Paraeducator II - Elem Structured Learning Center (SLC) for Academics, 6.5 hrs/day (.8125 FTE), Part-Time, Perm
for headings: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. Only include sections that have real specific content. Must not repeat job title as heading. Must not include Job ID etc. Remove boilerplate, EEO, etc. Must preserve all substantive info.
We need to parse the posting.
Key info:
- Title: Paraeducator II - Structured Learning Center (SLC) for Academics, 6.5 hrs/day (.8125 FTE), Part Time, Permanent
- Background and experience working with children with social and emotional difficulties strongly preferred*
- First round of interviews will be conducted by a review of applicants' video submissions.*
- The North Clackamas School District strives to create an inclusive environment... (EEO boilerplate) - we should remove EEO/equal-opportunity boilerplate. Also remove "We are most interested in finding the best candidate..." etc. Those are generic statements; we should remove them as they are boilerplate. However, the instruction: "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." So we should remove the inclusive environment statements, the encouragement to apply, contact HR, etc. Those are EEO/equal-opportunity boilerplate. So we remove them.
- Position Summary: description of duties.
- Compensation: 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 D + 5.2%24.0725.2726.5527.8829.2930.7532.2933.90
We need to preserve all substantive info. So we need to include the wage schedule details. It's a bit garbled: "D + 5.2%24.0725.2726.5527.8829.2930.7532.2933.90". Likely they omitted spaces. We need to preserve as is? Probably we should keep the text exactly as given, but maybe format as a list? The instruction: Use - for any list of duties/requirements/benefits, and
for prose. The wage schedule is not a list of duties/requirements/benefits; it's compensation info. Could be placed under Pay section as prose (
). We'll include Pay section with that info.
- Retirement Plan Contributions: description. That's benefits? Could be under Benefits section. We'll include Benefits section with that info.
- SCHEDULE: 7:15 a.m. - 2:15 p.m.; Subject to change depending on department needs. WORK CALENDAR: 180 days. That's schedule info. So Schedule section.
- Minimum Qualifications: list of qualifications. We'll put under Requirements or Qualifications? The instruction: Use headings for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide where to put each piece.
We have:
- About the role: maybe Position Summary.
- Responsibilities: Major Duties And Responsibilities.
- Requirements: Minimum Qualifications.
- Qualifications: Desired Qualifications.
- Skills: maybe some of the qualifications are skills; but we could combine. However we need to avoid thin sections. We could put skills under Qualifications or Requirements. But we have separate headings allowed. We need to include a section only when posting has real specific content for it. We have content for About the role (Position Summary). Responsibilities (Major Duties). Requirements (Minimum Qualifications). Qualifications (Desired Qualifications). Skills: maybe we can extract skill statements from Minimum Qualifications (like interpersonal skills, ability to work effectively, etc.) but those are already in Minimum Qualifications. Could create Skills section with those skill statements. But we need to avoid duplication. The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. So we cannot omit any substantive info. If we put skill statements only in Skills section and not elsewhere, we must ensure they appear somewhere. We could keep them in Minimum Qualifications (Requirements) and also list them in Skills? That would duplicate. Better to keep them in Requirements and not create a separate Skills section unless there are distinct skill statements not already captured. The posting includes many skill-like statements in Minimum Qualifications: "Possess strong interpersonal skills and ability to work effectively and collaboratively as a team member." etc. Those are skills. But they are part of Minimum Qualifications. So we can put them under Requirements. Then we may not need a separate Skills section.
- Benefits: Retirement Plan Contributions (maybe also other benefits? Not mentioned). So we can have Benefits section with that.
- Pay: wage schedule.
- Schedule: schedule and work calendar.
We also have background and experience working with children with social and emotional difficulties strongly preferred* - that's a desired qualification? Could be under Qualifications.
First round of interviews will be conducted by a review of applicants' video submissions.* - that's application instruction? Actually it's about selection process. Might be considered boilerplate? Not exactly EEO, but it's about process. The instruction says remove application instructions. This is about interview process, maybe considered application instruction. Should we remove? It says "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." So yes, remove that line.
Also "Please Refer To The Job Descriptions For Detailed Information." - that's a reference, maybe remove as boilerplate.
"Applicant agrees to assume cost and arrange for FINGERPRINT-BASED CRIMINAL RECORDS CHECK upon offer of employment." - that's a requirement? Could be considered a condition of employment. Might be substantive. Should we keep? It's not EEO, it's a condition. Likely keep.
Also "Equal Opportunity Employer/Drug Free Workplace." - remove EEO boilerplate.
Also the long statement about non-discrimination etc. - remove.
Also contact info for Title IX Coordinator - remove as EEO/legal.
Also "For employment related information, please go to our Human Resources employment page at https://..." - remove as application instruction.
