Paraeducator - Elementary, 6.0 hrs/day (.75 FTE), Part Time, Perm
North Clackamas Schools · Happy Valley, OR · Yesterday
EducationPart-time
We need to output HTML fragment with sections for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections when posting has real specific content. We must not repeat job title. Must not include Job ID etc. Must preserve all substantive info. Remove boilerplate like EEO, etc. Must not include sections with filler like "TBD". Pay: we have compensation info: "Initial wage placement according to NCSD/OSEA Collective Bargaining Agreement. CLASSIFIED WAGE SCHEDULE 2026-2027 JOB GROUP Step 2 Step 3 Step 4 Step 5 Step 6 Step 7 Step 8 Step 9 D22.8824.0225.2426.5027.8429.2330.6932.22". That's a wage schedule. So we can include Pay section with that content. Schedule: posting says "SCHEDULE: TBD; Subject to change depending on department needs." That's TBD, so we should NOT include Schedule section because it's placeholder. Benefits: we have retirement plan contributions info. That's a benefit. So include Benefits section with that content. Also maybe mention work calendar 180 days? That's schedule? Actually work calendar is 180 days, could be considered schedule but it's not TBD. Could include under Schedule? But schedule is TBD, but work calendar is given. However instruction: never create Pay/Schedule/Benefits sections unless posting actually states them. It does state work calendar 180 days, which is schedule info. But also says SCHEDULE: TBD; Subject to change. That's contradictory. The posting includes both TBD and work calendar. Since there is some specific schedule info (180 days), we could include Schedule section with that info, but we must avoid placeholder text. The TBD line is placeholder; we could omit that line and keep the 180 days. However we must preserve ALL substantive information; we cannot drop the TBD line if it's substantive? It's not substantive; it's placeholder. We can drop it as per instruction to remove duplicated lines and boilerplate. The TBD line is not substantive; we can drop it. So we can include Schedule section with "WORK CALENDAR: 180 days". Also maybe mention part-time 6 hrs/day (.75 FTE). That's also schedule info. So schedule section can include that.
Now we need sections: About the role (position summary). Responsibilities (major duties). Requirements (minimum qualifications). Qualifications (desired qualifications). Skills (maybe list of abilities). Benefits (retirement plan). Pay (wage schedule). Schedule (work calendar, hours). Ensure we don't repeat content.
We must use for section headings. Use
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We need to decide what goes where.
About the role: Position Summary paragraph.
Responsibilities: MAJOR DUTIES AND RESPONSIBILITIES (depending On Specific Assignment) - list of duties. Use
- .
Requirements: Minimum Qualifications list. Could be bullet list.
Qualifications: Desired Qualifications list.
Skills: The list of abilities under Minimum Qualifications (like Able to work..., Able to assist..., etc.) Those are skills/competencies. Could be placed under Skills section.
Benefits: Retirement Plan Contributions paragraph.
Pay: Wage schedule info.
Schedule: Part-time 6 hrs/day (.75 FTE), WORK CALENDAR: 180 days.
We must not include boilerplate like EEO, etc.
Let's extract text.
Position Summary: "The incumbent performs a variety of instructional and classroom support and student supervision duties to assist the school and teachers in instruction, supervision, and education of students."
That's about the role.
Responsibilities: The block starting "MAJOR DUTIES AND RESPONSIBILITIES (depending On Specific Assignment)" then many sentences. We'll turn each sentence into a list item.
Let's list them:
- Works collaboratively by assisting teachers in assessment, supporting curriculum, student interactions, enforcing and teaching safe behaviors, and enhancing social growth of students in the school setting.
- Implements behavior support and intervention plans as directed by a teacher.
- Documents behavior of students to assist teachers in assessing progress with education plans.
- Maintain or assist in maintaining student weekly progress reports.
- Provide limited first aid when necessary. Assess injury to determine whether nursing care is needed. Maintain knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.
