Adaptive Paraprofessional

Carroll County Schools; Bowdon (GA); On-site; USD 17,000 - 22,000; Full time

Job summary

Carroll County Schools seeks a dedicated paraprofessional to support students with disabilities in Bowdon Elementary School. The role focuses on instruction, behavior support, and personal care to help learners access the curriculum and IEP goals.

Minimum qualifications include a high school diploma or GED and Georgia paraprofessional eligibility; experience with children and teamwork with teachers and staff are preferred. The position is on-site at Bowdon Elementary School.

Qualifications

• High school diploma or GED.
• Georgia paraprofessional requirements: 60 semester hours from an accredited institution with grades of C or better or an associate degree or a passing score on the state-approved Paraprofessional Assessment.
• Experience working with children preferred, especially with students with disabilities.

Responsibilities

• Implement teacher-directed small-group and individualized instruction aligned to IEP goals and classroom lessons.
• Provide accommodations and use assistive technology to support access to instruction.
• Collect instructional and behavioral data and maintain progress monitoring as directed.
• Supervise students to maintain a safe, structured learning environment.
• Support students during assessments by following approved accommodations and directions.

Skills

Organizational skills

Patience

Professionalism

Education

High school diploma or GED

Tools

Current technology

Job description

• Date Posted: 11/2/2026
• Location: Bowdon Elementary School

JOB OBJECTIVES (Purpose of the position):

Supports teachers and students in special education classrooms by supporting instruction, behavior, and personal care so students with disabilities can access the curriculum, services, and settings outlined in their Individualized Education Plans (IEPs)

ESSENTIAL JOB FUNCTIONS (Functions essential to attaining job objectives):

Strategic Goal Area I – Student Achievement

• Implement teacher-directed small-group and individualized instruction aligned to IEP goals and classroom lessons
• Provide accommodations, and use assistive technology to support access to instruction
• Collect instructional and behavioral data and maintain accurate progress monitoring as directed
• Supervise students to maintain a safe, structured learning environment across instructional settings
• Support students during assessments by following approved accommodations and directions

Strategic Goal Area II – Stakeholder Engagement & Loyalty

• Maintain confidentiality and refer parent questions to the supervising teacher
• Collaborate positively with teachers, therapists, bus drivers, and school staff to support student success
• Model respectful, professional communication with students, families, and colleagues
• Support classroom-to-community and community-based instruction as assigned
• Follow and enforce regulations concerning student conduct, discipline, and attendance

Strategic Goal Area III – Efficient and Effective Organizational Processes

• Follow teacher directions and classroom routines including behavior support plans and crisis procedures
• Assist with daily classroom management, materials preparation, organization, and clerical tasks
• Provide personal care support as assigned which may include feeding, toileting, diapering, positioning, transferring, and hygiene
• Use approved de-escalation and restraint procedures only as trained and directed and document per district procedures
• Maintain a clean, safe environment including proper sanitation and safe handling of equipment and materials
• Support student transportation duties such as bus duty when assigned and ensure safety procedures are followed
• Operate and care for adaptive equipment, wheelchairs, lifts, and instructional technology as trained

Strategic Goal Area IV – Continuous System and School Improvement

• Attend required trainings and professional learning including First Aid and CPR as assigned
• Attend and participate in faculty meetings and other necessary events if required by the supervising teacher or the principal
• Maintain awareness of IEP goals, accommodations, and district procedures and follow directions from the supervising teacher and administrator
• Perform other duties and tasks and assume other responsibilities as assigned

OTHER EXPECTATIONS

• Adhere to the Code of Ethics for Educators in Georgia
• Demonstrate prompt and regular attendance/timeliness
• Complete assignments and requirements on time and in compliance with directions, policies, and procedures
• Maintain accurate, complete, and appropriate records; file reports promptly
• Maintain confidentiality of information and records for students and staff
• Communicate effectively with students, peers, administration, parents, and the public
• Exhibit pleasant behavior and project a positive image when dealing with students, peers, administration, parents, and the public

JOB STANDARDS (Minimum qualifications needed to perform essential job functions)

• High school diploma or GED
• Meet Georgia paraprofessional requirements: 60 semester hours from an accredited institution with grades of C or better or an associate degree or a passing score on the state-approved Paraprofessional Assessment
• Experience working with children preferred with experience supporting students with disabilities preferred
• Ability to follow written and verbal directions and to implement teacher-designed instructional and behavior plans
• Ability to lift, transfer, and position students safely and to perform personal care tasks as assigned
• Ability to use current technology and instructional software and to learn assistive technology tools used by students
• Ability to maintain emotional control under stress and to respond appropriately in crisis situations
• Such alternatives to the above as the Board may find appropriate and acceptable

JOB LOCATION (Place(s) where work is performed):

Assigned School site

EQUIPMENT (Machines, devices, tools, etc., used in job performance):

• Current technology
• Adaptive equipment, wheelchairs, lifts, and positioning devices as trained
• Classroom instructional materials and assistive technology devices
• If system-wide a car may be required

CRITICAL SKILLS/EXPERTISE (Needed for this job specifically):

• Organizational skills
• Patience, discretion, and professionalism when working with students and families
• Skills in data collection, documentation, and safe student handling