One to One Paraprofessional - [Quincy Elementary] (SY26-27)

About the Role

Under the supervision of the teacher, the One-to-One Paraprofessional will provide direct service to individual students and participate in the daily instruction and activities of the school, program, and class to which the student is assigned. Duties correspond directly to the needs of the student, who may have disabilities or diagnoses including pervasive developmental disorder, autism, Asperger's Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, Tourette's Syndrome, obsessive-compulsive disorder, post-traumatic stress disorder, psychiatric disorders, oppositional defiant disorder, ADHD, conduct disorder, genetic disorders, brain injury, or may speak a language other than English.

Responsibilities

• Work with small groups of children instructionally
• Assist with toileting, diapering, lifting and transfers, and maintaining personal hygiene
• Support the school nurse in tube feedings
• Provide scribing, note taking, and use of language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.)
• Assist with Braille and Applied Behavioral Analysis (ABA)
• Implement behavior management, redirection, de-escalation, and physical restraint as needed
• Collaborate with the classroom teacher to implement agreed-upon activities as outlined in daily lesson plans
• Foster open communication with parents and staff
• Perform other related duties as requested, particularly when the student is absent
• Note: In some cases, the One-to-One Paraprofessional may be required to be a specific gender due to the nature of the work or the student’s individual history

Students with One-to-One Paraprofessionals may be assigned to any school in the district, including examination schools, and may participate in advanced coursework.

Requirements

• High School Diploma or GED
• Forty-eight (48) credit hours of college coursework, an Associate's Degree, or a passing score on one of the following assessments:
  • ParaPro Assessment (http://www.ets.org/parapro/)
  • WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html)
• Experience working with a student diagnosed with one or more mild to moderate disabilities
• Demonstrated experience and ability working with parents/guardians, administrators, teachers, and students
• Demonstrated experience assisting with team instruction
• Ability to be flexible to accommodate the needs of the student and/or parents/guardians
• Trained in ABA (Applied Behavioral Analysis)
• Current authorization to work in the United States by the first day of employment

Other qualifications may vary depending on the specific needs of the assigned student.

Preferred Qualifications

• Fluency in one of BPS' official languages: Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, or Somali

Pay

Hourly contractual rate. Refer to the BPS website for more information on salary and compensation, listed by Unions and Grade/Step.

Schedule

The start and end times of BPS schools vary, as do the lengths of the school day. Some schools have a longer day through the "Schedule A" Expanded Learning Time (ELT) agreement.