Reopen: FY27: Paraeducator Level II, Special Education Itinerant, Walt Whitman HS, 7hrs/10mos, Ad closes 9/28/26

About the role

At 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 may involve participating with students in learning activities off school grounds, assisting with academic, behavioral, social, emotional, and physical support, facilitating mastery of grade‑level curriculum or Alternate Academic Achievement Standards, and managing behaviors that impact the student’s ability to access the curriculum. The paraeducator also provides instructional and classroom‑management supports, as well as clerical tasks to aid teachers and other professional staff in all classrooms or learning environments. New paraeducators are hired at grade 15 and can advance to grade 16 after successfully completing a six‑month probationary period and the required training hours.

Responsibilities

• Support students with IEPs in academic, behavioral, social, emotional, and physical domains.
• Participate in learning activities off school grounds as needed.
• Facilitate student mastery of grade‑level curriculum or Alternate Academic Achievement Standards.
• Manage behaviors that impede access to the curriculum.
• Work with students in general education classes, specialized instructional settings, or provide pull‑out individualized/small‑group reinforcement.
• Provide instructional and classroom‑management support to teachers.
• Perform clerical tasks to assist teachers and other professional staff.
• Support students in the Learning for Independence (LFI) and School‑Community Based (SCB) programs, including assistance with lifting, toileting, and weekly community trips.
• Continue planned instructional activities during a teacher’s temporary absence.
• Accommodate flexible scheduling, changes in location or program, and outside duties when required.

Requirements

• Physical demands: frequent bending, walking, and lifting of objects/equipment up to 50 pounds.
• Special requirements: outside duty may be required; must accommodate flexible scheduling and changes in location or program; continue instructional activities during teacher absences; may require specific training.
• Job‑specific: serve students in LFI and SCB programs; support physical and academic needs including lifting and toileting; assist with weekly community trips.

Qualifications

• Education: Associate’s degree required; Bachelor’s degree preferred. College coursework should include a minimum of nine credit‑hours related to the education field (e.g., behavior management, instructional strategies).
• Experience: One year of experience working with students in structured educational/academic settings preferred. If no related coursework, then two to four years of experience working with children/adolescents in a structured setting (daycare, preschool, etc.) required.
• Alternative pathways:
  • At least 48 college credits plus two years of experience in a structured setting (daycare, preschool, adult day program, after‑school, extended day, or school/non‑school based departments).
  • Two years of experience in a structured setting (daycare, preschool, adult day program, after‑school, extended day, or school/non‑school based departments).
  • Any combination of applicable education, training, and experience that provides the necessary knowledge, abilities, and skills.
• Assessment: Successful completion of the ParaPro Assessment with a qualifying score of 455 or higher is required.
• Certificates/Licenses: None required.

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 monitor and ensure appropriate student behavior.
• Ability to exhibit patient behavior and work effectively with children, young adults, and staff members.
• Ability to follow written and verbal instructions and 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.
• Knowledge of standard computer hardware and software such as Google Workspace, MS Office, and web‑based instructional tools.
• Knowledge of or ability to quickly learn and meet the seven core competencies of the Supporting Services