Thus we keep:
- Position Summary (About the role)
- Major Duties And Responsibilities (Responsibilities)
- Minimum Qualifications (Requirements)
- Desired Qualifications (Qualifications)
- Background and experience working with children with social and emotional difficulties strongly preferred* (maybe under Qualifications as a bullet)
- Compensation wage schedule (Pay)
- Retirement Plan Contributions (Benefits)
- SCHEDULE and WORK CALENDAR (Schedule)
- Fingerprint-based criminal records check (maybe under Requirements as a requirement)
We need to format lists with
- for any list of duties/requirements/benefits. So for Responsibilities, we should list each duty as
- . For Minimum Qualifications, list each as
- . For Desired Qualifications, list each as
- . For Benefits, maybe list each benefit as
- (though only one). For Pay, we can put prose
with the wage schedule text. For Schedule, we can put prose
with schedule and work calendar.
We must not repeat the job title as heading. So we start with
About the role
then Position Summary text.
We need to preserve all substantive info; we must not lose any detail. Let's extract the Position Summary paragraph exactly:
"The incumbent performs a variety of instructional, training, and/or support duties to assist Special Education teachers in instruction, supervision, and education of students with severe physical and mental special needs that generally require placement in self-contained classrooms. The incumbent may also be assigned in one-on-one teacher-to-student situations when the students have needs similar to those of Structured Learning Center classrooms (e.g., physical disabilities requiring considerable support)."
We'll keep that.
Now Responsibilities: The "Major Duties And Responsibilities" paragraph includes many sentences, each describing a duty. We need to split into list items. Let's parse:
- Works collaboratively by assisting teachers and specialists in assessment, curriculum implementation, student interactions, student intervention, enforcing safe behaviors, and enhancing social and life skills growth of students. Assistance is typically provided in special education Structured Learning Center (SLC), Transitional Learning Center (TLC), Adult Transition Program (ATP) classrooms or in regular education classrooms to students with similar one-on-one special needs.
- Provides complex toileting, feeding, mobility, and personal hygiene-related duties for students requiring such help.
- May independent living skills such as cooking, laundry, general personal hygiene and cleanliness. (This sentence seems grammatically off; maybe "May assist with independent living skills such as cooking, laundry, general personal hygiene and cleanliness." We'll keep as is.)
- 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.
- 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.
- Assist in implementing physical and occupational therapy plans by working with students to increase range of motion, mobility, and positioning.
- May escort students in one-on-one or small groups to and from recess and playground, to and from bus locations, and may be required to ride on the bus with student(s).
- 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.
- 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.
- Performs clerical duties such as preparing instructional materials, making copies, operating office equipment, answering telephones, and record keeping.
- Performs other duties as assigned
We need to ensure we keep all content. Some sentences are long; we can keep each as a separate - . We'll need to preserve punctuation.
Now Minimum Qualifications: list of qualifications. Let's extract each bullet (they are separated by periods). The text:
"Incumbents must have 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. The education requirement may be substituted at the sole discretion of the District by successfully passing the written Educational Testing Service competency examination.
Able to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.
Able to be trained in instructional and behavior intervention methodologies in such content areas as reading, writing, and mathematics, and in such areas as student restraint, safety, medication, and physical management and intervention systems.
Possess strong interpersonal skills and ability to work effectively and collaboratively as a team member.
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 upset.
Able to follow written and verbal directions 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.
Possess effective and accurate command of the English language.
Able to organize work and set priorities for accomplishing work in a timely and effective manner.
for prose. The wage schedule is not a list of duties/requirements/benefits; it's compensation info. Could be placed under Pay section as prose (
). We'll include Pay section with that info. - Retirement Plan Contributions: description. That's benefits? Could be under Benefits section. We'll include Benefits section with that info. - SCHEDULE: 7:15 a.m. - 2:15 p.m.; Subject to change depending on department needs. WORK CALENDAR: 180 days. That's schedule info. So Schedule section. - Minimum Qualifications: list of qualifications. We'll put under Requirements or Qualifications? The instruction: Use headings for sections: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. We need to decide where to put each piece. We have: - About the role: maybe Position Summary. - Responsibilities: Major Duties And Responsibilities. - Requirements: Minimum Qualifications. - Qualifications: Desired Qualifications. - Skills: maybe some of the qualifications are skills; but we could combine. However we need to avoid thin sections. We could put skills under Qualifications or Requirements. But we have separate headings allowed. We need to include a section only when posting has real specific content for it. We have content for About the role (Position Summary). Responsibilities (Major Duties). Requirements (Minimum Qualifications). Qualifications (Desired Qualifications). Skills: maybe we can extract skill statements from Minimum Qualifications (like interpersonal skills, ability to work effectively, etc.) but those are already in Minimum Qualifications. Could create Skills section with those skill statements. But we need to avoid duplication. The instruction: Preserve ALL substantive information; do NOT invent or summarize away detail. So we cannot omit any substantive info. If we put skill statements only in Skills section and not elsewhere, we must ensure they appear somewhere. We could keep them in Minimum Qualifications (Requirements) and also list them in Skills? That would duplicate. Better to keep them in Requirements and not create a separate Skills section unless there are distinct skill statements not already captured. The posting includes many skill-like statements in Minimum Qualifications: "Possess strong interpersonal skills and ability to work effectively and collaboratively as a team member." etc. Those are skills. But they are part of Minimum Qualifications. So we can put them under Requirements. Then we may not need a separate Skills section. - Benefits: Retirement Plan Contributions (maybe also other benefits? Not mentioned). So we can have Benefits section with that. - Pay: wage schedule. - Schedule: schedule and work calendar. We also have background and experience working with children with social and emotional difficulties strongly preferred* - that's a desired qualification? Could be under Qualifications. First round of interviews will be conducted by a review of applicants' video submissions.