Special Education Support Pro - Part-Time School Hours

Rochester; Rochester (MN); On-site; USD 17,000 - 22,000; Full time

Job summary

Rochester Public Schools is seeking a Special Education ESP paraeducator to support students at the school site and assist with implementing IEP goals under licensed staff supervision.

The role includes instructional support, behavior management, health support, data collection, and communicating progress to teachers. Commitment to equity and confidentiality is essential, with regular attendance required.

Qualifications

• Minimum requirement; 60 college semester credits and/ora two-year degree from an accredited college or university.
• In lieu of college credits or degree, one can complete the Paraeducator Assessments.
• High School diploma or GED required.
• Experience working with elementary age students is preferred.

Responsibilities

• Follow student Behavior Intervention Plans and Emergency Healthcare Plans.
• Provide support to students with personal cares (toileting, dressing, feeding) as needed.
• Ability to work with a wide variety of students with different disabilities.
• Observe and document students' academic and social behaviors.
• Collect data on student progress and communicate results to teachers.
• Use iPads and other devices for communication with non-verbal students.
• Support students with de-escalation techniques as needed (training provided).
• Supervise students before, during and after school hours in various settings.
• Assist during meals, recess, and field trips as required.

Skills

Student support

Communication skills

Behavior management

Data collection

Education

60 college credits / 2-year degree

High School diploma or GED

Tools

iPads

Job description

Rochester Public Schools is seeking a Special Education ESP paraeducator to support students at the school site and assist with implementing IEP goals under licensed staff supervision.

The role includes instructional support, behavior management, health support, data collection, and communicating progress to teachers. Commitment to equity and confidentiality is essential, with regular attendance required.