Paraeducator Lead

Conejo Valley Unified School District•Thousand Oaks, CA

12d•Onsite

About The Position

Positions assigned to the Paraeducator Lead job class are distinguished from Paraeducator I, II, and III job classes by the emphasis on knowledge and ability to serve as a peer mentor and implementation support resource for paraeducators and instructional staff by modeling effective classroom practices, behavioral support strategies, de-escalation procedures, data collection systems, and student support techniques. The Paraeducator Lead assists school teams in promoting consistent implementation of behavior intervention plans, classroom systems, instructional accommodations, and evidence-based behavioral practices across classrooms, programs, and school sites. This role implements methodologies including, but not limited to: Applied Behavior Analysis (ABA), Discrete Trial Training, Pivotal Response Training (PRT), Social Stories, PECS, and TEACCH, and de-escalation strategies. The Paraeducator Lead models effective instructional and behavioral support strategies for paraeducators and classroom staff, providing in-the-moment coaching, peer mentorship, and implementation support to promote consistency and fidelity of behavioral and instructional practices. They assist school teams with maintaining consistent implementation of behavioral supports, instructional accommodations, classroom procedures, reinforcement systems, and student support plans across staff, classrooms, and educational settings. The role provides direct instructional, behavioral, communication, adaptive, developmental, academic, and social emotional support to individual and small groups of students in a variety of educational settings, implementing individualized instructional strategies, accommodations, and supports as directed by certificated staff and District behavior specialists. The Paraeducator Lead implements behavior intervention plans (BIPs), safety plans, classroom behavior systems, and instructional accommodations according to approved procedures, utilizing reinforcement systems, visual supports, prompting strategies, structured routines, antecedent interventions, and deescalation techniques to promote student engagement, independence, and success. They support students during classroom activities, transitions, social interactions, community-based instruction, field trips, and other non-classroom settings, assisting students in developing appropriate behavioral, communication, social, and functional life skills. The Paraeducator Lead observes and manages student behavior according to approved procedures, responding appropriately to behavioral escalation utilizing District-approved crisis prevention, intervention, and de-escalation strategies, and assisting with the implementation of approved safety procedures as necessary. They support the orientation and training of newly assigned paraeducators as directed, demonstrating behavioral, instructional, communication, and classroom support techniques and assisting staff in implementing established procedures. The role assists with the preparation, organization, and maintenance of instructional materials, visual schedules, behavioral support materials, reinforcement systems, classroom resources, and related student support tools. The Paraeducator Lead assists with coordination of paraeducator support coverage, including break coverage and behavioral and instructional support assignments as directed by site or program administration, and provides classroom and student support during staff absences, transitions, or periods requiring additional assistance. They observe, monitor, collect, maintain, summarize, and input student behavioral and instructional data according to District-approved procedures, preparing related records, logs, notes, and reports, and maintaining confidentiality of sensitive and privileged information. The Paraeducator Lead monitors student progress and implementation of behavioral support strategies, instructional accommodations, and classroom support systems, communicating behavioral trends, implementation concerns, student progress, and support needs to supervising teachers, District behavior specialists, administrators, and other appropriate personnel. They assist with maintaining continuity and consistency of behavioral, instructional, and classroom support services, supporting implementation fidelity of student support plans, classroom systems, and District behavioral support initiatives. The Paraeducator Lead assures the health and safety of students by following established health, safety, crisis response, and emergency procedures, implementing approved safety plans and reporting significant behavioral, safety, staffing, or program concerns to appropriate supervisory personnel according to District procedures. They collaborate with teachers, administrators, District behavior specialists, related service providers, specialists, paraeducators, and other staff to support student success and effective program implementation. The role attends and participates in a variety of meetings, workshops, in-service trainings, professional development activities, and District behavioral support initiatives to maintain current knowledge of behavior intervention, autism, communication supports, trauma-informed practices, crisis prevention, evidence-based instructional strategies, and related areas as assigned. The Paraeducator Lead maintains current certifications and qualifications related to District-approved crisis prevention and intervention procedures and performs duties in accordance with District policies, applicable laws and regulations, and professional ethical standards. They direct students in group activities and other instructional settings as assigned, and assure the health and safety of students by following health and safety practices and procedures, administering First Aid and CPR. The Paraeducator Lead participates in student assessments as directed and maintains confidentiality of student information in accordance with legal requirements and policies. Other related duties as required.

