who have

• High school diploma or equivalent
• A great attitude and love working with kids
• Reliable and professional work habits

Plus ONE Of The Following

• 48 college units
• Associate's degree
• Pass the District's reading, writing, and math assessment

No teaching experience required. We will train you on what you need to know.

Career Growth

This position is a fantastic stepping stone if you are considering:

• Teaching credential programs
• Special education careers
• Child development
• Educational leadership
• School counseling

Supplemental Information

Work Environment

• Multiple school locations across the District
• Part-time positions, typically under 20 hours per week
• School year calendar with summers off
• Clean, safe classroom, campus, and activity settings

Physical Demands

All Instructional Assistant Assignments

• Sitting or standing for extended periods of time.
• Bending, kneeling, crouching, and reaching to assist students.
• Using hands and fingers to operate classroom and office equipment.
• Seeing to read materials and monitor student activities.
• Hearing and speaking to exchange information.
• Lifting light objects.

Special Education Assignments

• Assisting with lifting or moving students, including students who may weigh more than 50 pounds.
• Using a multi-person lift or mechanical lifting equipment, as needed.
• Assisting with wheelchair support, mobility, toileting, feeding, diapering, and other personal care needs.
• Providing close supervision in settings where students may display self-injurious or unsafe behaviors.

Ready to Apply?

Join our team and discover if education is your calling while earning money and gaining valuable experience. We provide the training and support you need to succeed.

Questions? Contact our HR team at ***email_hidden***.

We are here to help you get started!

We offer comprehensive benefits to full-time employees, including medical, dental, vision, retirement, deferred compensation, flexible spending accounts, voluntary life insurance, disability, holidays, vacation, and sick leave. Part-time employees working at least 20 hours per week (4 hours per day) are eligible for pro-rated benefits based on hours worked.

Which positions are you interested in? (Select ALL that apply)

• General Instructional Assistant: Provide classroom support across various subjects and grade levels, assisting teachers with instruction and student supervision.
• Instructional Assistant - Bilingual: Support students with limited English proficiency by translating materials and serving as interpreter between teachers, students, and families.
• Instructional Assistant - Special Education: Work with students who have disabilities or special needs, implementing individualized education plans and providing specialized support.

Career Technical Education (CTE) programs provide students with hands-on, career-focused learning in technical and skilled career areas. Are you interested in being considered for any of the following CTE Instructional Assistant assignments? Please select all that apply. Your selections may be used to determine placement options.

• Construction/Woodshop: Support hands-on learning in construction and woodworking classes by assisting with the safe operation of tools and machinery,
• Culinary Arts: Assist students in culinary labs by demonstrating safe food handling, supervising kitchen activities, and maintaining tools and equipment used in food preparation and cooking lessons.
• Automotive Technology: Provide instructional and safety support in automotive classes, helping students learn repair techniques, tool use, and vehicle maintenance procedures.
• Film/Video Production: Support digital media and video production courses by assisting with camera operations, lighting, editing, and classroom technology during film and multimedia projects.
• I am not interested in any of these assignments

What is your HIGHEST level of education? (Select ONE)

• Less than high school diploma/equivalent
• High school diploma/equivalent only
• Some College (no degree)
• Associate degree
• Bachelor's degree
• Master's degree or Higher

Have you completed 48 or more college semester units / 72 or more quarter units? Or earned an associate degree or higher? If yes, please upload unofficial transcripts or proof of enrollment. Transcripts may qualify you to waive the District Instructional Assistant Exam.

• Yes — I have completed 48 or more college semester units or earned an associate degree or higher.
• No / Not Applicable — I have not completed 48 or more college semester units or earned an associate degree or higher.

Did you upload your transcripts to this application? (Transcripts may qualify you to waive the District Instructional Assistant Exam.)

• Yes
• No

Are you available to work Monday through Friday?

• Yes, I am available to work Monday through Friday.
• I am available some weekdays, but not Monday through Friday.
• No, I am not available to work Monday through Friday.

Which best describes your availability? (Select ONE)

• Full flexibility - Can work any hours within 7 AM-4 PM on my available days
• Morning preference - Prefer morning hours (7 AM-12 PM) but can occasionally work afternoons
• Morning only - Can only work morning hours (7 AM-12 PM)
• Afternoon preference - Prefer afternoon hours (12 PM-4 PM) but can occasionally work mornings
• Afternoon only - Can only work afternoon hours (12 PM-4 PM)

For each statement below, select the response that BEST describes your training and experience. Answer each item honestly — your responses may be verified during a reference check or interview. Select only ONE response per item.

• Yes, I understand

Which best describes your experience working with students, children, or youth in a school, classroom, tutoring, child care, recreation, camp, arts, music, theater, media, enrichment, after-school, volunteer, or similar setting?

• I have no experience working with students, children, or youth.
• I have informal experience helping students, children, or youth, such as family, occasional volunteer, or community activities.
• I have less than one year of experience working with students, children, or youth in a structured setting.
• I have one (1) to two (2) years of experience working with students, children, or youth in a structured setting.
• I have more than two (2) years of experience working with students, children, or youth in a structured setting.

Which best describes your experience helping others understand lessons, assignments, instructions, homework, reading, writing, math, language, or other learning activities?

• I have no experience in these areas.
• I have informally helped classmates, family members, children, or others with learning activities or homework.
• I have occasionally helped individuals or small groups with assignments, instructions, tutoring, homework, or skill practice in a volunteer, school, child care, recreation, community, or similar setting.
• I have regularly supported students, children, or youth with lessons, homework, tutoring, review activities, or skill practice in a structured setting.
• I have paid or regularly assigned experience supporting instruction by tutoring students, reinforcing lessons, explaining or modifying materials, assisting with classroom activities, or leading small-group learning under teacher or staff direction.

