Paraeducator, Special Education Specialized Program Candidate Pool

Howard County Public School System; United States; On-site; USD 30,000 - 45,000; Full time

Benefits offered by this job

Comprehensive benefits package

Retirement plan with MSRA

Additional pay for Title I Program Schools

Job summary

The Howard County Public School System is seeking a Special Education Paraeducator for specialized programs. The role supports and promotes student learning and well-being, implementing programs related to the needs of students with IEPs.

Applicants should have a high school diploma or GED and at least one year of experience working with students with disabilities. A commitment to collaboration and skill in using technology are essential. A comprehensive benefits package is offered, along with opportunities for additional training.

Qualifications

• Must have at least one year of experience working with students with disabilities.
• Requires knowledge of special education instructional strategies.
• Ability to utilize assistive technology to support student needs.

Responsibilities

• Provide instructional support for students in individual and small group settings.
• Assist with implementing lesson plans and monitoring student progress.
• Support positive behavior and implement behavior intervention plans.

Skills

Knowledge of child development

Ability to support diverse student learners

Ability to assist students in active learning

Education

High School Diploma/GED Equivalent

Associate’s degree or higher from an accredited college

Tools

Microsoft Office Suite

Google Suite

Job description

Job Description

Under the supervision of the principal and/or assistant principal, and with instruction from a teacher, therapist or assigned staff, the Special Education Paraeducator, /Specialized Programs supports and promotes student learning and well–being. The Special Education Paraeducator/ Specialized Programs implements plans and programs related to academic, behavior, social and emotional needs of students with individual education programs (IEPs). The position also performs a variety of instructional and classroom management support, as well as related clerical tasks to support teachers and other professional staff in the classroom and learning environments.

Special Education Paraeducators – Specialized Programs may have increased physical demands and frequencies with running and/or standing for extended periods of time.

Specialized Programs

Special Education Paraeducator – Specialized Program positions are found within the following programs at each level:

• Elementary School Level: All regional UL & PL, regional ALS, and regional ED programs
• Middle School Level: All regional ALS, regional ED, and local ALS programs
• High School Level: All regional ALS, regional ED, and local ALS programs
• RECC Level: All MINC and PALS Programs Cedar Lane Bridges Program

Minimum Qualifications

• Education: High School Diploma/GED Equivalent (must scan and upload diploma or official transcript to online application). Education completed outside the United States must be evaluated by an MSDE approved organization.
• Additional Requirements 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.
• Experience: One (1) year of experience working with students/individuals with disabilities.

Preferred Qualifications

• Two (2) years of experience working with students/individuals with disabilities.
• Associate’s degree or higher from an accredited college or university.

Essential Position Responsibilities

• Works under the direction of a classroom teacher or service provider to provide instructional support for students individually and in small groups.
• Assists classroom teachers or service providers with implementing content-area instruction and lesson plans to reinforce learning in various subject areas and motor activities (e.g., reading, telling stories, spelling, games, art, writing, music, physical education, mathematics, social/communication, community, recreation/leisure, physical activities, etc.).
• 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.
• 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 group activities.
• Informs classroom teacher or 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 student IEP goals/objectives and academic 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, etc.).
• Assists with the set up and operation of assistive technology to support student learning and communication (electronic communicators, switches, pointers, feeders, etc.).
• Attends meetings and professional learning sessions (e.g., first aid, CPR, emergency procedures, behavior management, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
• Assists students with routine personal hygiene care, including but not limited to bathroom, clothing, toileting, and feeding to support the daily living activities of students.
• Assist students with mobility needs (e.g., equipment is properly used and secured, including wheelchairs, seat belts or other safety restraints).
• Maintains confidentiality as it relates to student information and records (e.g., IEPs, student files, health information, etc.).
• Monitors students during assigned periods within a variety of school environments (e.g., bus, playground, classroom, field trips, transportation, assemblies, etc.).
• May assist with lunch activities (e.g., collecting lunch money, feeding, etc.) for the purpose of helping students with routines and fostering independence as appropriate.
• Assists students with complex disabilities and needs who require extensive support feeding, toileting, health protocols, etc.
• 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.
• May be required, after training on the administration of medication, and/or treatments including G‑tube feedings or clean, intermittent/non‑complex bladder catheterization.
• Attends training opportunities provided by HCPSS.

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 subjects taught in public schools, including reading/language arts, mathematics, etc.
• 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, etc.).
• Ability to exhibit professional behavior, tact, and good judgement 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 (e.g., Microsoft Office Suite, Google Suite, etc.).

Additional Requirements – Working Environment

• 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, etc.
• 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.
• Physical ability to work around children including standing and sitting, in a chair and/or on the floor, for extended periods of time.
• Physical ability to complete bending, pushing/pulling, walking, running, kneeling, twisting, squatting, crouching, overhead and above shoulder reaching movements (e.g., push/move wheelchairs, walkers, wagons, etc.).
• Must be able to use hands and fingers to operate standard office as well as student devices/equipment or classroom equipment.
• Must be able to actively monitor and respond to students who elope from the classroom, school building, or other emergency situations, including the ability to move quickly towards students who may elope from an assigned area.
• Requires visual acuity to read and write printed materials and observe the activities of children.
• Ability to hear, with or without use of hearing aid(s), sufficient to hear any conversation with others.
• The person selected for this position must meet all requirements of the physical examination administered by a medical service selected by the Howard County Department of Education.

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.

Salary and Benefits

This is a 10‑month per year position in the Howard County Education Association, Educational Support Professionals (HCEA‑ESP) employee unit. This position is salary GradeVI on the Secretaries and Assistants Salary Scale. Special Education Paraeducators in a Specialized Program will receive an additional $1.75 per hour. Paraeducators working in TitleI Program Schools will receive an additional $0.50 per hour. Step placement will be in accordance with the salary procedures of the Howard County Public School System and the HCEA‑ESP Master Agreement which considers relevant prior experience.

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 a mandatory condition of employment for all employees who meet the eligibility and membership criteria defined in the State Personnel and Pensions Article and the Code of Maryland Regulations (COMAR). A qualifying employee cannot reject membership, nor can an ineligible employee elect membership. The annual contribution to the pension plan will be 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

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. HCPSS is committed to the principle of equal employment opportunity for all employees in providing them with a work environment free of discrimination and harassment. All employment decisions at HCPSS are based on organizational needs, job requirements and individual qualifications, without regard to race, color, religion or belief, national, social or ethnic origin, sex (including pregnancy), age, physical, mental or sensory disability, sexual orientation, gender identity and/or expression, marital, civil union or domestic partnership status, veteran status or present military service, family medical history or genetic information, family or parental status, or any other characteristic protected by federal, state or local laws. The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024‑2029 Strategic Plan, please visit our website and our careers page. Join our award‑winning workforce and make a difference in the lives of our students! To request an accommodation during the application or interview process due to a documented disability, please email [e-mail].