Paraprofessional Educator - Kindergarten - Group 1 (3327)

Natick Public Schools•Natick, MA

1d•Onsite

About The Position

The Natick Public Schools seek a Paraprofessional Educator for Kindergarten - Group 1. This role is for an innovative, supportive, and high-performing district that educates approximately 5,300 students from Pre-K through age 22. Natick Public Schools is committed to providing high-quality services for a diverse student population, fostering a safe, trusting, and respectful environment where learning is exciting and engaging. The district values connectedness and belonging, serving families who speak almost 60 different languages. With a high graduation rate and a significant percentage of students attending post-secondary schools, the district is dedicated to educating informed and successful citizens of a global world. They welcome educators who thrive in a diverse environment focused on the whole child through a strengths-based approach. The mission includes supporting diversity, promoting equitable practices for all, and creating meaningful connections for inclusion and thriving.

Requirements

High school diploma or GED
Demonstrated aptitude for work to be performed
Candidates must be flexible and collaborative
Candidates must be able to multitask in a fast-paced, supportive environment that nurtures student growth
Candidates must be organized and able to meet ongoing, time-sensitive deadlines for work production
Formal application
Rating of education and experience
Oral interviews
Reference check
Strong record of work performance in current and previous roles
Successful completion of Criminal Records Check (C.O.R.I.), Sexual Offender Record Check (S.O.R.I.), and fingerprints.

Nice To Haves

Experience with Google Suite (Drive, Docs, Sheets, Slides, Classroom, etc.) and PowerSchool preferred
Bilingual skills, especially in Spanish and Portuguese, are highly desirable
Candidates should have a passion for working with students, families, and colleagues
Alternative degrees/experience may be substituted for the above at the discretion of the Superintendent, if such a substitution brings a strong candidate forward.

Responsibilities

Works with students individually and in small groups in special education or general education settings, reviewing and reinforcing lessons and implementing prescribed instruction.
Assists the teacher in responding to the special needs of individual students.
Accompanies students for transitions as necessary.
Administers or assists in the administration of alternative testing, including classroom, district, and state assessments.
May correct the day-to-day work of students, but shall not be responsible for grading or reporting to parents.
Carries out teacher-planned learning exercises, including instruction of core curriculum, academic support, and support of related therapies (speech and language, occupational and physical therapy, mobility training).
Performs classroom and other appropriate tasks designated by the supervising teacher/principal.
Maintains the same high level of ethical behavior and confidentiality as certified teachers.
Participates in staff development programs as assigned.
Participates in consultation with special education staff.
Implements individual behavior support plans as written.
Establishes an effective work relationship with classroom teachers, specialists, and administration.
Predominantly performs duties in mainstream, general education or learning center/small group classrooms.
May be required to engage in and maintain district-provided safety care training.
Collects and records accurate data on student academics, behaviors, or other goal areas and progress.
Supports students in developing communication, social, and academic skills.
Collaborates with teachers and staff to maintain consistent behavior supports.
Performs other duties as assigned by the building principal, supervising teacher, Special Education Coordinator, or Director for Student Services.
Works with district and school leadership to combat systemic barriers that limit equitable access to opportunity for students, families, and staff.
Identifies and addresses bias and its impact on rigor and opportunity for students and staff.
Updates policies and equitable access procedures.
Performs any other relative duties as assigned.