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Open nowPosted 54 days ago

Para Educator

New Bedford Public School District

Where
New Bedford, Massachusetts
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Your applicationOpen nowPara EducatorNew Bedford Public School District · New Bedford, Massachusetts

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12.3% of postings close within 7 days. Measured by our own scanner across the market.

Share of postings closed within
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  2. 4.5%3 days
  3. 12.3%7 days
  4. 19.3%14 days
  5. 35.6%30 days
  6. 57.8%60 days
This job: posted 54 days ago

The posting

Para-Educator – 1:1 Assignment

We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.

Summary:

This position is a 1:1 Para-Educator assignment, providing direct, individualized support to one identified student throughout the school day based on the student’s academic, social-emotional, behavioral, communication, physical, and/or personal care needs.

Instructional Para-Educators provide positive and nurturing supports to students in the school setting. Supports may include attending to students’ physical, personal, academic, and/or social-emotional needs. Through collaboration, Para-Educators assist the teacher in daily instruction, appropriately managing the classroom environment, and are instrumental in supporting students in meeting their academic, social, and behavioral goals.

Responsibilities:

  • Work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student growth and achievement, including the student’s IEP goals and objectives.
  • Provide consistent, individualized support to the student assigned to this 1:1 position, while promoting independence, inclusion, and appropriate participation within the classroom and school environment.
  • Assist the student in learning across content areas in individual, small-group, and whole-group settings.
  • Support the student with self-regulation and management of emotions and behavior to maximize learning, including implementing behavior plans and classroom management programs as appropriate.
  • Provide sensory support as needed, including sensory breaks, sensory plans, and use of sensory equipment.
  • Support the student with communication with peers and school staff, including the use of assistive technology when applicable.
  • Support transitions during arrival and dismissal, between subjects/classes, and between activities.
  • Provide support in the development of social, emotional, and behavioral skills.
  • Review the student’s IEP as needed to ensure accommodations, goals, objectives, and supports are understood and implemented consistently.
  • Provide personal care assistance when required, including but not limited to toileting/diapering, feeding, physical lifting, hygiene, and body-positioning changes.
  • Maintain appropriate communication and collaboration with classroom teachers, special education staff, service providers, and administration regarding the student’s needs and progress.
  • Perform other duties related to the support of the student as directed by Administration.

Program/Role Specific Duties:

The following programs/role classifications may include specific duties in addition to those listed above:

  • ABA Embedded: Student needs may include personal care activities such as toileting, transporting, lifting, and feeding. Students may require social, academic, and behavioral assistance as well as specialized services including ABA, speech, physical, adaptive physical, occupational, and sensory integration therapy.
  • Behavior Intervention Programs (BRIDGE, ELEVATE, RISE): Programs facilitate intensive social-emotional, behavioral, and academic interventions primarily in substantially separate special education classrooms.
  • Deaf and Hard of Hearing: Staff use ASL to support students. Student needs may include academic, social, communication, and intervention support.
  • Dual Language: Staff communicate with students in Spanish and English. Students may require social, academic, and grade-level behavioral assistance.
  • Empower: Student needs may include personal care activities such as toileting, transporting, lifting, and feeding.
  • Pre-Kindergarten/Kindergarten: Student needs may include personal care activities such as toileting, transporting, lifting, and feeding, as well as social, academic, and behavioral assistance.
  • Substantially Separate: Student needs may include personal care activities such as toileting, transporting, lifting, and feeding.
  • Supportive Academics: Students may require academic support, social assistance, and targeted academic interventions.

Qualifications:

  • Minimum of 48 college credits or successful completion of the ParaPro assessment
  • Experience working with children; experience in an educational setting preferred
  • Experience with and/or ability to become CPI trained if necessary
  • Experience working with students receiving Special Education services preferred
  • Passion for working with school-aged children

Terms of Employment:

  • Assignment: 1:1 Para-Educator
  • Reports to: School Principal
  • Rate: In accordance with the Paraprofessional Contract
  • Work Year: School year

The New Bedford Public Schools do not discriminate on account of age, race, color, sex, gender identity, gender expression, ancestry, religion, national origin, sexual orientation, military status, genetics, or disability that does not prohibit performance of essential job functions in employment for potential employees. New Bedford Public Schools encourages people with multilingual skills, particularly in Cape Verdean Creole, Portuguese and/or Spanish, to apply. Every available opportunity will be taken in order to assure that each applicant is selected on the basis of qualifications, merit, and ability.

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