FY27: Paraeducator Level II, Special Education Itinerant, Autism, Spark M. Matsunaga ES, 6 hrs/ 10 mos (Ad Closes 9/23/26)

About the role

At the direction of the principal, this paraeducator performs a variety of tasks that promote student learning and well-being to support students with Individualized Education Programs (IEP). The paraeducator at this level may be required to participate with students in learning activities off school grounds. The paraeducator may be required to assist students with various needs related to academic, behavioral, social, emotional, and physical support. The paraeducator work is focused on facilitating the student mastery of grade-level curriculum or mastery of Alternate Academic Achievement Standards and managing behaviors that impact the student?s ability to access the curriculum. The students supported at this level may participate in general education classes and/or specialized instructional settings throughout the school day and may be pulled out for individualized or small group reinforcement of instruction. This position also performs a variety of instructional and classroom management supports, as well as related clerical tasks to support teachers and other professional staff in all classrooms or learning environments. All new paraeducators are hired at a grade 15 and have the opportunity to promote to a grade 16 after successfully completing the six-month probationary period and successfully completing the required number of training hours.

Responsibilities

• Promote student learning and well-being
• Support students with Individualized Education Programs (IEP)
• Participate with students in learning activities off school grounds
• Assist students with academic, behavioral, social, emotional, and physical needs
• Facilitate mastery of grade-level curriculum or Alternate Academic Achievement Standards
• Manage behaviors that impact student access to the curriculum
• Provide instructional and classroom management supports
• Perform related clerical tasks to support teachers and professional staff
• Continue planned instructional activities during teacher's temporary absence

Requirements

• Frequent bending, walking, and lifting of objects/equipment up to 50 pounds
• Outside duty may be required
• Must be able to accommodate flexible scheduling and change of location and/or program as needed
• Continues planned instructional activities during teacher's temporary absence
• May require specific training to successfully fulfill the role

Qualifications

• Associate’s degree required; Bachelor’s degree preferred
• College coursework should include a minimum of nine credit‑hours related to education (e.g., behavior management, instructional strategies)
• One year of experience working with students in structured educational/academic settings preferred; if no related coursework, then two to four years of experience working with children/adolescents in a structured setting (daycare, preschool, etc.) required
• Alternative qualification paths:
  • At least 48 college credits and two years of experience in a structured setting (daycare, preschool, adult day program, after‑school program, extended day, or school/non‑school based departments)