One Year-Specialized Paraprofessional-(Hatherly)-(SY25-26)

Scituate Public School District; Massachusetts; On-site; USD 26,000 - 34,000; Full time

Job summary

Scituate Public School District is seeking a Specialized Paraprofessional to work under teachers and support Intensive IEP-based needs across ECC, JEMS, TLP, i-Excel, and Learning Centers. 10-month position, Union C, with 1:1 instruction and behavior support as required.

The role includes assisting with instruction, tests, data collection, confidentiality, and collaboration with educators to implement plans and accommodations. Strong communication and independence are essential.

Qualifications

• High school diploma or GED required.
• Strong communication and collaboration skills.
• Ability to follow directions from the principal and lead educator.
• Ability to work independently.
• Ability to foster a positive, inclusive and safe school environment.
• Ability to lift up to 25 pounds.
• Current authorization to work in the United States.

Responsibilities

• Support students individually or in small groups.
• Proctor daily tests and MCAS.
• Provide supervision, academic and behavioral support.
• Assist with classroom technology and assistive devices.
• Implement behavior plans as appropriate.
• Document progress and maintain confidentiality.
• Attend trainings and meetings as scheduled.

Skills

Strong communication

Collaboration

Follow directions

Independent work

Positive behavior support

Lift up to 25 pounds

Education

High school diploma or GED

Associates degree or higher preferred

Job description

Specialized Paraprofessional

Reports to: Building Principal

Position overview:

The Special Education paraprofessional (Group C) works closely with and under the direction and supervision of the designated Special Education &/or General Education Teacher(s) for the benefit of students requiring intensive, individualized and specialized paraprofessional support outlined on their IEPs. This includes students in the Early Childhood Center (ECC), JEMS, TLP, i-Excel program, and the Learning Centers (ELC, PLC, ILC, and GLC). This also includes students who may not be placed in a program but require five hours or more per day of 1:1 paraprofessional support per the IEP due to a significant impairment or physical aggression.

Essential duties & responsibilities:

Duties and responsibilities may vary depending on the Special Education Paraprofessional’s assignment. May be assigned to one student, or a small group of students, in a general education/inclusion setting or separate setting.

• Support classroom and specialized instruction by assisting students individually or in small groups.
• Proctor daily content area tests/quizzes as well as standardized tests including MCAS
• Provide supervision, academic and behavioral support to students
• Support classroom technology and individual students’ use of assistive technology
• Implement behavior plans as appropriate
• Foster student independence and encourage positive behaviors aligned with school-wide and classroom expectations
• Provide coverage for Classroom/Special Education Teachers for meetings
• Prepare materials and resources for educators or the special education department
• Reinforce instruction, including previously taught concepts through guided practice and review activities
• Implement accommodations outlined in student plans (including IEPs, 504 plans or informal intervention plans)
• Communicate and consult with educators regarding student progress or concerns
• Informal ongoing communication with liaison regarding progress of students.
• Document students’ progress both academically and behaviorally (data collection)
• Maintain student confidentiality and follow all district policies and procedures.
• Attend training sessions, meetings, or professional development activities as scheduled.
• Perform other related duties as assigned by the Superintendent of Schools, Principal or his/her designee

In addition to the above instructional paraprofessional responsibilities, the specialized paraprofessional is responsible to:

• Provide 1:1 instruction, ABA discrete trial training, and/or physical behavioral interventions if needed and trained
• Implement Behavior Intervention Plans (BIPS) in consultation with BCBA or counselor
• Support students in substantially separate programs such as JEMS, TLP or the Learning Centers who require a high level of assistance to access the curriculum and/or maintain self-regulation
• Support i-Excel students in community-based instruction, transition activities or job coaching, as outlined in their IEPs.
• Provide direct assistance with daily living or self-care skills such as toileting, hygiene and feeding when needed

QUALIFICATION-REQUIRED:

• High school diploma or GED
• Strong communication and collaboration skills.
• Ability to follow directions from the principal and lead educator
• Ability to work independently
• Ability to foster a positive, inclusive and safe school environment
• Ability to work with students who may exert bodily fluids or demonstrate unsafe behaviors
• Ability to perform physical restraints if trained and necessary?
• Strong understanding of behavioral management principles
• Ability to implement ABA and/or discrete trials
• Ability to lift up to 25 pounds
• Current authorization to work in the United States by the first day of employment.

QUALIFICATIONS-PREFERRED:
Experience working with special education population
Associates degree or higher in the field of child development, education or psychology

TERMS:

This is a 10-month based on the school year. Paraprofessional Union (C)

The Scituate Public Schools have a commitment to maintaining an educational environment and workplace that establishes programs and support mechanisms to recruit and retain staff and ensure appropriate staffing levels that meet the needs of all students through a highly qualified and diverse workforce. Candidates who have a strong commitment to active antiracism are encouraged to apply.

We are an equal opportunity employer. Bigotry and intolerance, including discrimination on the basis of race, color, national origin, age, sex, sexual orientation, gender identity, religion, homeless status or disability are not tolerated and where any form of intimidation, threat, coercion and/or harassment that insults the dignity of others and interferes with their freedom to learn or work is unacceptable.