Immediate: Paraeducator Level II, Special Education Itinerant - 4 hrs / 10 mos, College Gardens ES, Ad closes 9/25/26

About the role

Under 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 role includes assisting students with academic, behavioral, social, emotional, and physical needs, facilitating mastery of grade‑level or alternate academic achievement standards, managing behaviors that impede curriculum access, providing instructional and classroom‑management support, handling clerical duties for teachers and professional staff, and continuing planned instructional activities during a teacher’s temporary absence. The position is a 4‑hour, 1:1 assignment for a 1st‑grade student.

Responsibilities

• Perform tasks that promote student learning and well‑being for students with IEPs.
• Participate with students in learning activities off school grounds when required.
• Assist students with academic, behavioral, social, emotional, and physical support needs.
• Facilitate student mastery of grade‑level curriculum or Alternate Academic Achievement Standards.
• Manage behaviors that impact the student’s ability to access the curriculum.
• Support students in general education classes, specialized instructional settings, and individualized or small‑group reinforcement.
• Provide instructional and classroom‑management supports.
• Carry out related clerical tasks to assist teachers and other professional staff.
• Continue planned instructional activities during the teacher’s temporary absence from the classroom.
• May require specific training to successfully fulfill the role.

Requirements

• Frequent bending, walking, and lifting of objects/equipment up to 50 pounds.
• Outside duty may be required.
• Must accommodate flexible scheduling and changes in location or program as needed.
• Ability to continue planned instructional activities during teacher’s temporary absence.
• May require specific training to fulfill the position.

Qualifications

• Associate’s degree required; Bachelor’s degree preferred.
• College course work should include a minimum of nine credit‑hours related to the education field (e.g., behavior management, instructional strategies).
• One year of experience working with students in structured educational (or academic) situations preferred.
• If no related education course work, then two to four years of experience working with children and adolescents in a structured setting such as a daycare, pre‑school, etc. required.
• OR: At least 48 college credits and two years of experience in a structured setting (daycare, pre‑school, adult day program, after‑school program, extended day, or school/non‑school based departments, etc.).
• OR: Two years of experience in a structured setting such as a daycare, pre‑school, adult day program, after‑school program, extended day, or school/non‑school based departments, etc.
• OR: Successful completion of the ParaPro Assessment with a qualifying score of 455 or higher is required.
• OR: Any combination of applicable education, training, and experience that provides the necessary knowledge, abilities, and skills may be considered.
• Certificate and License Requirements: None.
• All new paraeducators are hired at grade 15 and may promote to grade 16 after successfully completing a six‑month probationary period and the required training hours.

Skills

• Knowledge of child development, instructional strategies and practices applicable to the assignment, and instructional goals and policies of Montgomery County Public Schools.
• Ability to assist with implementation of the instructional program and to participate in monitoring and ensuring appropriate student behavior.
• Ability to exhibit patient behavior and to work effectively with children, young adults, and staff members.
• Ability to follow written and verbal instructions and to perform all required tasks.
• Ability to communicate effectively, both verbally and in writing.
• Ability to read, write, and speak English.
• Ability to interact with and support students with special needs