Before and After School Support Leader - Cimarron Elementary School

Cherry Creek School District; Aurora (CO); On-site; USD 38,000 - 54,000; Full time

Job summary

Cherry Creek School District is seeking an energetic Before and After School Support Leader to assist students with severe special education needs. You will help individuals or small groups, implement programming, and support behavior strategies under supervision.

The role emphasizes daily collaboration with staff, educators, and families to ensure smooth programming, safety, and progress tracking in a district setting.

Qualifications

• Background check and fingerprinting required for hire.
• Must be 18 years or older.
• Experience caring for children and ability to work with diverse groups.

Responsibilities

• Assist with curriculum execution for students with severe needs.
• Deliver programming to individuals and small groups.
• Maintain records of progress and behavior.
• Follow safety and licensing requirements.

Skills

Interact with students

Behavior support

Communication skills

Discipline procedures

Leadership

Job description

Job Title

Before and After School Support Leader

FLSA Exemption Status

Non-Exempt

Classification Group

Extended Childcare Services

Supervising Position

Director or designee

Pay Plan

Educational Support Personnel

Pay Range

Range 06

Last Updated

03/19/2025

JOB SUMMARY

Assist students with severe special education needs by helping individuals or small groups of students with curriculum, implementing programming, generalizing learned skills, and implementing behavior strategies.

ESSENTIAL DUTIES AND RESPONSIBILITIES

The subsequent duties outline the fundamental operations of the position and exemplify the nature of the tasks carried out. They do not encompass a comprehensive inventory of the obligations and responsibilities fulfilled in this role. The approximation of frequencies and time allocation percentages are flexible and subject to the requirements of the organization.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Follows and enforces all Colorado Department of Early Childhood licensing requirements. Assist child with program activities, including adapting the programming to individual child needs. Assist with programming delivery to both individuals and small groups to ensure generalization of learned skills from school. Frequency: Daily 25%
• Provide technical physical care for children with special needs as assigned, which may include toileting, grooming, cleaning ventilation devices, feeding, care of gastrostomy tube (G-tube), positioning, and improving range of motion. Administer medication as needed. Frequency: Daily 20%
• Implement child accommodations, supports, modifications, therapeutic procedures, behavior strategies, and programming outlined in the child’s 504 plan. Maintain records of progress and behavior in conjunction with the program director, which may include special reports, providing feedback, and reporting observations to the program director and staff. Frequency: Daily 20%
• Maintain and uphold all program safety protocols and measures at all times. Monitor child and reinforce appropriate behavior for individual child needs. Prevent child from self‑harm and harm to others. Assist child development of social interactions or communication between children with special needs and general education peers. Frequency: Daily 10%
• Assist program director and staff in preparing programming materials, attendance, documentation, etc. Assist with other program events, such as fire drills, as necessary. Frequency: Daily 5%
• Exhibits excellent communication with parents, students, school staff, district staff and co‑workers. Frequency: Daily 5%
• Maintains confidentiality of student information. Frequency: Daily 5%
• Attend and participate in professional development trainings as required by licensing and district. Frequency: Daily 5%
• Perform other duties as assigned or requested. Frequency: Daily 5%
• TOTAL 100%

REPORTING RELATIONSHIPS

This job has no direct supervisory responsibilities.

MINIMUM QUALIFICATIONS

The minimum prerequisites of formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other criteria that a candidate must fulfill to be considered for a position. It is essential that certifications, licenses, endorsements, designations, and trainings are fulfilled, valid, and not expired.

• Criminal background check and fingerprinting required for hire
• The Before and After School Support Leader must be age 18 or over
• A Leader must demonstrate ability to work with children, and must have completed at least one (1) of the following qualifications:
  • a. Must have at least three (3) months (455 hours) of verified experience in the care and supervision of four (4) or more children over the ages of four (4) who are not related to the individual; or
  • b. A current early childhood professional credential level I one (1) or higher in version 3.0 as determined by the Department based on its Early Childhood Professional Credential 3.0 Worksheet
• Each year, June 1 through May 31, the leader must complete at least 15 clock hours of training
• Knowledge of most aspects of childcare
• Ability to develop and utilize appropriate discipline procedures
• Some leadership and management skill
• Ability to make appropriate decisions and to solve problems effectively
• Excellent written and oral communication skills

PHYSICAL REQUIREMENTS AND WORKING CONDITIONS

The physical demands, mental functions, cognitive capacities, and work environment factors required to perform a position’s essential functions. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Light work strength level (lifting or carrying up to 25 pounds)
• Works both indoors and outdoors
• Typically a loud noise level
• Occasional lifting, pulling, and/or pushing
• Frequent bending, reaching, climbing
• Visual concentration
• Squatting
• Working with others

DESIRED QUALIFICATIONS

Formal education, professional work experience, certifications, licenses, endorsements, designations, trainings, and other qualifications relevant to the position that are strongly preferred but not mandatory for a candidate to be considered.

• Experience working in the public sector
• Experience working directly with people from diverse racial, ethnic, and socioeconomic backgrounds
• Racially conscious and culturally competent with the skill, will, capacity, and knowledge to commit to a culture of continuous improvement
• Paid licensed child‑care program, teaching assistant/para‑educator, or licensed teaching experience