Paraeducator, Special Education and Transitional Kindergarten; FTE - Laurel Elementary

Job Details

Job : 5478362

Final date to receive applications: Posted until filled

Re-Posted: Jan 27, 2026 8:00 AM (UTC)

Starting Date: Immediately

This position is 0.8 FTE.

Note: The District and AFSCME are working together to create promotional opportunities for existing staff; this job posting is available for seven (7) days for internal candidates based on our collective bargaining agreement.

Para-Educator, Special Education

REPORTS TO:
Assigned Supervisor

DEPARTMENT: Special Education and School Sites with Transitional Kindergarten classrooms

CLASSIFICATION: Classified

FLSA: Non-Exempt

WORK YEAR/

HOURS:

202 days / 7.5 hours or duty days and hours as assigned

ISSUED: Created:
April 2015

SALARY GRADE: AFSCME Para

BASIC FUNCTION
:
Under the direction of assigned supervisor, assist a certificated teacher in providing instruction to individuals or small groups of students in an assigned educational program; assist children with meeting the goals and objectives of their Individualized Education Plan (IEP); attend to the physical and health needs of students; monitor and report student progress regarding educational performance; perform a variety of clerical and supportive duties related to classroom activities and classroom management.

This position is distinguished from other student support roles in that, in addition to providing instructional support to students with disabilities under the guidance of a certificated teacher, employees in these positions are primarily responsible for attendant physical duties to enable students with disabilities to have equal educational opportunities, assisting with basic health needs of students with disabilities, as trained, and assisting the classroom teacher in creating with setting up and maintaining engaging academic environments.

This position may be used as a step towards further professional development opportunities as an Instructional Support Specialist and/or certificated position.

DISTINGUISHING CHARACTISTICS REQUIRING SPECIALIZED

SKILLS:

Deaf and Hard of Hearing Para-Educator: Assist in providing high quality instruction to individual or small groups of Deaf and Hard of Hearing (DHH) as well as other students in a classroom as assigned; must be able to communicate proficiently and effectively using a signing system such as American Sign Language (ASL), Pidgeon Signed English (PSE), Manually Coded English (MCE) and facial expressions appropriate to student’s level of understanding.

Visual Impairment Para-Educator: When assigned in a placement supporting students who are blind or visually impaired, must assist the classroom teacher in delivering instruction and meeting goals and objectives of students qualified for special education services for the visually impaired; must be able to read and demonstrate Braille; must be able to operate supportive equipment, including without limitation, audio devices;
Braille printer computer, tactile and Braille production equipment, and copiers; must be able to assist students with moving through the school environment and, where appropriate, use of a cane.

REPRESENTATIVE DUTIES: (Incumbents may perform any combination of the essential functions shown below. This position description is not intended to be an exhaustive list of all duties, knowledge, or abilities associated with this classification, but is intended to reflect the principal job elements accurately.)

ESSENTIAL FUNCTIONS:

• Assist a certificated teacher in providing instruction to students (in Pre-K through Young Adult) in an assigned classroom or program including, but not limited to Special Day Class (SDC) or other programs; assist students with disabilities to meet the goals and objectives included in their IEP.
• Read IEP goals to support instruction to maximize student progress when trained by appropriate staff.
• Communicate with teachers and/or parents as may be required to assist in evaluating progress and/or implementing IEP objectives.
• Implement classwide and individual behavior strategies to effectively maintain a safe learning environment when trained by appropriate staff, when needed.
• Communicate professionally with other staff and parents, both…