One to One Paraprofessional - [Madison Park] (SY26-27)

About the role

Under the supervision of the teacher, the One-to-One Paraprofessional provides direct service to individual students and participates in daily instruction and activities of the assigned school, program, and class. The role extends beyond normal classroom activities to meet the specific needs of the student, which may include disabilities, medical conditions, or language barriers. Reports to: Principal/Head of Schools/School-based Special Education Administrator.

Responsibilities

• Working with small groups of children instructionally
• Toileting, diapering, lifting and transfers
• Maintaining personal hygiene
• Assisting the school nurse in tube feedings
• Scribing and note taking
• Implementing language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.)
• Teaching Braille
• Applying Applied Behavioral Analysis (ABA)
• Behavior management, redirection, de-escalation, and physical restraint as needed
• Providing gender‑specific support when required for toileting or based on student history
• Assisting students in any district school, including examination schools, and supporting advanced coursework
• Collaborating with the classroom teacher to implement agreed‑upon activities per daily lesson plans
• Fostering open communication with parents and staff
• Performing other related duties as requested by the Head of School/Principal/School‑based Special Education Administrator, especially when the student is absent

Requirements

• High School Diploma or GED
• Forty‑eight (48) credit hours of college coursework, an Associate’s Degree, or a passing score on the ParaPro Assessment or WorkKeys Certificate of Proficiency for Teacher Assistants
• Experience working with a student diagnosed with one or more of the mild to moderate disabilities listed (e.g., pervasive developmental disorder, autism, Asperger’s Syndrome, Williams Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourette’s Syndrome, OCD, PTSD, psychiatric disorders, oppositional defiant disorder, ADHD, conduct disorder, genetic disorders, brain injury)
• Demonstrated ability to work with parents/guardians, administrators, teachers, and students
• Demonstrated experience assisting with team instruction
• Flexibility to accommodate student and parent/guardian needs
• Training in Applied Behavioral Analysis (ABA)
• Current authorization to work in the United States

Qualifications

Preferred: Fluency in one of Boston Public Schools’ official languages – Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali – to add linguistic diversity and cultural value to the classroom and district.