Learning Support Center Paraprofessional

Memspa; Michigan; On-site; USD 22,000 - 26,000; Part time

Job summary

Memspa is seeking a part-time Learning Support Center aide in Michigan to supervise students and mentor them in academics and behavior. You will support MTSS interventions and coordinate with teachers to help students access and complete their classwork.

Responsibilities include monitoring attendance, providing tutoring, and assisting with progress monitoring in collaboration with school staff. The role emphasizes safety and a supportive learning environment.

Qualifications

• Associate’s degree or higher; 60 college credits.
• Experience with students in an educational setting.
• Ability to read, write, and speak clearly in a school context.

Responsibilities

• Supervise and mentor students in the Learning Support Center daily.
• Provide MTSS interventions addressing academic, behavioral, and social-emotional needs.
• Support after-school academic and behavioral interventions and restorative practices.
• Coordinate with teachers to ensure access to and completion of classwork.
• Record attendance and monitor progress for students in MTSS.
• Maintain a safe, orderly Learning Support Center environment.

Skills

MTSS

Mentoring

Student supervision

Communication

Progress monitoring

Education

Associate degree or higher

Job description

Deadline: September 30, 2026
District/Organization: Fowlerville Community Schools
Position/Type: Other, part time
Salary: $16.01-18.52

Department: High School

Reports to: Principal

Please note: The district reserves the right to interview qualified candidates as application come in. The job can be offered to a selected, qualified applicant prior to the end of the posting period.

SUMMARY

Responsible for the daily supervision and mentoring of students in academic and behavior areas assigned to the Learning Support Center.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Other duties may be assigned.

• Provide daily supervision, mentoring, andMulti-Tiered System of Supports (MTSS)interventions for students assigned to the Learning Support Center, addressing academic, behavioral, and social-emotional needs as appropriate.
• Support the implementation of individualized academic and behavioral interventions aligned with student needs and building MTSS processes.
• Provide supervision and support forafter-school academic and behavioral interventions, including assigned student supports, restorative practices, and other interventions designed to promote student success.
• Facilitate communication and coordination between classroom teachers and students to ensure students have access to and are completing assigned classwork.
• Provide academic assistance, tutoring, and organizational support to students in the Learning Support Center as requested or as identified through the MTSS process.
• Monitor student behavior, engagement, and progress and communicate relevant concerns or information to teachers and administration to support appropriate interventions.
• Maintain a safe, orderly, and supportive Learning Support Center environment and monitor the physical condition of the space.
• Accurately record and report attendance for students assigned to the Learning Support Center and provide follow-up support for students who are absent from assigned interventions or after-school academic and behavioral supports.
• Assist with documentation and progress monitoring related to student interventions and assigned MTSS supports.
• Collaborate with teachers, administrators, counselors, and other appropriate staff to support student success and ensure continuity of academic and behavioral interventions.
• Perform other related duties as assigned by administration.

Hours: Monday-Friday 7:20-3:20pm

SUPERVISORY RESPONSIBILITIES

None

Qualification Requirements

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

EDUCATION/EXPERIENCE

Associate’s degree or higher, completed two years of college (60 semester credits). Experience working with students in an educational setting.

LANGUAGE SKILLS

Ability to read and interpret documents such as safety rules, operating and maintenance instructions, and procedure manuals. Ability to write routine reports and correspondence. Ability to speak effectively before groups of students or employees of organization.

REASONING ABILITY

Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.

OTHER SKILLS/ABILITIES

• Ability to develop effective working relationships with students, staff and the school community.
• Ability to communicate clearly and concisely, both orally and in writing.
• Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS

The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is regularly required to sit and talk or hear. The employee frequently is required to walk. The employee is frequently required to stand and reach with hands and arms. Specific vision abilities required by this job include close vision and depth perception. Frequently the employee will lift up to 10 lbs. such as to lift files and paper.

WORK ENVIRONMENT

The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

The noise level in the work environment is usually moderate to loud.

The employee shall remain free of any alcoholor non-prescribed controlled substance in the workplace throughout his/her employment in the District.

Fowlerville Community Schools does not and shall not discriminate on the basis of race, color, national origin (ancestry), religion (creed), gender, gender expression, sexual orientation, marital status, disability or any other characteristic protected under applicable federal or state law in its programs and activities. Inquiries or complaints related to discrimination should be directed to: Director of Human Resources, Trisha Reed, Fowlerville Community Schools, 7677 Sharpe Road, Suite A, Fowlerville, MI 48836, [phone].