Paraeducator, Special Education and Transitional Kindergarten (0.8 FTE) - Franklin Elementary ([...]

Young World Physical Education; Oakland (CA); On-site; USD 28,337 - 42,347; Full time

Job summary

Young World Physical Education in Oakland is seeking a Paraeducator for Special Education to assist teachers and provide support to students with disabilities. The role involves ensuring students achieve their Individualized Education Plans and requires close collaboration with teachers, parents, and other staff.

Qualified candidates must have a high school diploma and relevant experience working with children. The position offers a range of responsibilities from classroom support to direct student assistance, ensuring all children receive equal educational opportunities.

Qualifications

• Assist a teacher in providing instruction to students with disabilities.
• Communicate with teachers and parents to evaluate student progress.
• Assist students with personal hygiene and health care needs.

Responsibilities

• Provide instruction and support in an education program.
• Monitor student progress and behavior.
• Perform clerical duties related to classroom activities.

Skills

Instructional support

Behavioral strategies

Communication skills

First Aid certification

Education

High school diploma or equivalent

Associate of Arts degree or higher

48 college units or passing test score

Tools

Microsoft Office

Job description

Paraeducator, Special Education and Transitional Kindergarten (0.8 FTE) - Franklin Elementary (2026-27)

Starting Date: Immediately

Basic Information

Title: Para-Educator, Special Education

Reports To: Assigned Supervisor

Department: Special Education and School Sites with Transitional Kindergarten classrooms

Classification: Classified

FLSA: Non-Exempt

Work Year/Hours: 202 days / 7.5 hours or duty days and hours as assigned

Issued: Created: April 2015

Salary Grade: AFSCME Para

Salary: $20.57 to $30.74 Per Hour

BASIC FUNCTION

Under the direction of assigned supervisor, assist a certificated teacher in providing instruction to individuals or small groups of students in an assigned educational program; assist children with meeting the goals and objectives of their Individualized Education Plan (IEP); attend to the physical and health needs of students; monitor and report student progress regarding educational performance; perform a variety of clerical and supportive duties related to classroom activities and classroom management. This position is distinguished from other student support roles in that, in addition to providing instructional support to students with disabilities under the guidance of a certificated teacher, employees in these positions are primarily responsible for attendant physical duties to enable students with disabilities to have equal educational opportunities, assist with basic health needs of students with disabilities, and assisting the classroom teacher in setting up and maintaining engaging academic environments.

DISTINGUISHING CHARACTERISTICS REQUIRING SPECIALIZED SKILLS

• Deaf and Hard of Hearing Para-Educator: Assist in providing high quality instruction to individual or small groups of Deaf and Hard of Hearing (DHH) and other students; must communicate proficiently using a signing system such as American Sign Language (ASL), Pidgeon Signed English (PSE), Manually Coded English (MCE) and appropriate facial expressions.
• Visual Impairment Para-Educator: When assigned to support students who are blind or visually impaired, assist the classroom teacher in delivering instruction and meeting goals; must read and demonstrate Braille; operate supportive equipment such as audio devices, Braille printers, tactile equipment; assist students with moving through the school environment and use of a cane.

