Para Educator: Building Based

Parker Early Childhood Center; New Bedford (MA); On-site; USD 35,000 - 48,000; Full time

Job summary

Parker Early Childhood Center in New Bedford, MA is seeking a Para-Educator (Building Based) to provide positive, nurturing supports to students, assisting teachers in daily instruction and classroom management to help students meet academic, social, and behavioral goals.

Responsibilities include supporting students across grade levels, aiding self-regulation and behavior plans, providing sensory and communication support, and assisting with transitions and personal care as needed.

Qualifications

• Minimum of 48 college credits; or Passed the Para Pro test.
• Experience working with children; educational setting preferred.
• Experience with CPI training if necessary.
• Experience with students with Special Education services preferred.
• Passion to work with school-aged children.

Responsibilities

• The Para-Educator will work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student’s growth and achievement including students’ IEP goals and objectives.

Skills

Multilingual skills

CPI training

Education

Associate degree preferred

Job description

New Bedford Public School District Parker Early Childhood Center - New Bedford, Massachusetts Open in Google Maps

Para Educator: Building Based

New Bedford Public School District Parker Early Childhood Center - New Bedford, Massachusetts Open in Google Maps

This job is also posted in New Bedford Public School District

Job Details

Job ID: 5918137
Application Deadline: Sep 22, 2026 11:59 PM (Eastern Standard Time)
Posted: Sep 08, 2026 4:00 AM (UTC)

Starting Date: Immediately

Job Description

Para-Educator – Building Based

We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.
Summary:

• Building Based Para-Educator provide positive and nurturing supports to students in the school setting. Supports may include attending to students’ physical, person, academic, and/or social emotional needs. Through collaboration, Para-Educators assist the teacher in daily instruction, appropriately managing the classroom environment, and are instrumental in supporting students in meeting their academic, social and behavioral goals.

Responsibilities:

• The Para-Educator will work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student’s growth and achievement including students’ IEP goals and objectives.
• Assisting students in their learning across content areas in individual, small group, and whole group settings based on building needs/Administrative direction.
• Building based Para-Educators may support students at any grade level within the building they are assigned to.
• Assisting students in self-regulation and management of emotions and behavior to maximize student learning including, but not limited to, implementing and supporting behavior plans and classroom management programs.
• Provide sensory support to students as needed. Sensory supports may include, but are not limited to, implementing and supporting sensory plans, providing students sensory breaks, and supporting students in the use of sensory equipment.
• Assisting and supporting students in communication between peers, school staff, etc. including the use of assistive technology.
• Supporting students transitions during arrival and dismissal, between subjects/classes in school, and between activities.
• Para-Educator will provide support in the development of social, emotional, and behavioral skills with individuals or group of students.
• May be asked to review student IEPs on an as needed basis to ensure students’ needs are understood and being met
• May provide personal care assistance to students including but not limited to toileting/diapering, feeding, physical lifting of students for hygiene and body positioning changes.
• Other duties related to support of students as directed by Administration.

Program/Role specific duties:

The following programs/role classifications have specific duties in addition to the duties listed above.

• ABA Embedded: Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and behavioral assistance in classroom setting and specialized services including but not limited to ABA/speech/physical/adaptive physical/occupational/sensory integration therapy
• Behavior Intervention Programs (BRIDGE, ELEVATE, RISE): Programs that facilitate intensive socio-emotional/behavioral and academic interventions primarily in a substantially separate, special education classroom. Classrooms may be at one or multiple grade levels. Students may need social, academic and behavioral assistance.
• Deaf and Hard of Hearing: Staff use ASL (American Sign Language) to support students. Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social, communication assistance and academic interventions.
• Dual Language: Staff will communicate with students in Spanish and English. Students may need social, academic and grade level behavioral assistance.
• Empower: Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc.
• Pre-Kindergarten/Kindergarten: Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and grade level behavioral assistance.
• Substantially Separate: Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc..
• Supportive Academics: Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social assistance and academic interventions.

Qualifications:

• Minimum of 48 college credits; or Passed the Para Pro test
• Experience working with children; in an educational setting preferred
• Experience with and/or the ability to become CPI trained if necessary
• Experience working with children with Special Education services preferred
• Passion to work with school aged children

Terms of Employment:

• Reports to: School Principal
• Rate: In accordance with the Paraprofessional contract foundhere
• Work Year: School year

The New Bedford Public Schools do not discriminate on account of age, race, color, sex, gender identity, gender expression, ancestry, religion, national origin, sexual orientation, military status, genetics, or disability that does not prohibit performance of essential job functions in employment for potential employees. New Bedford Public Schools encourages people with multilingual skills, particularly in Cape Verdean Creole, Portuguese and/or Spanish, to apply. Every available opportunity will be taken in order to assure that each applicant is selected on the basis of qualifications, merit and ability.

Position Type: Full-Time

Job Requirements

• Associate degree preferred.
• Citizenship, residency or work visa required

Contact Information

• Ellyn Gallant , Principal
• Parker Early Childhood Center
• Phone: [phone] es 53550
• Email: [e-mail]