Paraeducator, Special Education Early Childhood Candidate Pool

Howard County Public School System; Santa Rosa (CA); On-site; USD 30,000 - 40,000; Full time

Benefits offered by this job

Comprehensive benefits package

Retirement plan with Maryland State Retirement Agency

Job summary

The Howard County Public School System is seeking a Paraeducator to support student learning and well-being under the supervision of teachers. The role involves assisting special needs students, implementing Individual Education Programs (IEPs), and fostering inclusive classroom environments.

Ideal candidates should have a High School Diploma and preferably experience working with PK-12 students. This position offers competitive pay and benefits, contributing to diverse student populations in California.

Qualifications

• High School Diploma or GED equivalent is required.
• Experience working with students in a PK‑12 setting is preferred.
• Knowledge of early childhood subjects including literacy and mathematics.

Responsibilities

• Support instructional programs by working with students individually and in groups.
• Assists teachers with curriculum instruction and lesson plans.
• Provides monitoring and support for students engaged in independent work.

Skills

Knowledge of child development

Ability to follow directions

Ability to support diverse learners

Education

High School Diploma or GED

Job description

About the Howard County Public School System

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. Join our award‑winning workforce and make a difference in the lives of our students.

Job Description

Under the supervision of the principal and/or assistant principal, and with instruction from a special education teacher, general education teacher, therapist or assigned staff, the Paraeducator supports and promotes student learning and well‑being. The special education paraprofessional assists the teacher in general daily classroom activities, helps special needs students, and cares for their physical, emotional health and safety, affirming their abilities, and striving to promote dignity in all relationships. The position implements plans and programs related to academic, behavior, and social/emotional needs of students with individual educational programs (IEPs). These positions also perform a variety of instructional and classroom management support including data collection as well as related clerical tasks to support teachers and other professional staff in the classrooms and learning environments.

Minimum Qualifications

• High School Diploma or GED equivalent (must upload scanned diploma or official transcript).
• Education completed outside the United States must be evaluated by an MSDE approved organization.
• For Title I Schoolwide Program Schools: High School Diploma/GED Equivalent and a passing score on the ParaPro Assessment, or 48 college credits or more from an accredited college or university.

Preferred Qualifications

• Experience working with students in a PK‑12 setting.
• One (1) year of experience working with young children with disabilities.
• Associate degree from an accredited college or university, Child Development Associate® (CDA) credential or an AA degree to work in Pre‑K classrooms.
• Per Blueprint, this certification will be required beginning with the 2027‑2028 school year.

Essential Position Responsibilities

• Works under the direction of a teacher or service provider to provide instructional support for students individually and in small groups.
• Utilizes additional technical skills and training to implement Intensive Structured Teaching (IST) sessions as required by the IEP.
• Assists teachers or service providers with implementing curriculum‑area instruction and lesson plans to reinforce learning across early childhood standards and developmental areas including motor activities and self‑help needs.
• Reviews and reinforces classroom lessons and learning experiences by monitoring and providing support to students engaged in independent work or similar activities in academic and non‑academic classes, including implementation of supplemental aids as designated on the IEP.
• In collaboration with the classroom teacher or service provider, implements consistent reinforcement of appropriate student behaviors, proactive strategies to support social‑emotional needs of all students, and implements behavior intervention plans (BIPs) to address target behaviors of individual students.
• Supports classroom/behavior management strategies to help students remain engaged and attentive during activities.
• Provides specified prompts for student engagement and participation during large and small group activities.
• Informs classroom teacher or related service provider of individual student learning needs and progress by data collection and documentation.
• Supports the implementation of Individual Education Programs (IEPs) by collecting data and documentation related to general education curricula, student IEP goals/objectives and academic or behavioral needs.
• Provides information to assist the teacher in evaluation of the learning process, behavior management programs, individual student needs and progress.
• Assists classroom teacher or service provider in carrying out activities by preparing instructional materials (e.g., manipulatives, making copies, filing).
• Assists with the set up and operation of assistive technology to support student learning and communication (electronic communicators, switches, pointers, feeders).
• Attends meetings and professional learning sessions (e.g., first aid, CPR, emergency procedures, behavior management, specialized methodology).
• Assists students with mobility needs (e.g., equipment is properly used and secured, including wheelchairs, seat belts or other safety restraints). Assist students with self‑care needs (e.g., toileting, hand washing).
• Maintains confidentiality as it relates to student information and records (IEPs, student files, health information).
• Monitors students during assigned periods within a variety of school environments (bus, playground, classroom, field trips, transportation, assemblies).
• May assist with lunch activities (collecting lunch money, feeding).
• Monitors/assists students between classrooms, during lunch period and recess, during playground activities, bus loading/unloading, and during restroom usage.
• Continues planned instructional activities during teacher’s temporary absence from the classroom.
• Attends training opportunities provided by HCPSS including training on specific prompting methodologies for implementation of intensive structured teaching sessions.

