Secondary Paraprofessional

District/Organization: Potterville Public Schools Position/Type: Other, full time

Position: Secondary Paraprofessional

Location: Potterville Public Schools

Reports To: Building Administrator

Position Type: Hourly

2026-27 School Year

The Paraprofessional provides supplemental instructional support to students identified as needing additional academic assistance. This position focuses on helping students meet challenging state academic standards in literacy and/or mathematics by delivering targeted small‑group or one‑on‑one interventions under the direction of the classroom teachers.

The role also includes contributing to a safe and supportive school environment, collecting data on student performance, and assisting with school‑wide systems that promote student success.

• High school diploma or equivalent required.
• Must meet Highly Qualified paraprofessional requirements as defined by federal guidelines (ETS Para Pro Assessment, associate degree, or 60+ college credits).
• Experience working with children in an educational setting is preferred.
• Ability to implement instructional strategies and behavioral supports under the supervision of certified staff.
• Commitment to supporting the academic and social‑emotional needs of students identified for Title I services.
• Ability to collect, organize, and maintain accurate data related to student progress.
• Strong interpersonal skills for building positive relationships with students, staff, and families.

• Provide supplemental literacy and/or math interventions to eligible students under the direction of a highly qualified classroom teacher.
• Implement evidence‑based instructional strategies and materials designed to accelerate student growth under the direction of a highly qualified classroom teacher.
• Collect and record student progress data to inform instructional decisions as directed by the highly qualified classroom teacher.
• Support classroom teachers in preparing and organizing intervention materials.

• Provide a safe, positive, and inclusive learning environment for students.
• Reinforce behavioral and academic expectations in alignment with school‑wide systems.
• Participate in Check‑in/Check‑out or other student support routines as assigned.

• Collaborate regularly with highly qualified classroom teachers and building administrators to review student progress and adjust interventions.
• Participate in required Title I meetings, training sessions, and professional development.

• Assist with structured duties such as morning drop‑off, lunchroom monitoring, and recess supervision as assigned.
• Model positive interactions with students and staff to reinforce a supportive school culture.

Crystal Hopkins, HRS, SPS

• Phone:  Ext. 102

Note: This is not necessarily an exhaustive or all‑inclusive list of responsibilities, skills, duties, requirements, efforts, functions or working conditions associated with the job. The school district may add to, modify or delete any aspects of the job (or the position itself) at any time as it deems necessary.

Nondiscrimination: The Board of Education does not discriminate on the basis of race, color, national origin, sex, (including sexual orientation and transgender identity), disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information or any other legally protected category, (collectively, “Protected Classes”), in its programs and activities, including employment opportunities.