- When communicating with students, parents, community members and other staff members exercises discretion and assures protection of student confidentiality consistent with the direction and guidance of staff, administrators, and school/district policies and procedures.
- Utilize training provided to manage student behavior to ensure student safety. Takes steps to intervene when students are not in control, not in the proper location, or may be in dangerous or unsafe situations.
- May take action, or assist in taking action, to de-escalate students who are at risk of harming themselves or others by following school/district-approved procedures.
- Provides instructional support and tutoring to students in large groups, small groups, and one-on-one situations.
- Oversees student safety during activities such as recess and playground supervision, bus duty, crossing guard duty, hallway supervision, etc. Take steps to intervene when students are not in control or maybe in dangerous or unsafe situations.
- May provide toileting, feeding, mobility and personal hygiene-related duties for students requiring such help.
- Perform clerical duties such as making copies, operating office equipment, answering telephones, ordering materials, and record keeping.
- Performs other duties as assigned.
We need to ensure no duplication.
Minimum Qualifications list: Let's extract each bullet:
- Successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
- Successful completion of an Associate's Degree or two years of post-high school education in appropriate and related areas of study.
- The education requirement may be substituted as the sole discretion of the District by successfully passing the written Educational Testing Service competency examination.
- May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
- Able to work in an environment with frequent interruptions and changing tasks and priorities.
- Able to assist, console, and manage students who may be emotional, distraught, or frustrated.
- Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.
- Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
- Be or become knowledgeable and supportive of classroom management and student discipline procedures.
- Proficiency in the proper use of the English language to include enunciation, spelling, and syntax to assist and model proper language usage by students.
- Able to organize work and set priorities for accomplishing work in a timely and effective manner.
- Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
- Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.
- Ability to communicate effectively verbally and in writing.
- Skill in the use of office and computer equipment and use standard office software and student information system software.
Desired Qualifications:
- Bachelor Degree in an appropriate and related field of study.
- Two years of experience that demonstrates the ability to work successfully with children in a learning environment.
- Bilingual and bicultural skills in such common languages to the District as Spanish, Korean, Russian and Vietnamese (to be determined by the specific position).
Skills: Could be the abilities list (the ones starting with Able to, Ability to, Skill in). But many of those are already in Minimum Qualifications. To avoid duplication, we could put the abilities under Skills section, and keep Minimum Qualifications as just education/experience/certification. However the instruction: preserve ALL substantive information. We can split but must not lose any info. We could keep Minimum Qualifications as the education/experience/certification requirements, and Skills as the abilities list. That seems logical.
Thus:
Minimum Qualifications (education/experience):
- Successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
- Successful completion of an Associate's Degree or two years of post-high school education in appropriate and related areas of study.
- The education requirement may be substituted as the sole discretion of the District by successfully passing the written Educational Testing Service competency examination.
- May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
Skills (abilities):
- Able to work in an environment with frequent interruptions and changing tasks and priorities.
- Able to assist, console, and manage students who may be emotional, distraught, or frustrated.
- Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.
- Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
- Be or become knowledgeable and supportive of classroom management and student discipline procedures.
- Proficiency in the proper use of the English language to include enunciation, spelling, and syntax to assist and model proper language usage by students.
- Able to organize work and set priorities for accomplishing work in a timely and effective manner.
- Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
- Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.
- Ability to communicate effectively verbally and in writing.
- Skill in the use of office and computer equipment and use standard office software and student information system software.
Desired Qualifications as above.
Benefits: Retirement Plan Contributions paragraph.
Pay: Wage schedule.
Schedule: Part-time 6 hrs/day (.75 FTE), WORK CALENDAR: 180 days.
We also have initial statement about first round interviews via video submissions. That's part of posting but not a section; we could include under About the role maybe as a note. But we should preserve all substantive info. Could add a paragraph under About the role: "First round of interviews will be conducted by a review of applicants' video submissions." Also the statement about inclusive environment etc. That's also substantive but maybe could be under About the role as well. However that is EEO/diversity statement; but it's not boilerplate? It's about inclusive environment. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate. That statement about inclusive environment might be considered EEO boilerplate. Safer to remove it. The video interview statement is not boilerplate; keep.
