Paraprofessional Special Education Connections Grant Funded - 2 positions
Marshall Street School
Grade 6 Step 1 with a starting hourly rate of $19.26. Potential future earnings for this position on the ESP Salary Scale are $19.26 - $34.84. Additional steps will only be considered for PreK-12 teaching experience under state-issued professional licensure. This position qualifies for a program differential valued at ten percent (10%) of the step one (1) value of the position's grade in addition to their current hourly rate.
7 Hours/Day, 10-Month Work Year
Reports to Building Administrator
Employee Benefits Summary
Minimum Requirements
High School Diploma/GED.
Meet Highly Qualified status (A.A. Degree, 48 credit hours, or have successfully passed the Paraprofessional Praxis Test).
Two (2) years' experience in school setting or working with children or combination of education and experience totaling two years.
Ability to lift between 30-50 pounds in specified situations.
Regular and predictable attendance which is an essential function of this position.
Ability to perform the essential functions of the job with or without reasonable accommodations.
Preferred Qualifications
Competency with fundamental language and math skills.
Ability to understand and follow directions.
Strong interpersonal skills with the ability to work harmoniously with staff, students, and community.
Training and experience working with populations relevant to the assigned school.
Role Responsibilities
Work with individual students and small groups of students to reinforce skills introduced by the teacher(s).
Assist the teacher in devising special strategies for reinforcing skills and instruction.
Assist with physical care and physical management of students as needed and appropriate.
Follow through to carry out individual programs designed by the teacher.
Participate in and/or provides input for team planning functions as appropriate.
Assist with instructional activities.
Assist in maintaining classroom organization and a positive learning environment.
Assist with the use of classroom equipment and materials.
Assist with the supervision and management of students during instructional and/or non-instructional activities.
Assist with providing information regarding child development and parenting skills to parents/childcare providers in a variety of school-related settings including home and community.
Provide support with individualized programs.
Help students' master equipment or instructional materials assigned by the teacher.
Guide independent study, enrichment work, and remedial work set up and assigned by the teacher.
Read to students, listen to students read, and participate in other forms of oral communication with students.
Maintain the same high level of ethical behavior and confidentiality of information about students as is expected of fully licensed teachers.
Demonstrate courteous and professional demeanor to all stakeholders of Washington County Public Schools.
Communicate and interacts with students, parents, staff, and community.
Other duties as requested.
Environmental Factors and Physical/Mental Requirements
The Environmental Factors and Physical/Mental demands represent those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Required periods of sitting at a desk and working on a computer and other office equipment.
Ability to sufficiently and efficiently move throughout the building and grounds for extended periods.
Must have the use of sensory skills in order to effectively communicate and interact with others as normally defined by the ability to see, read, talk, and hear.
Ability to maintain emotional control under stress.
Ability to move, raise, lower, and carry objects up to 20 lbs. on an irregular basis.
Must be able to bend, crouch, stoop, reach, and climb.
Will be subjected to loud noises, interactions, and traffic flow associated within a highly populated office environment.
