Paraprofessional; MDS-B

Para educator

Paraeducators support students in various classrooms across all grade levels, and may be placed on a yearly basis in multiple classrooms based on student need. Paraeducators may be transferred to different positions and primary locations based on student needs and caseloads from year to year. Paraeducators may be assigned to classrooms with the primary purpose of support in special education, mathematics, reading/literacy, ESL, general education classrooms, or a combination thereof.

A para educator assisting in the area of reading/literacy supports the reading/literacy specialist and/or classroom teacher by providing literacy and/or academic support to both individual students and small groups of students within the classroom. A para educator assisting in math classrooms supports the instructional program by providing math interventions and monitors the progress of students on the caseload while working cooperatively with all the members of the professional staff.

A para educator assigned to support students in the ESL program assists the academic needs of those students attaining English language proficiency. The support may include one-on-one or group review and instruction of material being taught by certified staff including test accommodations. A para educator assisting in special education supports and assists the academic or physical needs of students with special needs in instructional programs and services.

The support and assistance includes one-on-one or group review of material taught by certified staff, classroom management and implementation of positive behavior support plans. Special education para educators may be assigned based on need based on administrative discretion to any of the following classrooms/programs: multiple disabilities classrooms, emotional support classrooms, learning support classrooms, life skills support classrooms, be assigned as a 1:1 support, or a combination thereof.

Specific daily requirements vary depending on the assignment.

Education:

High School Diploma or GED Equivalent

Meet one of the requirements below:

• Have completed at least two (2) years of postsecondary study
• Possess an associate degree or higher
• Meet a rigorous standard of quality as demonstrated through a State or local assessment; OR "Para educator Credential of Competency'' as issued by PDE.

All para educators must attain Highly Qualified status by the last student day of the year they were hired regardless of the time in the year they were hired. All para educators are required to maintain Highly Qualified status once attained by completing a minimum of 20 hours of yearly professional development (subject to approval by supervisor).

License: N/A

Experience:

Experience working in an educational setting is preferred.

Knowledge/Skills/Abilities:

• Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
• Ability to effectively communicate with students, staff, parents, and administrators.
• Ability to build and maintain working relationships and positive rapport with students, staff, parents, and administrators.
• Ability to organize and plan effectively.
• Ability to lead small groups of students to reinforce academic and/or behavioral skills.
• Ability to effectively work with students who may be aggressive or disruptive.
• Ability to attend work regularly at assigned work hours subject to lawful leave rights and responsibilities.
• Ability to use all applicable technological equipment and software to support student learning.
• Ability and knowledge to use technology to communicate with students, parents, staff, and administrators.
• Ability to carry out assigned tasks with limited supervision.
• Ability to assist with daily functional behaviors when needed such as organizational skills, toileting, feeding, and/or basic hygiene requirements.
• Basic familiarity with adaptive and/or medical equipment as required for individual students.
• Understand and comply with confidentiality protocols.
• Understanding of foundations of special education.
• Understanding of diversity as related to disability, learning styles, and cultures.
• Understanding the process of delivery of instruction.
• Understanding learning environments and social interactions.
• Understanding components and reasons for assessment.
• Understanding of responsibility for professional and ethical practice demonstrated by fairness and impartiality.
• Understanding of the process of collaboration.
• Demonstrates the ability to work in a team environment.
• Demonstrates the ability to maintain complete confidentiality.
• Demonstrates excellent interpersonal skills, demonstrated by patience, understanding, and congeniality to effectively work with exceptional learning needs students and staff.

Primary assist with an individual student or groups of students as required by the IEP or the School District to reinforce educational skill development including but not limited to academic…