Para Educator: Building Based

New Bedford Public School District•New Bedford, MA

2d•Onsite

About The Position

New Bedford Public Schools seeks a building-based Para-Educator to provide positive, nurturing support to students in the school setting. Support may address students’ physical, personal, academic, social, and emotional needs. In collaboration with teachers, Para-Educators assist with daily instruction, classroom management, and students’ academic, social, and behavioral goals. The role works under the direction and guidance of special education and general education teachers, administrators, and other school-based personnel. Building-based Para-Educators may support students at any grade level within their assigned building, depending on building needs and administrative direction. Specific duties vary by program or role. Assignments may involve supporting students in ABA-embedded settings; intensive interventions in behavior intervention programs; students who are deaf or hard of hearing, using ASL; dual-language students through communication in Spanish and English; Empower classrooms; pre-kindergarten or kindergarten; substantially separate classrooms; or supportive academics. Some assignments may include personal care and specialized educational or therapeutic support. The position is employed for the school year. Compensation is in accordance with the Paraprofessional contract. The position reports to the School Principal.

Requirements

A minimum of 48 college credits or passing the Para Pro test.
Experience working with children.
Passion for working with school-aged children.

Nice To Haves

Experience working with children in an educational setting is preferred.
Experience working with children receiving special education services is preferred.
Experience with CPI training, or the ability to become CPI trained if necessary.
Multilingual skills are encouraged, particularly Cape Verdean Creole, Portuguese, and/or Spanish.

Responsibilities

Support students’ growth and achievement, including progress toward IEP goals and objectives.
Assist students with learning across content areas in individual, small-group, and whole-group settings, as directed by building needs and administration.
Support students’ self-regulation and management of emotions and behavior, including implementing behavior plans and classroom management programs.
Provide sensory support as needed, including implementing sensory plans, providing sensory breaks, and assisting students with sensory equipment.
Support communication between students, peers, and school staff, including through assistive technology.
Support student transitions during arrival and dismissal, between subjects or classes, and between activities.
Help students develop social, emotional, and behavioral skills individually or in groups.
Review student IEPs as needed to understand and meet students’ needs.
Provide personal care when needed, including toileting or diapering, feeding, lifting students for hygiene, and changing body positions.
Perform other duties related to student support as directed by administration.
In ABA-embedded assignments, support personal care and social, academic, and behavioral needs, and assist with specialized services that may include ABA, speech, physical, adaptive physical, occupational, or sensory integration therapy.
In behavior intervention programs, support intensive social-emotional, behavioral, and academic interventions, primarily in substantially separate special education classrooms.
In Deaf and Hard of Hearing assignments, use ASL to support students’ academic, social, and communication needs.
In dual-language assignments, communicate with students in Spanish and English and support their social, academic, and grade-level behavioral needs.
In Empower, pre-kindergarten/kindergarten, or substantially separate assignments, support personal care and students’ social, academic, and behavioral needs as applicable.
In supportive academics assignments, provide academic and social support and assist with academic interventions.