Special Education Paraprofessional

Starting Date: Aug 25, 2026

Pay Range: $17.60 – $23.33 per hour (DESPA collective bargaining agreement)

Title I Paraprofessional (Special Education Paraprofessional)

The Paraprofessional works closely with the classroom teacher to provide academic, social-emotional, and behavioral support and interventions to all students in all settings, including general education classrooms and substantially separate classrooms.

This position is classified as non-exempt.

The Paraprofessional reports to the Director of Special Education and Student Support Services and the Building Principal.

• High school graduate or GED required; associate’s degree preferred.
• Para Pro exam preferred.
• Demonstrated ability to work with students on academic tasks under the direction of the teacher, nurse, and/or support staff.
• Ability to communicate clearly and effectively, both orally and in writing to students and adults.
• Experience and willingness to provide direct assistance to students to manage personal care and to improve daily life skills.
• Demonstrated familiarity with student instructional and disciplinary procedures.
• Ability to monitor students’ safety and security.
• Alternatives to the above qualifications may be considered by the Superintendent in conformity with district requirements and state and federal law.

• Provide overall support and accommodations to students and classroom teachers based on classroom needs, IEPs and 504 Plans, under the supervision of the student support services team or classroom teacher.
• Provide direct assistance to students to manage personal care.
• Supervise and support students during specials, recess, lunch, and transportation (field trips) as documented in the student’s IEP.
• Implement instruction prepared and/or modified by teachers or related service providers to identified students and maintain appropriate documentation on outcomes of instruction.
• Recognize when teaching/learning and behavioral strategies are not successful and seek guidance from classroom teachers and specialists to adapt assistance accordingly.
• Incorporate knowledge of student learning styles, child development, and skill acquisition rates to assist learning and foster independence; assist with observations and record academic, behavioral, and social data to measure progress.
• With district‑provided training, provide support in crisis situations using district‑approved crisis management and physical management protocols when necessary.
• Assist with conducting student assessments as directed by classroom teachers.
• Maintain confidentiality.
• Supervise students during transitions and assigned time blocks.
• Utilize computer technology for required and assigned tasks, as necessary.
• Work effectively with school administration, comply with school department procedures and school committee policies.
• Other duties and responsibilities assigned by the building principal and/or supervisor.
• Support students with significant intellectual disabilities, multiple disabilities, or autism spectrum disorder under the direction of a special‑education teacher.
• Implement individualized education programs (IEPs) and behavior support plans with consistency and fidelity.
• Support students in developing functional academic skills, daily living skills, and vocational/community‑based skills.
• Accompany and support students during community‑based instruction and related vocational tasks.
• Assist with personal care routines, including toileting, feeding, and mobility support.
• Work with students demonstrating emotional or behavioral challenges impacting learning and peer relationships.
• Support students within general education, inclusion, or small‑group settings.
• Implement strategies outlined in IEPs or BIPs to promote regulation and engagement.
• Reinforce social skills, coping strategies, and academic support as directed by the instructional team.
• Monitor student behavior, document progress, and communicate observations to team members.
• Collaborate with special‑education teachers, general education teachers, school adjustment counselors, and related service providers to ensure consistency of support.
• Participate in team meetings and trainings as required.
• Maintain confidentiality regarding student information at all times.

Work is primarily performed in a classroom setting. The Paraprofessional must physically support students who utilize specialized equipment such as standers, wheelchairs, and supportive seating. Work involves moderate physical exertion, including walking, standing, stooping, kneeling, reaching, carrying objects, and manual dexterity to manipulate objects.

Full-time