Thus About the role paragraph: Position Summary + video interview note.
Let's craft.
Now produce HTML:
About the role
The incumbent performs a variety of instructional and classroom support and student supervision duties to assist the school and teachers in instruction, supervision, and education of students. First round of interviews will be conducted by a review of applicants' video submissions.
Responsibilities
- Works collaboratively by assisting teachers in assessment, supporting curriculum, student interactions, enforcing and teaching safe behaviors, and enhancing social growth of students in the school setting.
- Implements behavior support and intervention plans as directed by a teacher.
- Documents behavior of students to assist teachers in assessing progress with education plans.
- Maintain or assist in maintaining student weekly progress reports.
- Provide limited first aid when necessary. Assess injury to determine whether nursing care is needed. Maintain knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.
- When communicating with students, parents, community members and other staff members exercises discretion and assures protection of student confidentiality consistent with the direction
for prose. We need to decide what goes where. About the role: Position Summary paragraph. Responsibilities: MAJOR DUTIES AND RESPONSIBILITIES (depending On Specific Assignment) - list of duties. Use
- .
Requirements: Minimum Qualifications list. Could be bullet list.
Qualifications: Desired Qualifications list.
Skills: The list of abilities under Minimum Qualifications (like Able to work..., Able to assist..., etc.) Those are skills/competencies. Could be placed under Skills section.
Benefits: Retirement Plan Contributions paragraph.
Pay: Wage schedule info.
Schedule: Part-time 6 hrs/day (.75 FTE), WORK CALENDAR: 180 days.
We must not include boilerplate like EEO, etc.
Let's extract text.
Position Summary: "The incumbent performs a variety of instructional and classroom support and student supervision duties to assist the school and teachers in instruction, supervision, and education of students."
That's about the role.
Responsibilities: The block starting "MAJOR DUTIES AND RESPONSIBILITIES (depending On Specific Assignment)" then many sentences. We'll turn each sentence into a list item.
Let's list them:
- Works collaboratively by assisting teachers in assessment, supporting curriculum, student interactions, enforcing and teaching safe behaviors, and enhancing social growth of students in the school setting.
- Implements behavior support and intervention plans as directed by a teacher.
- Documents behavior of students to assist teachers in assessing progress with education plans.
- Maintain or assist in maintaining student weekly progress reports.
- Provide limited first aid when necessary. Assess injury to determine whether nursing care is needed. Maintain knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.
- When communicating with students, parents, community members and other staff members exercises discretion and assures protection of student confidentiality consistent with the direction and guidance of staff, administrators, and school/district policies and procedures.
- Utilize training provided to manage student behavior to ensure student safety. Takes steps to intervene when students are not in control, not in the proper location, or may be in dangerous or unsafe situations.
- May take action, or assist in taking action, to de-escalate students who are at risk of harming themselves or others by following school/district-approved procedures.
- Provides instructional support and tutoring to students in large groups, small groups, and one-on-one situations.
- Oversees student safety during activities such as recess and playground supervision, bus duty, crossing guard duty, hallway supervision, etc. Take steps to intervene when students are not in control or maybe in dangerous or unsafe situations.
- May provide toileting, feeding, mobility and personal hygiene-related duties for students requiring such help.
- Perform clerical duties such as making copies, operating office equipment, answering telephones, ordering materials, and record keeping.
- Performs other duties as assigned.
We need to ensure no duplication.
Minimum Qualifications list: Let's extract each bullet:
- Successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
- Successful completion of an Associate's Degree or two years of post-high school education in appropriate and related areas of study.
- The education requirement may be substituted as the sole discretion of the District by successfully passing the written Educational Testing Service competency examination.
