Paraprofessional

The paraprofessional provides instructional, behavioral, and clerical support to teachers and students across various school settings in the district. Under the direction of certified teachers and building administrators, the paraprofessional assists in the delivery of educational programming, supports individual student needs, and contributes to a positive and inclusive learning environment.

• Assist the teacher with instruction and classroom management.
• Work one-on-one or with small groups of students to reinforce learning activities.
• Support students with special needs as outlined in Individualized Education Programs (IEPs) or 504 plans.
• Monitor and support student behavior, providing redirection or intervention when needed.
• Assist with personal care tasks, including toileting and hygiene, especially in Early Childhood Special Education (ECSE) and Life Skills classrooms.
• Prepare and organize classroom materials and supplies.
• Accompany students during transitions, meals, recess, and other activities throughout the school day.
• Document observations and student progress as directed by supervising staff.
• Foster a safe, respectful, and supportive environment for all students.
• Maintain confidentiality and adhere to district and school policies at all times.

• High school diploma or GED required; associate degree or two years of postsecondary education preferred.
• Must meet applicable state or district paraprofessional certification requirements (e.g., Para Pro Assessment).
• Prior experience working with children in an educational or care setting preferred.
• Ability to support students with physical, emotional, behavioral, and academic needs.
• Willingness to assist with personal care and hygiene when necessary.
• Strong communication and teamwork skills.
• Flexibility to work in different buildings and with diverse student populations.

• May include physical activity such as standing, walking, lifting up to 25 lbs, and supporting student mobility.
• Positions available in multiple district buildings, with placements based on student needs and staffing priorities.
• May work with students requiring intensive support for physical, emotional, or behavioral challenges.