Special Education Paraprofessional Aide Specialized Programs, K-8 SY

Special Education Paraprofessional Aide Specialized Programs, K-8 SY 26/27

Brookline Public Schools Public Schools of Brookline (Districtwide) - Brookline, Massachusetts

• Job : 5793943
• Final date to receive applications: Sep 02, 2026 5:00 PM (Eastern Standard Time)
• Posted: Jun 22, 2026 4:00 AM (UTC)
• Starting Date: Sep 1, 2023

Special Education Paraprofessional Aide Specialized Programs, K-8

*** This is a District wide pool posting. Location will be discussed during the interview process. Several positions available!

Public Schools of Brookline

Job Title: District-wide Special Education Paraprofessional

Reports to:

• Administratively responsible to the building principal/Head of School.
• Programmatically responsible to the Director of Special Education and/or Special Education Coordinator.

General Description:

The Public Schools of Brookline (PSB) serve eight elementary schools, a nationally accredited preschool program (BEEP) and a nationally recognized high school. A qualified paraprofessional will work closely with an assigned special educator and/or classroom teacher, and will provide direct care and instructional support to students individually and in small groups. In order to thrive in this role, the paraprofessional must be caring, compassionate, and committed to each student’s success.

Program Descriptions:

In-District Programs include but are not limited to:
Reaching Independence Through Structured Education (RISE), Adaptive Learning Center (ALC), Therapeutic Learning Center (TLC), LAHB

Specific Qualifications (by program):

RISE:
Experience working with students with Autism Spectrum disabilities required. Experience and/or knowledge of Applied Behavior Analysis preferred. Knowledge to maintain quality, safety, and infection control standards. Willingness to participate and earn certification in Safety Care preferred.

ALC:
Experience working students with multiple developmental disabilities required. Comfort with hands‑on care and support for activities of daily living required. Knowledge to maintain quality, safety, and infection control standards. Willingness to participate and earn certification in Safety Care preferred.

TLC:
Experience working with students who have emotional impairments and mental health needs required. Experience and/or knowledge of programs such as Social Thinking and/or Zones of Regulation preferred. Willingness to participate and earn certification in Safety Care preferred.

LAHB:
Experience working with students with language-based learning disabilities required. Experience and/or knowledge of evidence-based reading programs such as Orton Gillingham required. Participation in a ten‑hour Orton‑Gillingham Orientation required.

Qualifications:

• High school diploma or equivalent required.
• Two years of study at an institute of higher education, Associates of Arts (AA) degree, or higher degree preferred.
• Ability to work with students with disabilities required.
• Ability to read, write, and speak in English required.
• Knowledge of disabilities related to specific program need.
• Completion of first aid and CPR training, with Certificate preferred.
• Certification in non‑violent crisis intervention (Safety Care) preferred.
• Ability to problem solve while maintain effective working relationships with students, staff, and community.
• Knowledge of disabilities related to specific program needs.
• Ability to work as a team and maintain composure under potentially stressful conditions.
• Ability to problem solve while maintaining effective working relationships with students, staff, and community.
• Ability to sit, stand, balance, walk, bend, stoop, kneel, crouch, talk and hear required. Willingness to lift, carry, push, pull, and move up to 75 pounds, including students, required.

Essential Duties and Responsibilities:

• Establish and maintain collaborative relationships with all school staff.
• Perform routine clerical tasks operating a variety of educational and office related machines and equipment.
• Model an understanding, patient, and receptive attitude towards students of varied age groups and varied disabilities.
• Implement small group and individualized instructional services under the…