Paraeducator

Position Purpose

The role and assignments of a paraeducator are not defined by a particular student, setting or program, but rather by students' needs as determined by the multi-disciplinary team.  While every attempt will be made to keep the assignments over the course of the school year, it may be necessary to change a paraeducator's original job assignment to another to meet the varying needs of the students in the district.  

Essential Performance Responsibilities

The parapreducator primarily works to support student needs in classrooms by assisting the teacher in reinforcement and enhancement of lessons, reinforcing behavioral expectations and implementing systematic beahvior plans across the school day. Paraeducators working with special education students are expected to be knowledgeableof each student's Individual Educational Plans (IEP); training and assistance will be provided around individual student needs and approaches.

Paraeducators are expected to attend all training sessions offered by the Portsmouth School Department that are specifically designed for them during the scheduled work times.

The Paraeducator May: 

Independent of the teacher, the paraeductor may carry out instructional plans developed by a teacher, counselor or other professional staff.  Many responsiblilites overlap from one area to another.
At any given time of day, a paraeducator may be asked to fulfill a variety of duties:

• Individually or in small groups, provide instructional assistance, guiding additional priactice opportunities, re-teaching as developed and specified by the lead teacher or related servie staff
• Monitor and redirect behavior, implement behavior plans
• Assist the lead teacher in planning and implementing instructional activities (academic, behavioral or life skills)
• Provide the special education teacher/staff with information and observations about general education assignments, activities and student participation and behavior, as well as any other pertinent information as it arises regarding the student
• Supervise and monitor students as directed by lead teacher or building administrator
• Willingly participates in skill and compentency trainings and in-services

One-to-One:

• With training and under the supervision of the appropriate professional personnel, be willing to assist and manage behavior using using behavioral managment techniques such as TCI, CPI
• Monitoring and reinforce student academic, behavioral or life skills performance follwing best practices in the classroom, school and/or community settings
• Be used to supporting the integration of students with disabilities into regular classes by tutoring these students in regular class assignments, giving tests orally, implement assistive technology and providing other accommodations outlined in the students' IEPs
• Document student progress as specified by the teacher and or therapist
• Assist/monitor students on and off the bus
• Reinforce or enhance learning of basic hyiege, or provide toileting, diapering and feeding assistance, if required by a specific job assignment and as trainied.  While this is a specific responsibility of a one-to-one paraeducator, sursing staff will be available for support and assistance during extrem situations
• With training and supervision by the appropriate certified personnel, my lift and transport students using appropriate equipment
• Intervene with other students about inappropriate behavior, language or actions

Additional Duties

• Assumes other responsibilities as specified by the Director of Pupil Services and Instruction, and the Superintendent of Schools.

Educational Qualifications:

High School Diploma or GED required and perferably:

• Completed two years of full-time study at an institution of higher education; or
• Obtained an associate's degree; or
• Meets rigorous standards of quality and demonstrate through a formal assessment the knowledge of, and the ability to assist in, reading, writing, or mathematics

Experience Qualifications:

• Experience with students with disabilities and behavioral challenges.
• Dependable, organized, possess good communication skills and emotional maturity and sensitivity to the needs of students
• Able to maintain confidentiality following the Family Education Right and Privacy Act (FERPA).
• Able to maintain professional attitude with students, families and staff.
• Able to work well with children.
• Able to manage student behavior, given training and support.
• Able to work as a member of a team
• Able to use or learn technology
• Willing to obtain additional training and attend staff development workshops

Travel Requirements
Travels to all school district buildings, city/state agencies and professional meetings as required.

Physical and Mental Demands, Work Hazards
Works in school building environments.

FLSA Status:       Exempt

Pay Rate: Follow Negotiated Pay Rate (See Paraeducator's Agreement)