ECSE Paraeducator

Oakland Schools•Troy, MI

1d•Onsite

About The Position

AVONDALE SCHOOL DISTRICT Join the Avondale Team! At Avondale, we’re more than a school district—we’re a supportive community dedicated to personal growth, resilience, and discovery. We invest in our staff through strong professional development and a collaborative network, empowering educators to create exceptional, individualized learning experiences where every student matters and every story counts . Learn more about us at www.avondaleschools.org . POSITION OPENING: ECSE Paraeducator – Inspire and Empower Young Minds! Woodland Early Childhood Special Education Paraeducator 1.0 FTE 37.5 Hours/week IN THIS ROLE: Join a passionate team at Woodland Early Learning Center where innovation, collaboration, and student-centered learning thrive. As an ECSE Paraeducator, you’ll engage curious, energetic learners during a pivotal stage in their growth—helping them build strong academic foundations while fostering critical thinking, creativity, and confidence. With robust professional development, a supportive community, and the freedom to bring lessons to life in meaningful ways, this is an exciting opportunity to make a lasting impact on students and shape their journey toward success.

Requirements

Associates Degree preferred
ETS Parapro Assessment required
Regular, reliable and punctual attendance is an essential function of this job.
Relate to children and adults in a positive manner
Training or coursework in the area of early childhood, education or child development
Successful experience working with groups of children
Skills to support the school district's curriculum
Basic computer skills

Responsibilities

Provides general education classroom based academic support (reinforcement) to eligible special education students as directed by the special education teacher. Such support may extend to non special education students in the same classroom who, as directed by the general education teacher, have similar needs.
Assist in student orientation.
Assist disabled students in their educational, personal, health, and behavioral needs such as self-care, daily living skills, physical mobility, toileting, etc., as needed.
May assist disabled students by dispensing medication after being trained
Maintain open and meaningful communication with the special education teacher regarding all disabled students assigned paraprofessional support.
Maintain confidentiality of school related information.
Assists teachers with routine classroom operation; follows through on teacher's instructions within time limits.
Assist and supervise students in the use of computers, as assigned.
Attend meetings/functions as specifically directed. Does not attend MET and/or IEPC meetings.
Participate in and utilize information gained in appropriate staff development.
Assist special education teachers in development and maintenance of special education records.
Demonstrates understanding of students' needs, and interacts appropriately with students, parents, and other employees.
Follows instructions of teaching staff and reinforces program philosophy and consistency in classroom procedures.
Demonstrates initiative and creativity with individual children and their program implementations; follows through with prescribed behavioral management programs.
Assists with classroom housekeeping, such as distributing paper and supplies, preparing bulletin boards, setting up and putting away appropriate materials and equipment.
Keeps records, writes lessons on the board, prepares tapes or materials for classroom use, corrects students' work, maintains instructional materials and supplies, and procures necessary resource materials, as required.
Assists with the development of instructional materials as appropriate and directed.
Assists in regular education classes as assigned by a special education teacher.
Hears the student in recitation, reading, and other curriculum tasks, and guiding and helping them but not teaching them.
Initiates actions which are required without specific direction from the teacher.
Supervises students involved in activities other than the Basic classroom.
Is physically able to participate in physical activities which are participate in physical activities which are part of the basic program and which may be unique to his/her specific classroom.
Maintains composure under stressful conditions.
Demonstrates an innate ability to realize that behavior is communication and not to be taken personally.
Demonstrates the ability to follow individualized styles of learning and/or behavior plans.
Ability to tolerate unique eating/sensory issues (gag reflex demonstration).
Maintain flexibility (switching roles/positions within the program).