Which best describes your experience supporting individuals with different learning styles, language needs, behavior needs, disabilities, communication needs, or other individualized support needs?

• I have no related experience.
• I have informally helped family members, classmates, friends, children, or others with different learning, language, behavior, communication, or support needs.
• I have adjusted how I explain information or provide help based on a person’s age, skill level, language level, behavior, communication style, or understanding.
• I have provided extra help, redirection, accommodations, translation, interpretation, behavior support, or individualized assistance as part of assigned duties in a work, school, volunteer, child care, recreation, community, or similar setting.
• I have been regularly responsible for supporting individuals with formal individualized needs, such as disabilities, IEP-related supports, behavior plans, English learner supports, interpretation needs, communication needs, or other documented support plans.

Which best describes your experience preparing, organizing, distributing, collecting, filing, duplicating, grading, recording, or maintaining materials, records, supplies, displays, work areas, or equipment?

• I have no related experience.
• I have regularly assisted with copying, filing, distributing, collecting, organizing, or cleaning up materials, supplies, records, displays, work areas, or equipment in a work, school, volunteer, or community setting.
• I have regularly assisted with materials, records, supplies, displays, work areas, or equipment in a classroom, office, child care, recreation, customer service, retail, clerical, volunteer, or similar setting.
• I have been responsible for maintaining an organized system of materials, supplies, records, files, equipment, displays, or activity areas for a class, office, program, or group.

Which best describes your experience helping maintain a safe, orderly, respectful, and supportive environment for students, children, youth, clients, or participants?

• I have no related experience.
• I have followed safety rules or helped maintain appropriate behavior in informal, volunteer, school, family, or community settings.
• I have monitored or supervised students, children, youth, customers, clients, or participants while following rules, procedures, or staff direction.
• I have experience redirecting behavior, reporting concerns, assisting with routines, supporting participation, or helping maintain safety in a structured setting.
• I have experience supporting student safety, behavior plans, personal care routines, mobility assistance, feeding, toileting, health/safety procedures, playground supervision, field trips, or other individualized student support needs under staff direction.

SITUATIONAL ASSESSMENT SECTION The following questions present workplace scenarios you might encounter as an Instructional Assistant or AVID Tutor. These are situational questions designed to understand your approach to common challenges. Important Guidelines: Answer based on what you would actually do, not what you think we want to hear There are no "trick" questions - we value honest, thoughtful responses Choose the response that best reflects your natural instincts and judgment Your answers help us understand your work style and ensure a good fit for both you and our students Please take your time and answer each question thoughtfully.

• Yes - I understand

A student you're helping gets really upset and starts crying during a math lesson. What do you do first?

• Say "You're okay, let's try this problem again" and continue with the same math approach
• Give them the answer so they stop crying and can move on
• Let them know it's okay to feel frustrated, help them calm down, then try explaining the math a different way
• Stop working on the math problem for a minute and help them take some deep breaths

You're helping kids with an art project and notice you're almost out of glue sticks, but the teacher is busy helping another student. What do you do?

• Wait for the teacher to notice that we're running out
• Tell the teacher right away, even though they're busy
• Share the remaining glue sticks among students and make a note to tell the teacher when they're free
• Make the glue sticks last as long as possible and tell the teacher after the project is done

A parent comes up to you and asks how their child is doing in class. What should you do?

• Listen to what they're worried about, then let them know they should talk to the teacher for detailed information
• Tell them you can't talk about students and direct them to the office
• Share a few positive things you've noticed but suggest they talk to the teacher for more details
• Listen to their concerns but explain that you're not qualified to discuss how students are performing

You make a mistake while helping students and they notice. What do you do?

• Make a joke about messing up and continue with the lesson
• Fix it quickly and hope they don't focus on the mistake
• Say "Oops, I made a mistake! Let me show you how I can figure out the right way"
• Admit you made a mistake and ask the students what they think the right answer is

You're supposed to help a student practice reading the same 10 words every day. After two weeks, you:

• Continue practicing the same words but make it more fun with games or different activities
• Ask if you can move to new words since the student seems bored
• Sometimes practice the assigned words and sometimes do other reading activities
• Stick with the same words but add fun activities like word games

Another staff member keeps interrupting you when you're speaking in meetings. How do you handle this?

• Stop participating in meetings so it won't happen anymore
• Talk to them privately about it in a respectful way
• Start interrupting them back so you can finish what you're saying
• Politely say "Let me finish" during the meeting

You're working with a group where some kids finish their work really fast and others need more time. What do you do?

• Have the fast finishers help the slower students
• Prepare extra activities for fast finishers while giving more help to students who need it
• Set the same time limit for everyone so the group stays together
• Set up a quiet area where fast finishers can work while you help the others

A teacher asks you to watch their class alone while they leave to handle something personal. What do you do?

• Say yes since you know the kids and what they're supposed to be doing
• Say no and suggest they call the office to get an official substitute
• Say yes if another adult can check on the class while they're gone
• Say yes but tell them you'll call the office if any problems come up

During recess, you notice a student walking with a slight limp, but they haven't said anything about being hurt. What do you do?

• Keep watching them since they're still playing and seem okay
• Don't worry about it since they're not complaining
• Go ask them if they're hurt and let the teacher or nurse know what they say
• Ask if they're okay and suggest they sit down if they need to

You're assigned to work with a teacher who does things very differently than you're used to. What do you do?

• Give them suggestions based on what worked at your previous job or school
• Learn their way of doing things and adjust how you help to match their style
• Keep doing things the way you're comfortable with since it has worked before
• Try to combine your approach with their approach
• Required Question