Para Educator: Kindergarten - 4653

New Bedford Public School District•New Bedford, MA

1d•Onsite

About The Position

The Kindergarten Para-Educator provides positive, nurturing support to students in the school setting, addressing physical, personal, academic, and/or social-emotional needs. Working collaboratively with teachers and school personnel, the Para-Educator assists with daily instruction, classroom management, and helping students meet academic, social, and behavioral goals. The position works under the direction and guidance of special education or general education teachers, administration, and other school-based personnel. Building-based Para-Educators may support students at any grade level in their assigned building, depending on building needs and administrative direction. The role may involve supporting students’ IEP goals and objectives, self-regulation, communication, sensory needs, transitions, and personal care. Program-specific duties vary and may include support in ABA-embedded classrooms, behavior intervention programs, Deaf and Hard of Hearing classrooms, dual-language settings, Empower classrooms, pre-kindergarten/kindergarten, substantially separate classrooms, and supportive academics. Students may require academic, social, behavioral, communication, sensory, or personal-care assistance.

Requirements

At least 48 college credits or a passing score on the Para Pro test.
Experience working with children.
Experience with, or the ability to become, CPI trained if necessary.
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.
Multilingual skills, particularly Cape Verdean Creole, Portuguese, and/or Spanish, are encouraged.

Responsibilities

Support students’ growth and achievement, including progress toward IEP goals and objectives, under the direction of teachers, administration, and school-based personnel.
Assist students’ learning across content areas in individual, small-group, and whole-group settings, according to building needs and administrative direction.
Help students regulate themselves and manage emotions and behavior, including implementing and supporting behavior plans and classroom management programs.
Provide sensory support as needed, including implementing sensory plans, offering sensory breaks, and supporting students’ use of sensory equipment.
Support student communication with peers and school staff, including through assistive technology.
Support transitions during arrival and dismissal, between subjects or classes, and between activities.
Help develop students’ social, emotional, and behavioral skills individually or in groups.
Review student IEPs as needed to understand and meet students’ needs.
Provide personal care as needed, including toileting or diapering, feeding, and physically lifting students for hygiene or repositioning.
Perform other student-support duties as directed by administration.
In ABA-embedded settings, support personal care and students’ social, academic, and behavioral needs, including in connection with specialized services such as ABA, speech, physical, adaptive physical, occupational, or sensory integration therapy.
In behavior intervention programs, support intensive socio-emotional, behavioral, and academic interventions in substantially separate special education classrooms.
In Deaf and Hard of Hearing settings, use ASL to support students’ academic, social, and communication needs.
In dual-language settings, communicate with students in Spanish and English and support their social, academic, and grade-level behavioral needs.
In Empower, pre-kindergarten/kindergarten, and substantially separate settings, provide personal care and social, academic, or behavioral assistance as needed.
In supportive academics settings, provide academic support, social assistance, and academic interventions.