Requirements

High school diploma or the equivalent.
Completion of at least two years of study (48 semester or 60 quarter units) from an accredited college and/or university is highly desirable.
A minimum of three (3) years of experience working with children with pervasive developmental disorders, emotional disturbance, and/or significant mental health disorders providing behavioral intervention therapy.
Positions in the job class may be required to participate in Registered Behavior Technician certification program for purposes of receiving the RBTTM credential with the Behavior Analysis Certification Board.
Incumbents must obtain a valid First Aid and CPR certificate within the designated probationary period for this classification and ensure the certificate is active at all times of employment.
Valid California Class C Driver’s License.
Knowledge of non-violent crisis intervention techniques, principles, and approved safety procedures.
Knowledge of behavior intervention strategies, supports, and evidence-based practices for students with behavioral, developmental, communication, and social-emotional needs.
Knowledge of Applied Behavior Analysis (ABA) principles and methodologies, including discrete trial training, reinforcement systems, prompting strategies, antecedent interventions, data collection procedures, and behavior support implementation.
Knowledge of behavior intervention plans (BIPs), safety plans, classroom behavior systems, and instructional accommodations.
Knowledge of child and adolescent development principles and practices.
Knowledge of classroom procedures, instructional methods, and appropriate student conduct.
Knowledge of data collection, recordkeeping, and documentation techniques related to student progress and behavior.
Knowledge of principles of peer mentoring, coaching, and implementation support.
Knowledge of District policies, procedures, and practices related to student behavior support, confidentiality, health, safety, and special education services.
Knowledge of academic skills and instructional practices related to reading, writing, and mathematics proficiency for school-age children.
Knowledge of effective communication techniques and collaborative practices for working with students, staff, families, and multidisciplinary teams.
Knowledge of specialized instructional and assistive technologies used to support student learning and communication.
Ability to implement and support behavior intervention plans, safety plans, instructional accommodations, and behavior support strategies with consistency and fidelity.
Ability to demonstrate, model, and reinforce effective behavioral and instructional support practices for paraeducators and other classroom staff.
Ability to provide peer mentorship, coaching, and implementation support while maintaining positive and productive working relationships.
Ability to collect, maintain, summarize, and communicate accurate behavioral and instructional data using established procedures.
Ability to monitor and recognize behavioral patterns, implementation concerns, and student support needs and communicate observations to appropriate personnel.
Ability to apply ABA principles, behavior intervention techniques, reinforcement systems, prompting strategies, and de-escalation procedures effectively.
Ability to employ non-violent crisis intervention techniques and approved safety procedures as appropriate.
Ability to exercise sound independent judgment within established policies, procedures, and guidelines.
Ability to coordinate and prioritize multiple responsibilities in a fast-paced educational environment.
Ability to adapt quickly to changing student needs, behavioral situations, staffing assignments, and educational settings.
Ability to communicate clearly and effectively, both orally and in writing.
Ability to prepare clear, concise, and accurate reports, documentation, records, and other written materials.
Ability to use tact, diplomacy, and professionalism when dealing with sensitive, complex, and confidential situations.
Ability to establish and maintain effective working relationships with students, staff, administrators, specialists, and parents.
Ability to recognize, respond to, and report safety concerns and potential hazards.
Ability to learn, understand, interpret, and apply applicable laws, regulations, policies, procedures, and professional standards.
Ability to learn and utilize specialized instructional, assistive, and behavioral support technologies.
Ability to model communication and interactions that respect and include all individuals and their languages, cultures, abilities, identities, and backgrounds.
Ability to maintain an appropriate work pace and effectively manage competing priorities while supporting students and staff.

