Substitute Special Education Paraprofessionals

West Fargo Public Schools; West Fargo (ND); On-site; USD 21,000 - 29,000; Part time

Job summary

West Fargo Public Schools is seeking a Substitute Special Education Paraprofessional to assist learners with disabilities in general education and special education settings. You will support daily instructional activities under the supervision of educators at assigned locations.

The role emphasizes collaboration, communication and compassionate support for diverse learners, with duties ranging from behavior support to data collection and field-trip supervision. Training provided.

Qualifications

• High School Diploma or GED required.
• Associate's Degree preferred for advancement.

Responsibilities

• Develops positive, effective working relationships with learners and staff.
• Assists educators in routine classroom operation, daily activities and assignments.
• Maintains classroom by assisting educator with daily organization.
• Acts as a liaison between special education classroom and general education classroom.
• Proactively supports other programs or learners to address changes and district needs.

Skills

Collaboration

Communication

Compassion

Creativity

Critical thinking

Reflection

Resilience

Responsibility

Education

High School Diploma or GED

Associate's Degree preferred

Job description

Job Description

Position Title: Substitute Special Education Paraprofessionals

Location: District

Department: Special Education

Reports To: Building Admin at assigned location

Term: 2026-2027 School Year

Schedule: Dependent on selected shifts. Following school hours of operation.

Salary: $18.20/hr.

Date of last review: August 2026

SUMMARY

The Substitute Special Education Paraprofessional assists educators at the elementary, middle or high school level to support the district's special education learners in either the general education classroom or special education classroom settings. The Substitute Special Education Paraprofessional assists learners with disabilities in their daily instructional and non-instructional activities under the supervision of the classroom and special education educators.

QUALIFICATION REQUIREMENTS

To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Collaboration

• Develops positive, effective working relationships with learners and staff.
• Assists educators in routine classroom operation, daily activities and assignments.
• Maintains classroom by assisting educator with daily organization.
• Acts as a liaison between special education classroom and general education classroom.
• Proactively utilizes flexibility in assisting other programs or other learners to address changes and challenges based on learner, building, or district needs

Communication

• Prompts safe and socially acceptable replacement behaviors in order to build a repertoire of communication, social interaction, and problem-solving skills.
• Establishes & maintains relationship with all learners by pairing self as a reinforcer.
• Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
• Maintains learner dignity and confidentiality in communication and interactions.
• May assist learners with alternative modes of communication.
• Assists educators with parent contact as requested to foster effective and participatory parent involvement in learner education.
• May assist learners with personal cares including, but not limited to feeding, toileting assistance, general hygiene practices, dressing needs as outlined in care plans or learner IEPs.

Compassion

• Fosters learner independence and works toward reducing and/or eliminating reliance on paraprofessional support.
• Demonstrates understanding of learner's disability, is courteous, respectful, and fair.
• Acts as a communication liaison between learners and educators.
• Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
• Partners with others to resolve potential controversy and conflict through respectful discussion.
• Proactively seeks to understand the ideas, opinions, and skills of others.

Creativity

• Demonstrates initiative and creativity with learners and their program(s).
• Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
• Demonstrates ability to problem solve in the moment situations for academic, behavioral, or learner health and safety needs.

Critical Thinking

• Fades prompts appropriately to promote both successful and independent responding.
• Increases the frequency or duration of safe and appropriate replacement behaviors by providing access to reinforcers (desired items/actions, attention, or removal of demands/aversive situations).
• Consistently regulates behavior management of learner at the direction of the special education educator and in accordance with learner's behavioral plan.
• Reasons, interprets, and analyzes information to generate new knowledge and understanding with ongoing professional learning.

Reflection

• Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
• Maintains and acquires technical knowledge by attending required trainings and passing competency assessments.
• Actively participates in on-going professional development opportunities.
• Maintains communication with supervisor and director regarding feedback and growth opportunities

Resilience

• Maintains composure while dealing with stressful situations.
• Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility

• Provides skills instruction and behavior management strategies outlined in learner behavior plans or formal training to learners with disabilities, individually or in small groups, under the supervision of the classroom educator and special educator.
• Accurately collects observable behavior data including Antecedent-Behavior-Consequence, count, frequency, duration, latency, inter-response time, event, and interval-based recording.
• Constructs, copies and distributes and use educational materials as instructed by special educator.
• Implements learners positive behavior support plans with fidelity as specified by educator and support staff.
• Provides structure by consistently conducting daily lesson plans set up by educator.
• Provides supervision (examples: playground, cafeteria, recess, drop off/ pick up, study hall, bus duty) as directed by the building principal and supervisor.
• Accompanies learners on field trips to support safety, supervision, and to carry out plans and accommodations to enrich their experience.
• Assists in upholding and enforcing school rules and district policies and procedures.

PHYSICAL DEMANDS AND WORK ENVIRONMENT

• While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
• While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
• The specific vision abilities required for this role include close and peripheral vision.
• The employee may frequently lift up to ~25 pounds without assistance.
• The employee may occasionally lift up to ~50 pounds without assistance.
• The employee may have to push/pull up to ~120 pounds while performing the duties of the role.
• The employee may perform a two-person transport, restraint, or lift (with training provided).
• The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
• The employee will work in an environment that has a quiet to loud noise level.

Education And/or Experience

• High School Diploma or General Education Degree (GED).
• Associate's Degree is preferred.
• Experience working in an elementary school setting is preferred.
• Experience working with complex learner behaviors is preferred.

Language Skills

• Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
• Ability to communicate effectively verbally, expressively, and reactively.

Other Skills And Abilities

• Exercise confidentiality, discretion, and good judgement.
• Adhere to the assigned work schedule by maintaining regular and punctual attendance.

Supervisory Responsibilities

• None.

The West Fargo Public School District is committed to maintaining a learning and working environment free from discrimination and harassment in all employment and educational programs, activities, and facilities. The District prohibits discrimination and harassment based on an individual's race, color, religion, sex, gender identity, national origin, ancestry, disability, age, or other protected status by law. External applicants are eligible for ND Veteran's Preference: North Dakota veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a form DD214, and if claiming disabled veteran's status, a current letter of disability. West Fargo Public Schools is committed to diversity, equity, and inclusivity in all hiring and employment practices. Applicants who incorporate a holistic perspective and a commitment to inclusion are encouraged to apply.