ESL Paraeducator: Support Multilingual Learners & Growth

Worcester-Public-Schools

Central Business District (MA)

On-site

USD 34,000 - 41,000

Full time

14 days+

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Job summary

Worcester Public Schools is seeking a Paraeducator (ESL) at Clark Street Community School in Worcester, MA. The role focuses on supporting multilingual learners, leading small groups, and assisting teachers to provide inclusive access to instruction.

Responsibilities include lesson reinforcement, materials preparation, supervision during meals and activities, and collaboration with staff. Minimum requirements include 48 college credits or ParaPro/WorkKeys; bilingual abilities are a plus.

Qualifications

  • Minimum: 48 undergraduate college credits or Parapro/WorkKeys score.
  • Preferred: experience supporting multilingual learners.
  • Experience in PreK-12 settings and diverse environments.
  • Ability to speak Albanian, Arabic, Nepali, Portuguese, Spanish, Vietnamese, or ASL.

Responsibilities

  • Assist classroom teacher by reviewing, correcting and reinforcing lessons with individuals and small groups.
  • Prepare and inventory instructional materials; set up and maintain classroom learning aids.
  • Supervise breakfast/lunch and assemblies; clean work areas.
  • Assist with clerical tasks such as attendance and filing.
  • Participate in planning with teachers for instructional activities and events.

Skills

Language development support
Classroom assistance
Small group instruction

Education

48 undergraduate college credits

Job description

Worcester Public Schools is seeking a Paraeducator (ESL) at Clark Street Community School in Worcester, MA. The role focuses on supporting multilingual learners, leading small groups, and assisting teachers to provide inclusive access to instruction.

Responsibilities include lesson reinforcement, materials preparation, supervision during meals and activities, and collaboration with staff. Minimum requirements include 48 college credits or ParaPro/WorkKeys; bilingual abilities are a plus.

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