26-27 Paraprofessional - Stella Middle Charter Academy

Bright Star Schools•Los Angeles, CA

3d•Onsite

About The Position

The Paraprofessional primarily supports teachers in providing push-in and pull-out resource services to students with IEPs in general education settings. The role provides instructional and behavioral support to students with disabilities, including students with Autism, ADHD, or Specific Learning Disabilities. All duties are performed under the supervision and direction of a credentialed Education Specialist, who remains responsible for establishing accommodations, providing services, and maintaining required records. The position is full-time, non-exempt, and 10-month, and reports to the School Principal or another administrator designated by the Principal. The employee works in typical school and office environments, generally indoors, and must be physically present at the worksite. Occasional travel for meetings or conferences may be required. Bright Star Schools is a nonprofit organization operating nine publicly funded, open-enrollment charter schools in urban Los Angeles. Its mission is to provide holistic, inclusive support that helps students achieve academic excellence and develop their talents. The organization describes its core operating principles as Integridad, Ubuntu, Kohyang, and Growth, and offers small class sizes, coordinator support, collaboration opportunities, and data-driven, feedback-derived professional development.

Requirements

At least 48 college units.
CPR and First Aid certification; training is provided.
Ability to lead, direct, and instruct students of all ages.
Strong English verbal and written communication skills.
Flexibility and critical-thinking skills.
Ability to be punctual and professional.
Ability to be proactive, independent, organized, and detail-oriented.
Ability to adjust tasks and focus calmly in response to changing deadlines and priorities.
Ability to analyze written, spoken, visual, and other sensory stimuli and understand and analyze written and spoken English.
Ability to cope effectively with stressful situations and time constraints, remain calm in emergencies, and perform under pressure and tight deadlines.
Ability to make sound judgments based on available information and logically solve problems, including helping de-escalate student conflicts.
Ability to maintain accuracy and attention to detail and follow and provide detailed written and verbal instructions.
Ability to engage in frequent student, parent, and coworker contact and establish and maintain positive working relationships.
Strong communication, interpersonal, and organizational skills, and a passion for student success.
Ability to perform the stated physical requirements, including prolonged sitting or standing; frequent walking, bending, kneeling, stooping, crouching, climbing, crawling, squatting, reaching, and twisting; and occasional or frequent lifting, carrying, pushing, or pulling objects weighing no more than 30 pounds.
Ability to use a computer, keyboard, and mouse frequently, perform repetitive hand and wrist motions, and communicate continuously through speaking and hearing in person, by phone, and via remote video conferencing.
Ability to be physically present at the worksite, travel occasionally for meetings or conferences, and wear task-appropriate safety equipment.

Nice To Haves

Bachelor’s degree, preferably in an education-related field.
Bilingual in Spanish or Korean.
Valid and current Substitute Credential with the California Commission on Teacher Credentialing (CTC); highly preferred. Substitute credentials must be pursued during the first year of employment.
CBEST completion, required to be eligible to apply to the CTC for a substitute credential.

Responsibilities

Provide targeted instructional support to students with IEPs in push-in and pull-out settings, collaborating with Inclusion Specialist Teachers and/or Special Day Class Teachers.
Support students with disabilities across various settings.
Communicate with Inclusion Specialist Teachers, Special Day Class Teachers, general education teachers, and staff to help meet students’ individual needs.
Provide observations and input to case managers and teachers to inform IEP development.
Meet regularly with Inclusion Specialist Teachers and/or Special Day Class Teachers.
Implement instructional strategies, accommodations, and modifications aligned with students’ IEPs in collaboration with teachers.
Document service minutes and session details in Welligent by 5 p.m. Friday, in compliance with IEP service requirements and timelines.
Track and monitor progress toward IEP goals using observational notes, informal assessments, and data collection tools.
Support students’ development of academic, executive functioning, social-emotional, and behavioral skills.
Support implementation and monitoring of Behavior Intervention Plans as directed by case managers and behavior specialists.
Respond to behavioral needs using de-escalation techniques consistent with Safety-Care or other crisis prevention training.
Build and maintain positive relationships among students and staff.
Assist teachers in establishing and maintaining a safe, welcoming, and accessible learning environment.
Attend and participate in required training, professional development, and team meetings.
Supervise students during transitions, lunch/recess, arrival/dismissal, and other non-instructional times as assigned.
Provide coverage support as needed.
If bilingual, serve as a translator in IEP meetings as needed.
Assist in maintaining student records and files, and maintain confidentiality in accordance with FERPA and IDEA.
Perform related duties and other duties as assigned.