Special Education Partner Paraprofessional [Boston Green Academy] (SY26-27)

Boston Public Schools•Boston, MA

4d•Onsite

About The Position

Boston Green Academy, an innovative “in-district” charter school within the Boston Public Schools, is seeking to hire skilled and inspiring staff who are committed to increasing academic achievement for all students. Boston Green Academy welcomes diverse students of all abilities, educates and empowers them to succeed in college and career, and prepares them to lead in the sustainability of our community and world. Located in Brighton, BGA serves over 450 diverse and amazing students in grades 7-12 from all over the City of Boston. To learn more about our school community, please visit www.bostongreenacademy.org Reports to: Principal/Head of School General Description and Goals: The Special Education Partner Paraprofessional provides direct support to students with disabilities in an inclusive setting. They work under the supervision of a special education teacher to assist students in meeting their academic, behavioral, and social goals and support students with diverse learning needs by reinforcing instructional goals, assisting with classroom management, and providing individualized academic or behavioral support as directed by professional staff. Responsibilities include data collection, assisting with life skills, implementing behavioral strategies, and collaborating with educators to foster an inclusive learning environment. This role requires professionalism, adaptability, and a commitment to maintaining confidentiality while supporting student growth and well-being.

Requirements

Education: High School Diploma or GED.
Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).
Minimum of two years experience working with young children.
Current authorization to work in the United States - Candidates must have such authorization by their first day of employment

Nice To Haves

Associate's or Bachelor's Degree.
Certification as a teacher
BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.
Experience working with students with special education needs

Responsibilities

Support students in providing IEP Grid B services as directed by licensed special educator, reinforcing instructional goals and IEP objectives.
Provide small group or individual instruction under licensed educator supervision.
Assist students with assignments by providing explanations, breaking down tasks, and reinforcing concepts as identified in the student’s IEP.
Adapt or modify materials as needed to align with students’ Individualized Education Programs (IEPs).
Assist with setting up instructional materials, technology, and accommodations (e.g., audiobooks, speech-to-text software).
Utilize appropriate technology to support instruction and documentation.
Provide one-on-one or small-group support to reinforce learning.
Implement behavior management strategies as outlined in students’ Behavior Intervention Plans (BIPs).
Reinforce positive behavior and provide redirection when necessary.
Monitor and collect academic and behavioral data as directed and report findings to the special education team.
Work closely with the special education teacher, and collaborate with general education teachers, therapists, and other staff to support students’ learning and accommodations.
Provide feedback on student progress, challenges, and behaviors to help inform instructional strategies.
Maintain confidentiality regarding student information in compliance with FERPA and IDEA regulations.
Encourage independence by helping students develop self-advocacy and problem-solving skills.
Participate in professional development and apply learned strategies to enhance student support.
Perform additional duties as assigned by supervisors in accordance with school policies and the collective bargaining agreement.