Instructional Support Specialist; FTE - Emerson Elementary

Instructional Support Specialist (0.8 FTE) - Emerson Elementary (2026-27)

Oakland Unified School District Emerson Elementary - Oakland, California Open in Google Maps

Job : 5822068

Final date to receive applications: Posted until filled

Posted: Jul 08, 2026 7:00 AM (UTC)

Starting Date: To Be Determined

Position Type: Other

Salary: $22.21 to $29.76 Per Hour

Job Categories: Special Education >
Special Education Assistant

This position is 0.8 FTE.

The District and SEIU 1021 are working together to create promotional opportunities for existing staff, therefore this job posting is available for five(5) days for internal candidates based on our collective bargaining agreement.

Instructional Support Specialist, Special Education

REPORTS TO: Assigned Supervisor

DEPARTMENT: As Assigned

CLASSIFICATION: Classified

FLSA: Non-Exempt

WORK YEAR/

HOURS:

205 days / 6 hours or duty days and hours as assigned

ISSUED: Created:
April 2015

SALARY GRADE: WTCL 32

As part of the instructional team and under the direction of an assigned supervisor, perform a variety of specialized educational supports, including the implementation of behavioral interventions, increased access to the common core curriculum and, as needed, meet physical needs of students with disabilities. Key distinctions in this role compared to other paraprofessional roles include specialization in instructional supports that can support students to moving to less restrictive environments, training and enhanced abilities in providing behavioral supports to all students, and providing a pathway to a certificated position for interested employees.

Although providing physical and health support services to students with disabilities may be directed on an as needed and case by case basis, it is not anticipated to be a daily task applying to all students supported by the Instructional Support Specialist.

This position may be used to identify potential teacher and other educational professional candidates. Collaborating with institutions of higher learning, educational development corporations, the business community, teacher preparation programs, human resources, special education, etc., the District will provide direct support to Instructional Support Specialists seeking to become teachers by assisting them in completing the educational and credentialing requirements.

Essential Functions:

• Under the guidance of a certificated teacher provide core curriculum instruction and behavior intervention to students with disabilities (Pre‑K through young adult) in an assigned classroom or program; support students with meeting goals and objectives including students with IEPs.
• Participate in Individual Educational Plan (IEP) meetings; read IEP goals to support instruction to maximize student progress when trained by appropriate staff. Support the implementation of the behavior intervention plans for all special education students; provide positive reinforcement supports to other special education students experiencing behavior difficulties; support with non-special education students experiencing behavior problems if it does not interfere with the special education responsibilities.
• Follow the schedule of activities for implementing student instruction and behavior plans; participate in staff development programs to reinforce interventions for students needing instructional or behavioral support.
• Help prepare for periodic inspections of classroom environments to assure established standards of plan implementation are maintained.
• Confer with Behavior Specialist, school administrators, teachers and site staff concerning individual student progress toward behavior plan goals.
• Help manage behavior of students; intervene in crisis/emergency situations involving aggressive or uncontrolled behavior of identified students; restrain disruptive or dangerous students, when certified, in situations only when student is a danger to him/herself and/or others.
• Work cooperatively with classroom teachers, interpreting the abilities and disabilities of students, assisting in classroom intervention strategies, modifying general education curricular as necessary…