- May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
- Able to work in an environment with frequent interruptions and changing tasks and priorities.
- Able to assist, console, and manage students who may be emotional, distraught, or frustrated.
- Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.
- Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
- Be or become knowledgeable and supportive of classroom management and student discipline procedures.
- Proficiency in the proper use of the English language to include enunciation, spelling, and syntax to assist and model proper language usage by students.
- Able to organize work and set priorities for accomplishing work in a timely and effective manner.
- Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
- Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.
- Ability to communicate effectively verbally and in writing.
- Skill in the use of office and computer equipment and use standard office software and student information system software.
Desired Qualifications:
- Bachelor Degree in an appropriate and related field of study.
- Two years of experience that demonstrates the ability to work successfully with children in a learning environment.
- Bilingual and bicultural skills in such common languages to the District as Spanish, Korean, Russian and Vietnamese (to be determined by the specific position).
Skills: Could be the abilities list (the ones starting with Able to, Ability to, Skill in). But many of those are already in Minimum Qualifications. To avoid duplication, we could put the abilities under Skills section, and keep Minimum Qualifications as just education/experience/certification. However the instruction: preserve ALL substantive information. We can split but must not lose any info. We could keep Minimum Qualifications as the education/experience/certification requirements, and Skills as the abilities list. That seems logical.
Thus:
Minimum Qualifications (education/experience):
- Successful experience in working with culturally diverse families and communities, or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.
- Successful completion of an Associate's Degree or two years of post-high school education in appropriate and related areas of study.
- The education requirement may be substituted as the sole discretion of the District by successfully passing the written Educational Testing Service competency examination.
- May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
Skills (abilities):
- Able to work in an environment with frequent interruptions and changing tasks and priorities.
- Able to assist, console, and manage students who may be emotional, distraught, or frustrated.
- Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.
- Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.
- Be or become knowledgeable and supportive of classroom management and student discipline procedures.
- Proficiency in the proper use of the English language to include enunciation, spelling, and syntax to assist and model proper language usage by students.
- Able to organize work and set priorities for accomplishing work in a timely and effective manner.
- Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.
- Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.
- Ability to communicate effectively verbally and in writing.
- Skill in the use of office and computer equipment and use standard office software and student information system software.
Desired Qualifications as above.
Benefits: Retirement Plan Contributions paragraph.
Pay: Wage schedule.
Schedule: Part-time 6 hrs/day (.75 FTE), WORK CALENDAR: 180 days.
We also have initial statement about first round interviews via video submissions. That's part of posting but not a section; we could include under About the role maybe as a note. But we should preserve all substantive info. Could add a paragraph under About the role: "First round of interviews will be conducted by a review of applicants' video submissions." Also the statement about inclusive environment etc. That's also substantive but maybe could be under About the role as well. However that is EEO/diversity statement; but it's not boilerplate? It's about inclusive environment. The instruction says remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate. That statement about inclusive environment might be considered EEO boilerplate. Safer to remove it. The video interview statement is not boilerplate; keep.
Thus About the role paragraph: Position Summary + video interview note.
Let's craft.
Now produce HTML:
About the role
The incumbent performs a variety of instructional and classroom support and student supervision duties to assist the school and teachers in instruction, supervision, and education of students. First round of interviews will be conducted by a review of applicants' video submissions.
Responsibilities
- Works collaboratively by assisting teachers in assessment, supporting curriculum, student interactions, enforcing and teaching safe behaviors, and enhancing social growth of students in the school setting.
- Implements behavior support and intervention plans as directed by a teacher.
- Documents behavior of students to assist teachers in assessing progress with education plans.
- Maintain or assist in maintaining student weekly progress reports.
- Provide limited first aid when necessary. Assess injury to determine whether nursing care is needed. Maintain knowledge of students that may have medical concerns to remain aware of potentially dangerous situations for their individual condition.
- When communicating with students, parents, community members and other staff members exercises discretion and assures protection of student confidentiality consistent with the direction