Nice To Haves

Completion of at least two years of study (48 semester or 60 quarter units) from an accredited college and/or university.

Responsibilities

Serve as a peer mentor and implementation support resource for paraeducators and instructional staff by modeling effective classroom practices, behavioral support strategies, de-escalation procedures, data collection systems, and student support techniques.
Assist school teams in promoting consistent implementation of behavior intervention plans, classroom systems, instructional accommodations, and evidence-based behavioral practices.
Implement methodologies including, but not limited to: Applied Behavior Analysis (ABA), Discrete Trial Training, Pivotal Response Training (PRT), Social Stories, PECS, and TEACCH, and de-escalation strategies.
Provide in-the-moment coaching, peer mentorship, and implementation support to promote consistency and fidelity of behavioral and instructional practices.
Assist school teams with maintaining consistent implementation of behavioral supports, instructional accommodations, classroom procedures, reinforcement systems, and student support plans.
Provide direct instructional, behavioral, communication, adaptive, developmental, academic, and social emotional support to individual and small groups of students.
Implement individualized instructional strategies, accommodations, and supports as directed by certificated staff and District behavior specialists.
Implement behavior intervention plans (BIPs), safety plans, classroom behavior systems, and instructional accommodations according to approved procedures.
Utilize reinforcement systems, visual supports, prompting strategies, structured routines, antecedent interventions, and deescalation techniques to promote student engagement, independence, and success.
Support students during classroom activities, transitions, social interactions, community-based instruction, field trips, and other non-classroom settings.
Assist students in developing appropriate behavioral, communication, social, and functional life skills.
Observe and manage student behavior according to approved procedures.
Respond appropriately to behavioral escalation utilizing District-approved crisis prevention, intervention, and de-escalation strategies.
Assist with the implementation of approved safety procedures as necessary.
Support the orientation and training of newly assigned paraeducators as directed.
Demonstrate behavioral, instructional, communication, and classroom support techniques and assist staff in implementing established procedures.
Assist with the preparation, organization, and maintenance of instructional materials, visual schedules, behavioral support materials, reinforcement systems, classroom resources, and related student support tools.
Assist with coordination of paraeducator support coverage including break coverage and behavioral and instructional support assignments.
Provide classroom and student support during staff absences, transitions, or periods requiring additional assistance.
Observe, monitor, collect, maintain, summarize, and input student behavioral and instructional data according to District-approved procedures.
Prepare related records, logs, notes, and reports and maintain confidentiality of sensitive and privileged information.
Monitor student progress and implementation of behavioral support strategies, instructional accommodations, and classroom support systems.
Communicate behavioral trends, implementation concerns, student progress, and support needs to supervising teachers, District behavior specialists, administrators, and other appropriate personnel.
Assist with maintaining continuity and consistency of behavioral, instructional, and classroom support services.
Support implementation fidelity of student support plans, classroom systems, and District behavioral support initiatives.
Assure the health and safety of students by following established health, safety, crisis response, and emergency procedures.
Implement approved safety plans and report significant behavioral, safety, staffing, or program concerns to appropriate supervisory personnel.
Collaborate with teachers, administrators, District behavior specialists, related service providers, specialists, paraeducators, and other staff to support student success and effective program implementation.
Attend and participate in a variety of meetings, workshops, in-service trainings, professional development activities, and District behavioral support initiatives.
Maintain current certifications and qualifications related to District-approved crisis prevention and intervention procedures.
Perform duties in accordance with District policies, applicable laws and regulations, and professional ethical standards.
Direct students in group activities and other instructional settings as assigned.
Administer First Aid and CPR.
Participate in student assessments as directed.
Maintain confidentiality of student information in accordance with legal requirements and policies.