Special Education Paraprofessional - 2026-27 School Year

Special Education Paraprofessional

Location:

District-wide openings

Department:
Special Education

Reports To:

Director of Special Education and Building-level Principals

Term:
Ongoing 182-day position beginning with the 2026-27 school year

Schedule:

Mon-Fri Full-time. Roughly 6.5 hours/day.

Salary:
Position follows the Classified Salary Schedule  rting salary begins at $18.75-$21.50/hour, based on experience.

Date of last review:
June 2026

Summary:

The Special Education Paraprofessional assists educators at the early childhood, elementary, middle or high school level to support the district's special education learners in either the general education classroom or special education classroom settings. The Special Education Paraprofessional assists learners with disabilities in their daily instructional and non-instructional activities under the supervision of the classroom and special education educators.

To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Collaboration:

Develops positive, effective working relationships with learners and staff. Assists educators in routine classroom operation, daily activities and assignments. Maintains classroom by assisting educator with daily organization. Acts as a liaison between special education classroom and general education classroom. Proactively utilizes flexibility in assisting other programs or other learners to address changes and challenges based on learner, building, or district needs.

Communication:
Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills. Establishes & maintains relationship with all learners by pairing self as a reinforcer. Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity. Maintains learner dignity and confidentiality in communication and interactions. May assist learners with alternative modes of communication.

Assists educators with parent contact as requested to foster effective and participatory parent involvement in learner education. May assist learners with personal cares including, but not limited to feeding, toileting assistance, general hygiene practices, dressing needs as outlined in care plans or learner IEPs.

Compassion:
Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support. Demonstrates understanding of learner's disability, is courteous, respectful, and fair. Acts as a communication liaison between learners and educators. Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences. Partners with others to resolve potential controversy and conflict through respectful discussion.

Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity:
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.

Critical Thinking:
Demonstrates initiative and creativity with learners and their program(s). Connects with team members and shares ideas in an effort to improve the overall learner and employee experience. Demonstrates ability to problem solve in the moment situations for academic, behavioral, or learner health and safety needs.

Reflection:
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities. Maintains and acquires technical knowledge by attending required trainings and passing competency assessments. Actively participates in on-going professional development opportunities.

Resilience:
Maintains composure while dealing with stressful situations. Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:
Provides skills instruction and behavior management strategies outlined in learner behavior plans or formal training to learners with disabilities, individually or in small groups, under the supervision of the classroom educator and special educator. Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording. Constructs, copies, and distributes and utilizes educational materials as instructed by special educator.

Implements learners positive behavior support plans with fidelity as specified by educator and support staff. Provides structure by consistently conducting daily lesson plans set up by educator. Provides supervision (examples: playground, cafeteria, recess, drop off/ pick up, study…