Education Support Professional; Special Education: Early Childhood Therapeutic Education Alternative Program

Education Support Professional (Special

Education:

Early Childhood Therapeutic Education Alternative Program)

• Position Type:
  Support Staff/ Special Educ Program, Classroom or Intervener Assistants
• Date Posted: 8/19/2026
• Location:
  
  Pine Bend Elementary, Inver Grove Heights ECSE TEA
• Date Available:
  
  ASAP

Date Posted
:
August 19, 2026

Position Title
:
Education Support Professional, Special Education

Assignment Location
:
Pine Bend Elementary School, Inver Grove Heights, MN, in the Therapeutic Education Alternative (TEA) Program for Early Childhood Special Education (ECSE)

Hours per Day
: 7.5

Schedule
: 7:45 a.m. – 3:15 p.m., Monday through Friday, following ECSE school calendar as assigned

Anticipated Start Date
: ASAP

Starting At
:
Starting pay rate: $23.00 / hour per the Education Support Professional Contract

Under the guidance of the classroom teacher and the direct supervision of program assistant directors/principals, our ESP aid students in meeting their individualized education plan (IEP) goals in areas such as: educational, communication, emotional, physical, and behavioral. ESP work with students individually and in small groups on these goal areas, along with additional goals set by speech language pathologists, occupational therapists, mental health practitioners, and other professionals working with students.

In this role, one helps model and encourage respect, communication, and competency during student work tasks and during socialization. Professionalism, empathy, and a non-judgmental approach are essential when working with students receiving special education services to ensure their safety and growth and in order to help them understand and exhibit appropriate behaviors at school and in the community. A paraprofessional is part of a team environment, where collaboration, communication, and adaptability are key to the success of the team and the success of the students.

The ESP role is performed following District policy and State/Federal Laws.

• Assist classroom teacher in providing instruction and managing student educational programming.
• Adapt instructional materials, equipment, or strategies, under the direction of the teacher or other professionals, to provide differentiated instruction, accomplish objectives and meet student needs.
• Implement charting, data collection, paperwork preparation, and other monitoring techniques to ensure student success in a variety of areas, such as behavioral, social, and educational.
• Assist licensed staff in the implementation of classroom management and behavioral interventions, creating an environment appropriate for learning.
• Utilize proactive behavior management techniques, reinforcing positive behaviors, utilizing de-escalation techniques, and redirecting inappropriate behaviors. May be required to use physical restraints.
• Assist students in their daily routines, including escorting students during arrival and departure and to special classes or therapy, providing supervision in school areas such as lunch, the playground or gym, and at school related activities off site.
• Facilitate activities with a student or small group under the direction of the teacher, therapist or other related services staff.
• Assist students with developing appropriate social skills and behavior, through a variety of methods including modeling, lessons, incentive plans, and charting.
• Help to maintain safety of all students and the environment.
• Collaborate with related service personnel, teachers, fellow assistants, and other program/school staff in order to meet the needs of students and maintain a positive work environment for all.
• Participate in training/in-service as assigned, in accordance to the contract.
• Performs other job-related duties, as assigned.

• Willingness and ability to work with students receiving a high-level of special education services.
• Must be highly qualified:
  Two years of study at an institution of higher education with the ability to provide transcripts showing 60 completed semester credits, an Associate's (or higher) degree, OR a passing score on the Para Pro assessment.
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