Para-Educator – 2:1 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 2:1 Para-Educator assignment, providing direct support to two identified students throughout the school day based on their individual academic, social-emotional, behavioral, communication, 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 students’ IEP goals and objectives.
• Provide consistent support to the two students assigned to this 2:1 position, while promoting independence and appropriate participation within the classroom and school environment.
• Assist students in their learning across content areas in individual, small-group, and whole-group settings.
• Assist students with self-regulation and management of emotions and behavior to maximize learning, including implementing and supporting behavior plans and classroom management programs.
• Provide sensory support as needed, including sensory breaks, sensory plans, and use of sensory equipment.
• Support students with communication between peers and school staff, including the use of assistive technology when applicable.
• Support student transitions during arrival and dismissal, between subjects/classes, and between activities.
• Provide support in the development of social, emotional, and behavioral skills with individual students or groups of students.
• Review student IEPs as needed to ensure students’ needs, accommodations, goals, and supports are understood and implemented.
• Provide personal care assistance when required, including but not limited to toileting/diapering, feeding, physical lifting, hygiene, and body-positioning changes.
• Perform other duties related to the support of students 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: Students’ 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. Students may require significant social, academic, and behavioral support.
• 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: Students’ needs may include personal care activities such as toileting, transporting, lifting, and feeding.
• Pre-Kindergarten/Kindergarten: Students’ needs may include personal care activities such as toileting, transporting, lifting, and feeding, as well as social, academic, and behavioral assistance.
• Substantially Separate: Students’ 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: 2:1 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.