ESSENTIAL FUNCTIONS

• Assist a certificated teacher in providing instruction to students (Pre-K through Young Adult) in an assigned classroom or program, including Special Day Class (SDC) or other programs; assist students with disabilities to meet the goals and objectives included in their IEP.
• Read IEP goals to support instruction to maximize student progress when trained by appropriate staff.
• Communicate with teachers and/or parents as required to evaluate progress and implement IEP objectives.
• Implement classwide and individual behavior strategies to effectively maintain a safe learning environment when trained, when needed.
• Communicate professionally with other staff and parents, both written and verbal, to provide seamless transparency.
• Assist individuals or small groups of students, reinforcing instruction as directed by the teacher; monitor and oversee student drills, practices, and assignments for learning reinforcement.
• Assist students with washing, toileting (may include lifting on and off toilet), diapering, dressing, grooming, and other personal hygiene activities.
• Assist with transportation of students; reposition students requiring medical equipment, wheelchairs, braces, and other orthopedic equipment; adjust equipment as necessary; ensure safe use of wheelchairs, prosthetics, and other devices.
• Assist with loading and unloading of students on/from buses, automobiles, wheelchairs, stretchers, and gurneys.
• Volunteer annually to be trained to administer Diastat; may perform medical procedures when trained and supervised.
• Provide basic first aid and specialized health care as directed.
• Ensure health and safety of students by following health and safety practices and procedures.
• Assist the teacher in monitoring, motivating, and training students with disabilities; observe and manage behavior per approved procedures; report progress regarding performance and behavior; follow behavior intervention plan.
• Perform clerical duties such as preparing, typing, duplicating instructional materials, scoring papers, recording grades; assist in attendance; maintain student files.
• Support teacher by setting up work areas, operating audio-visual equipment, distributing and collecting supplies; confer with teachers on programs and materials.
• Administer, monitor, and score tests and assignments; rephrase materials and explain instructions.
• Assist students in developing self‑help, social, and communication skills.
• Notify appropriate personnel of suspected substance abuse, child neglect, severe medical or social conditions, or potential suicide.
• Assist in monitoring lunchroom activities and mealtime procedures, including feeding and cleaning.
• Carry out positive reinforcement and reactive strategies in a behavior support plan.
• Respond to emergencies to ensure immediate resolution and documentation.
• Assist in supervising students inside/outside classroom, recess, playground, and field trips; maintain discipline and reinforce learning.
• Operate office, instructional, and audio‑visual equipment; provide technical assistance.
• Maintain basic knowledge of computers including Microsoft Office.
• Assist with data collection; record progress and determine when benchmarks are reached.
• Work as part of a team for the betterment of special education programs and site.
• Maintain cleanliness and safety of classroom and school facilities.
• Direct group student activities.
• Maintain confidentiality of student records and information.
• Adhere to site and department codes of conduct.
• Participate in staff meetings, professional development, and in‑service meetings.
• Perform related duties as assigned.

QUALIFICATIONS

The District determines whether a candidate is qualified based on fulfillment of prerequisites, relevant work experience, ability to perform essential functions, reference checks, effective interpersonal and communication skills demonstrated by interview performance and/or writing samples, and achievement on performance‑based assessments (if applicable).

PREREQUISITES

• Meeting Highly Qualified requirement of No Child Left Behind: A high school diploma or equivalent AND (a) an Associate of Arts degree or higher, or (b) 48 or more college units, or (c) a passing score on a test (CBEST, ParaPro or CODESP) and relevant training or coursework in child growth and development, instructional technology or closely related field.
• One year of experience working with children of various age levels in a classroom setting and experience attending to students with physical needs (preferred).
• Possession of a valid First Aid Certificate and CPR Certificate.
• Willingness to complete at least 15 hours of additional training as required, including annual mandated reporter training.
• Valid California Driver’s License, if applicable.

WORKING CONDITIONS

ENVIRONMENT

Office, diverse school site and classroom environments; driving a vehicle to conduct work; fast‑paced work; constant interruptions; may need to physically guide or restrain students; potential contact with blood and other body fluids and communicable diseases.

PHYSICAL REQUIREMENTS

Consistent mental alertness; sitting or standing for extended periods; walking on uneven terrain, play yards and school grounds; lifting, carrying, pushing, and pulling objects up to 50 pounds, or greater with assistance; bending and twisting at the waist, reaching overhead; dexterity of both hands; seeing to read, write, use a computer and educational materials; hearing and speaking in audible tones to exchange information in normal classrooms, outdoors, in person or on the telephone.

NON-DISCRIMINATION POLICY

The Oakland Unified School District does not discriminate in any program, activity, or in employment on the basis of actual or perceived race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.