Paraeducator, Special Program ; Roster PARA-SP

HIRING ROSTER for Special Program Paraeducators, Level 1

This posting will be used to establish a hiring roster to fill district-wide vacancies for the following Special Education program areas and one-on-one positions.

Assignment hours may vary by building, 9 months per year

Fair Labor Standards Act Status:
Non-Exempt

Anderson: 4

Chinook: 0

Edgewood: 0

Eisenhower: 1

Felida: 0

Franklin: 0

Fruit Valley: 0

Hazel Dell: 0

Hough: 4

King: 3

Lake Shore: 3

Lincoln: 4

Marshall: 6

Minnehaha: 0

Ogden: 1

RBG: 2

Roosevelt: 0

Sacajawea: 1

Salmon Creek: 0

Truman: 3

Walnut Grove: 3

Washington: 0

Alki: 0

Discovery: 1

Gaiser: 2

Jason Lee: 0

Jefferson: 1

McLoughlin: 4

Columbia River: 2

Fort Vancouver: 6

Hudson's Bay: 6

Skyview: 1

Flex Academy: 0

GATE: 2

Heights Campus: 2

iTech: 0

Success Academy: 0

VSAA: 0

• Life Skills (Elementary/Secondary)
• Intensive Academic Classroom (IAC) (Secondary)

Serving a continuum of students with intellectual disabilities to students with multiple disabilities in a self-contained environment. Students receive physical and/or occupational therapy for their gross and/or fine motor deficits. Students require support as they access General Education opportunities. Students have adaptive needs. The Transition Skills program prepares students for adulthood by teaching skills such as cooking, budgeting, bus riding, and providing work experience.

• Special Education Preschool

Children ages three to five may be served in a variety of program models. Children receive individualized educational programs in small class settings for communication, motor skills, cognition, self-help and/or social skills.

• GATE

Gateway to Adult Transition Education program that teaches skills for everyday living and skills to be productive in the workplace.

We appreciate your interest in employment with Vancouver Public Schools (VPS). All applications are considered and reviewed. The most qualified and competitive applicant(s) that possess directly related experience and expertise, training, and education may be invited to participate in the interview/selection process. As part of the selection process, the District conducts confidential reference checks to include former and present employers and also requires a criminal background investigation.

Unfortunately, due to the number of applications received, not all applicants will receive an interview.

Résumé should include education, relevant experience (including current position), and skills which highlight the qualifications of the position to which a person is applying.

All district employees are encouraged to review their personnel file periodically to ensure that their file includes current and relevant documentation that supports their degree, education or credits, experience, training, etc., as it relates to qualifications described on job postings.

Failure to submit a full application package will result in disqualification.

External applicants must include official transcripts to confirm education or ETS Para Pro Assessment results with application.

• Documentation verifying a high school diploma or GED AND
• One of the following: official transcripts verifying an Associate's degree (90 quarter, 60 semester)
  OR 72 quarter or 48 semester credits from an accredited university, college, community college, or business school;
  OR ETS Para Pro Assessment result of 455 or higher.  https://(Use the "Apply for this Job" box below). to view Para Pro Assessment information.
• One year of related experience working with children in an educational setting preferred
• Successful experience as part of an educational team preferred
• Experience which demonstrates excellent interpersonal skills and skills in working effectively in a team environment, providing support to achieve the desired goal(s) for the classroom and/or program area
• Possess excellent problem solving, analytical, and conflict resolution skills and ability to think quickly
• Experience working with children with moderate to severe disabilities preferred

• Ability to effectively communicate with and appreciate individuals from diverse, socio-economic backgrounds
• Ability to act upon evasive and aggressive behavior of students
• Ability to attend mandatory training on the weekends and successfully pass the district CPI, de-escalation/physical restraint training
• Ability to learn and use a computer monitor, keyboard, and appropriate adaptive technologies
• Ability to successfully implement educational programs and manage student behavior with direction from the teacher
• Ability to be flexible with assigned tasks and schedules
• Ability to maintain confidentiality
• Ability to develop relationships and supportive roles with children who possess mental or physical disabilities

• Ability to lift, move, physically restrain a child of the size…