Education Support Professional Special Education PS - TEMPORARY - Reed

Tacoma Public Schools•Reed Elementary - 1802 S. 36th St., WA

6d•Hybrid

About The Position

This is a TEMPORARY position for no longer than the 2026-2027 school year or whenever the staff member on leave returns to work, whichever is sooner. Estimated dates are September 2026 - January 3, 2027 (through Winter Break). This position provides varied support services to students, their families, and District staff, as needed, and directed, to encourage students and to facilitate home and school cooperation; provides, for students and staff, general office, classroom, outdoor, and home assistance, as assigned by administrator; supports District initiatives, tasks, and operations; may monitor students in the classroom, at lunch, in the playground, at the assigned school(s)/building(s), cross walks, and/or boarding buses. Provides academic and/or behavioral instruction and/or varied support for students in general education and for the whole child, as directed; establishes and maintains a safe, healthy, and creative learning environment in collaboration with the assigned administrator; per instruction, selects and arranges appropriate learning materials. As directed, selects and uses a variety of activities in a well-balanced curriculum to provide positive learning experiences to advance the students’ language, literacy, math skills, creativity, physical health, social, and emotional development. Facilitates the onboarding processes for families and their children; ensures, as directed, compliance with District, State, and Federal requirements; provides information on services available to eligible students and families; conveys information regarding school and/or District activities and procedures; and may refer families to other agencies, as directed. As assigned, selects individualized and group activities based on information, from administrators, gathered through assessments, observation, interviewing, and screening; may track and record developmental progress and learning outcomes. Monitors behavior in onsite and home program activities; may supervise students entering or leaving building, at lunch, between classes, and boarding buses. May prepare student meals by getting food from assigned kitchen and packages meals, as directed; if onsite, encourages students to assist and encourages and promotes conversation during meals; may track and submit menu changes in accordance with District guidelines for the purpose of each child’s physical, social and emotional growth. Prepares and assists with daily classroom and home routines for the purpose of each child’s growth in healthy habits and autonomy. May make home visits and in collaboration with the assigned administrator; under direction of the assigned administrator, uses written plans to provide effective home learning activities for the children; uses these opportunities to support parent involvement and education. Collaborates with the assigned administrator to assist families in accessing community and agency resources, insuring that families receive appropriate assistance; participates in onboarding of children. Collaborates with the assigned administrator to establish mutually respectful family partnership goals with each family; assists with efforts and resources to teach the goals and build parent problem solving skills ensuring that information is explained, shared, and understood by all involved. Attends meetings, classes, workshops, and seminars to maintain current developments in childhood education, developmentally appropriate practices, and compliance with program rules and regulations, as needed or as assigned. Enters data into the appropriate child assessment system, as assigned. Performs related duties as assigned, on a temporary basis. May assist in potty training and diapering. Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work.

Requirements

Be at least eighteen years of age and hold a high school diploma or its equivalent; receive a qualifying score on the Education Testing Service paraeducator assessment as published by PESB; or an associate degree or higher from an accredited college or university; or earn seventy-two quarter credits or forty-eight semester credits at the one hundred level or higher at an accredited college or university; or completed an apprenticeship as a paraeducator, in a program registered with the Washington State Apprenticeship and Training Council; one year related work experience and/or working with students and parents in a community or school setting; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work.
Current First Aid and CPR certifications and Food Handler’s permit required to obtain within the first three months of employment.
Annual physical exam and TB test required within 60 days of employment and periodically thereafter for some early learning programs.
District training, as required, per the position assignments.
Valid Washington State driver’s license and access to personal transportation.
Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance.
May include Portable Background (DCYF) clearance.
Knowledge of applicable childhood education program and ability to support the philosophy and components of the program.
Knowledge of childhood academic, social, emotional, and physical development.
Knowledge of childhood education and child development.
Knowledge of child assessment and observation methods.
Knowledge of community resources related to family needs.
Skill in problem solving and handling crisis situations.
Skill with flexibility to independently work with others in a wide variety of circumstances.
Skill in working with data utilizing defined but different processes.
Skill in operating equipment using standardized methods.
Skill in obtaining, clarifying, and exchanging information.
Skill in basic computer word processing.
Skill in effective child and group management strategies.
Ability is required to schedule activities, meetings, and/or events, as assigned; gather and/or collate data; and use job-related equipment.
Ability to relate positively with families and children.
Ability to demonstrate reasonable, reliable and regular attendance.
Ability to plan preschool curriculum to meet individual and group needs.
Ability to support the philosophy and components of the program.
Ability to lift and carry students, sit, stoop, bend, and run.
Ability to maintain confidentiality.
Ability to produce and maintain documentation and records.
Ability to work with special needs students and adapt curriculum.
Ability to organize and promote parent education.
Ability to prioritize, coordinate, and multi-task.
Ability to establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse socio-economic setting.
Ability to work as a cooperative team member.
Ability to plan, organize, and coordinate activities.
Ability to maintain confidentiality.

Nice To Haves

Completion and attaining of the state mandated General Paraeducator Certificate.
The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession.
Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year.
The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training.

Responsibilities

Provides academic and/or behavioral instruction and/or varied support for students in general education and for the whole child, as directed; establishes and maintains a safe, healthy, and creative learning environment in collaboration with the assigned administrator; per instruction, selects and arranges appropriate learning materials.
As directed, selects and uses a variety of activities in a well-balanced curriculum to provide positive learning experiences to advance the students’ language, literacy, math skills, creativity, physical health, social, and emotional development.
Facilitates the onboarding processes for families and their children; ensures, as directed, compliance with District, State, and Federal requirements; provides information on services available to eligible students and families; conveys information regarding school and/or District activities and procedures; and may refer families to other agencies, as directed.
As assigned, selects individualized and group activities based on information, from administrators, gathered through assessments, observation, interviewing, and screening; may track and record developmental progress and learning outcomes.
Monitors behavior in onsite and home program activities; may supervise students entering or leaving building, at lunch, between classes, and boarding buses.
May prepare student meals by getting food from assigned kitchen and packages meals, as directed; if onsite, encourages students to assist and encourages and promotes conversation during meals; may track and submit menu changes in accordance with District guidelines for the purpose of each child’s physical, social and emotional growth.
Prepares and assists with daily classroom and home routines for the purpose of each child’s growth in healthy habits and autonomy.
May make home visits and in collaboration with the assigned administrator; under direction of the assigned administrator, uses written plans to provide effective home learning activities for the children; uses these opportunities to support parent involvement and education.
Collaborates with the assigned administrator to assist families in accessing community and agency resources, insuring that families receive appropriate assistance; participates in onboarding of children.
Collaborates with the assigned administrator to establish mutually respectful family partnership goals with each family; assists with efforts and resources to teach the goals and build parent problem solving skills ensuring that information is explained, shared, and understood by all involved.
Attends meetings, classes, workshops, and seminars to maintain current developments in childhood education, developmentally appropriate practices, and compliance with program rules and regulations, as needed or as assigned.
Enters data into the appropriate child assessment system, as assigned.
Performs related duties as assigned, on a temporary basis.
May assist in potty training and diapering.
Regular, reliable, predictable attendance or physical presence is an essential job requirement and critical to the performance of the work.