Essential Knowledge, Skills, and Abilities

• Knowledge of child development, instructional strategies and practices, instructional goals, and policies specifically in special education and related services.
• Knowledge of the basic early childhood subjects taught in public schools, including literacy and mathematics.
• Ability to support the implementation of instructional programs that support diverse student learners.
• Ability to assist students with instruction in an active learning environment.
• Ability to follow oral and written directions necessary for providing student support (e.g., directions for learning tasks, student goals and objectives, schedule of services).
• Ability to exhibit professional behavior, tact, and good judgment in working with administrators, colleagues, central office and school‑based staff, students, parents/guardians, and the community.
• Ability to utilize assistive technology and devices to support student needs.
• Ability to utilize web‑based productivity and collaboration tools (Microsoft Office Suite, Google Suite).

Additional Requirements

• Working in school buildings, classrooms, community, and/or outdoor setting under a variety of weather conditions.
• Exposure to high pitched/louder verbalizations by students, bodily fluids, students with more challenging behavior.
• May be required to assist with students exhibiting challenging behaviors including implementing a continuum of positive behavior supports.
• May require customized training to accommodate the special needs of students.
• Physical Requirements: Must be able to frequently lift and/or carry 50‑75 pounds with assistance. Ability to work around children including standing and sitting, in a chair and/or on the floor for extended periods. Ability to complete bending, pushing/pulling, walking, running, kneeling, twisting, squatting, crouching, overhead and above shoulder reaching movements. Must be able to use hands and fingers to operate standard office and student devices/equipment or classroom equipment. Must be able to actively monitor and respond to students who elope from the classroom or school building. Must have visual acuity to read, write printed materials and observe activities of children. Must be able to hear, with or without use of hearing aid(s), sufficient to hear any conversation with others.

Working Hours

The duty day for a full‑time position is 7.5 hours per day including an unpaid, thirty‑minute duty‑free lunch. Must be able to accommodate a flexible schedule and change of location, as needed.

Compensation and Benefits

This is a 10‑month per year position in the Howard County Education Association, Educational Support Professionals (HCEA‑ESP) employee unit. The position is salary Grade VI on the Secretaries and Assistants salary scale. Special Education Paraeducators receive an additional $0.75 per hour. Paraeducators working in Title I Program Schools receive an additional $0.50 per hour. Step placement follows HCPSS salary procedures and the HCEA‑ESP Master Agreement. Under the Fair Labor Standards Act, this position is not exempt from overtime. Retirement: Membership in the Maryland State Retirement Agency (MSRA) pension plan is mandatory for eligible employees. The annual contribution to the pension plan is 7% of an employee’s annual salary. Benefits: HCPSS offers a comprehensive benefits package for eligible employees. Information about additional benefits such as paid time off can be found in the negotiated agreement for employees in this bargaining unit.

Equal Opportunity Employer

HCPSS is a committed equal opportunity employer. To request an accommodation during the application or interview process due to a documented disability, please email [e-mail]. HCPSS celebrates diversity and is committed to creating an inclusive environment for all employees and applicants and prohibits discrimination, harassment, and retaliation of any kind. All employment decisions are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex, age, physical or mental disability, sexual orientation, gender identity and/or expression, marital status, veteran status or any other protected characteristic under federal, state and local laws.