* - that's application instruction? Actually it's about selection process. Might be considered boilerplate? Not exactly EEO, but it's about process. The instruction says remove application instructions. This is about interview process, maybe considered application instruction. Should we remove? It says "Remove cookie/navigation/legal/EEO/equal-opportunity/scam-warning boilerplate, duplicated lines, and application instructions." So yes, remove that line. Also "Please Refer To The Job Descriptions For Detailed Information." - that's a reference, maybe remove as boilerplate. "Applicant agrees to assume cost and arrange for FINGERPRINT-BASED CRIMINAL RECORDS CHECK upon offer of employment." - that's a requirement? Could be considered a condition of employment. Might be substantive. Should we keep? It's not EEO, it's a condition. Likely keep. Also "Equal Opportunity Employer/Drug Free Workplace." - remove EEO boilerplate. Also the long statement about non-discrimination etc. - remove. Also contact info for Title IX Coordinator - remove as EEO/legal. Also "For employment related information, please go to our Human Resources employment page at https://..." - remove as application instruction. Thus we keep: - Position Summary (About the role) - Major Duties And Responsibilities (Responsibilities) - Minimum Qualifications (Requirements) - Desired Qualifications (Qualifications) - Background and experience working with children with social and emotional difficulties strongly preferred* (maybe under Qualifications as a bullet) - Compensation wage schedule (Pay) - Retirement Plan Contributions (Benefits) - SCHEDULE and WORK CALENDAR (Schedule) - Fingerprint-based criminal records check (maybe under Requirements as a requirement) We need to format lists with
- for any list of duties/requirements/benefits. So for Responsibilities, we should list each duty as
- . For Minimum Qualifications, list each as
- . For Desired Qualifications, list each as
- . For Benefits, maybe list each benefit as
- (though only one). For Pay, we can put prose
with the wage schedule text. For Schedule, we can put prose
with schedule and work calendar. We must not repeat the job title as heading. So we start with
About the role
thenPosition Summary text.
We need to preserve all substantive info; we must not lose any detail. Let's extract the Position Summary paragraph exactly: "The incumbent performs a variety of instructional, training, and/or support duties to assist Special Education teachers in instruction, supervision, and education of students with severe physical and mental special needs that generally require placement in self-contained classrooms. The incumbent may also be assigned in one-on-one teacher-to-student situations when the students have needs similar to those of Structured Learning Center classrooms (e.g., physical disabilities requiring considerable support)." We'll keep that. Now Responsibilities: The "Major Duties And Responsibilities" paragraph includes many sentences, each describing a duty. We need to split into list items. Let's parse: - Works collaboratively by assisting teachers and specialists in assessment, curriculum implementation, student interactions, student intervention, enforcing safe behaviors, and enhancing social and life skills growth of students. Assistance is typically provided in special education Structured Learning Center (SLC), Transitional Learning Center (TLC), Adult Transition Program (ATP) classrooms or in regular education classrooms to students with similar one-on-one special needs. - Provides complex toileting, feeding, mobility, and personal hygiene-related duties for students requiring such help. - May independent living skills such as cooking, laundry, general personal hygiene and cleanliness. (This sentence seems grammatically off; maybe "May assist with independent living skills such as cooking, laundry, general personal hygiene and cleanliness." We'll keep as is.) - 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. - 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. - Assist in implementing physical and occupational therapy plans by working with students to increase range of motion, mobility, and positioning. - May escort students in one-on-one or small groups to and from recess and playground, to and from bus locations, and may be required to ride on the bus with student(s). - 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. - 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. - Performs clerical duties such as preparing instructional materials, making copies, operating office equipment, answering telephones, and record keeping. - Performs other duties as assigned We need to ensure we keep all content. Some sentences are long; we can keep each as a separate - . We'll need to preserve punctuation. Now Minimum Qualifications: list of qualifications. Let's extract each bullet (they are separated by periods). The text: "Incumbents must have 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. The education requirement may be substituted at the sole discretion of the District by successfully passing the written Educational Testing Service competency examination. Able to be certified or to become certified in first aid, CPR, and/or operation of defibrillators. Able to be trained in instructional and behavior intervention methodologies in such content areas as reading, writing, and mathematics, and in such areas as student restraint, safety, medication, and physical management and intervention systems. Possess strong interpersonal skills and ability to work effectively and collaboratively as a team member. 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 upset. Able to follow written and verbal directions 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. Possess effective and accurate command of the English language. Able to organize work and set priorities for accomplishing work in a timely and effective manner.