Pre-K Educational Support Professional; Teaching Assistant​/Paraprofessional

Pre-K Educational Support Professional (Teaching Assistant/Paraprofessional)

Westford Public Schools, Col. John Robinson School - Westford, Massachusetts Open in Google Maps

Job : 5901228

Final date to receive applications: Posted until filled

Posted: Aug 25, 2026 12:00 AM (UTC)

Starting Date: Aug 31, 2026

Position:
Educational Support Professional Pre-K Classroom

Unit E Contract 2025 - 2028

Organizational Scope:
Reporting directly to building based administration and an assigned cooperating teacher(s), and working under the terms of the collective bargaining agreement with Westford Education Association/Unit E, the Educational Support Professional (ESP) advances the mission of WPS by developing curious lifelong learners who are responsible, empathetic members of the community, demonstrating innovation through a wide variety of opportunities within inclusive, joyful learning environments that embrace their variability and honor their diversity.

Position Responsibilities: The ESP plays a vital role in supporting students' academic, social, and emotional growth within the educational setting. The ESP works closely with certified teachers to foster a positive and inclusive learning environment where all students can thrive. All ESPs are expected to communicate effectively with their cooperating teacher regarding student progress, behavior, and any concerns. As with all members of the school community, ESPs must maintain confidentiality of student information in accordance with school policies and legal requirements.

Instructional support may include, but not limited to:

• providing one-on-one, small group or whole group instruction to students with and without special needs, reinforcing lessons and
• adapting materials as directed by the teacher;
• assisting students with completing assignments, projects, and activities, offering guidance and encouragement.;
• implementing instructional strategies and accommodations, as directed by the teacher;
• utilizing assistive technology and other specialized equipment to support student learning
• reading tests aloud, taking notes, and providing other accommodations as directed by the teacher; and
• helping students develop organizational and study skills.

Behavioral support may include, but not limited to:

• assisting the implementation of positive behavior support plans and strategies;
• monitoring and redirecting student behavior, promoting a positive and safe learning environment;
• helping students develop social skills and appropriate interactions with peers; and
• providing support during behavioral crisis, following established protocols and training.

Overall classroom management support may include, but not limited to:

• assisting the teacher with classroom management, organization, and preparation of materials;
• helping set up instructional materials, visual aids, and equipment;
• maintaining a clean, safe, and orderly classroom environment; and
• supervising students during transitions, lunch, recess, and other non-instructional times.

In addition to the core responsibilities of ESPs as outlined above, the specialized ESP's listed have additional duties described below.

Classroom ESP:
The preschool/kindergarten ESP assists the classroom teacher in providing effective instruction and support to all students in the general education classroom, promoting their independence and maximizing their participation in learning activities. Given the developmental age, some ESPs are asked to facilitate personal care, including hand washing, assisting with outer clothing, especially in winter and toileting, which may include escorting students to the bathroom or an occasional accident.

In some cases personal Adaptive Daily Living Skills care such as supporting personal hygiene, feeding, dressing is required. Based on the level of care required, an ESP may be asked to assist with physical transfer and positioning of students, as directed by therapists and with proper training.

Data Collection and Progress Monitoring is an important requirement in special education; therefore an ESP may be asked to collect data on student performance and behavior as directed by the teacher and assist in tracking student progress towards IEP goals.

Job Qualifications: The ideal candidate will hold a high school diploma. Further formal education such as an associates or bachelor degree or demonstrate professional training is preferred. The candidate should possess:

• solid communication skills and demonstrate interpersonal skills;
• an ability to relate well with students, staff, administrators, parents/caregivers and the community.
• patience, empathy, and a genuine interest in working with students with and without special needs;
• understanding of the unique needs of students with disabilities;
• ability to work independently and as part of a team;
• ability to maintain confidentiality; and
• willingness to participate in required training, such as behavior management techniques

Physical Demands: Physical demands vary in keeping with the…