Job Description


Job Number:2017-2107

Para-educator-Special Educ ECE
Gregory Heights Elementary

FTE: 0.000
Hours Per Day: 6.00
Position Type: Continuing

Start Time:
End Time:

Salary: $16.28 - $17.80

Closing Date: Open Until Filled - To be considered for this position, please submit a
completed online application and upload required documents on or before
this date.

Additional Information: This position is for a Special Education Early Childhood Para-Educator, for 6.5
hours Monday through Thursday and 4.0 hours on Friday.

JOB TITLE: PARAEDUCATOR, EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)

GROUP: Teamsters III - Paraeducator LEVEL: 12

FLSA STATUS
: Non-exempt



WORK DAYS PER FISCAL YEAR
: 180 HOLIDAYS: 11 or 12 dependent on school start date

SUMMARY: The job of Paraeducator-Early Childhood Special Education (ECSE) is done for the purpose of
providing support to the instructional program within assigned preschool or integrated kindergarten classroom
with specific responsibility for assisting in the supervision, care and instruction of special needs students;
assisting in implementing plans for instruction; monitoring student behavior during non-classroom time;
providing information to appropriate school personnel; and attending team meetings.

CONTEXT AND MISSION: Highline Public Schools serves approximately 19,000 students in the communities of
Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center in Washington State. Starting in
the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the
community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline
Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship.

The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline
students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future.

The instructional vision articulated in the plan is organized around Four Pillars that guide professional and
organizational practices:

* Equitable access to rigorous, standards-based instruction. High-quality instruction for all students.
* Results-focused professional learning and collaboration. Investing in our people so they continuously fine-

tune their craft and grow in their profession.
* Strong partnerships with families and community. Schools can’t do it alone. We are better when students,

families, community and educators work hand-in-hand.
* A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity,

excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not
exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also
be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the
essential functions.

* Adapts and administers classroom activities, assignments and/or materials under the direction of the
supervising teacher for the purpose of supporting and reinforcing classroom objectives.

* Assists student with adaptive equipment for the purpose of maximizing student's access to learning and
achievement.

* Assists students with physical needs (e.g. lifting from wheel chair, transporting, toileting, catheterization,
diaper changing, feeding/tube feeding, dressing, etc.) for the purpose of ensuring that students' most basic
needs are met while at school.

* Attends meetings and in-service presentations (e.g. first aid, CPR, emergency procedures, etc.) for the
purpose of acquiring and/or conveying information relative to job functions.

* Communicates with supervising instructional staff, professional support personnel, for the purpose of
assisting in evaluating progress and/or implementing IEP objectives.

* Implements under the supervision of assigned teacher, behavioral plans designed by IEP team for students

JOB DESCRIPTION: PARAEDUCATOR, EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)

with behavior disorders or other special conditions for the purpose of presenting and/or reinforcing learning
concepts.

* Maintains instructional materials and/or manual and electronic files/records for the purpose of ensuring
availability of items, providing written reference, and/or meeting mandated requirements.

* Monitors students during assigned periods within a variety of school environments (e.g. rest rooms,
playgrounds, hallways, bus loading zones, cafeteria, parking lots, etc.) for the purpose of maintaining a safe
and positive learning environment.

* Provides, under the supervision of assigned teacher, instruction to students in a variety of individual and
group activities (e.g. academic subjects, social skills, daily living skills, etc.) for the purpose of reinforcing
instructional objectives, implementing IEP plans, and ensuring students' success in school.

Other Functions
* Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning

of the work unit.

MINIMUM QUALIFICATION
EDUCATION AND EXPERIENCE:
AA degree or
High school diploma (or equivalent) and 72 college credits or
High school diploma (or equivalent) and successful completion of an approved paraeducator assessment test

PREFERRED QUALIFICATIONS::
One year of experience working with Special Education students

CONDITION OF EMPLOYMENT:
Pass a post hire, pre-employment physical assessment test
Criminal background clearance
Paraeducator competencies 1-6; 7-11 & 13 within 90 days of hire
First Aid and CPR Certification within 90 days of hire and maintain certification
Crisis Prevention Intervention certification; annual renewal of CPI certification required

KNOWLEDGE OF:
Principles and practices of Para-education
Principles and practices of special education
Principles and practices of student safe behavior
Safe lifting techniques; individual and team
Positive behavior intervention techniques
Assigned subject areas such as reading, English, and math
Developmental and physical disabilities
Modern office equipment
Microcomputers and related software
Simple record keeping and report preparation
General health care and social services
Working with families
School board policies and procedures

ABILITY TO:
Adapt to changing work priorities
Assist in the instruction of special education
Communicate effectively verbally and in writing with diverse groups
Maintain effective working relationships with administrators, staff, students, parents and community members
Work as part of a team

JOB DESCRIPTION: PARAEDUCATOR, EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)

Operate a PC and related software
Attend to the physical and hygiene needs of special education students
Provide instructional assistance
Monitor student behavior
Accurately maintain records and prepare reports
Maintain strict confidentiality
Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP: Position reports to Principal or Designee

EVALUATION: This position will be evaluated by the Principal or designee based on performance of duties and
responsibilities.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to
successfully perform the essential functions of this job. Reasonable accommodations may be made to enable
individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee is constantly required to bend at neck and back, squat
and kneel and use hands for repetitive grasping. The employee is frequently required to sit, stand, walk, and use
hands for pushing and pulling and for fine finger manipulation. The employee is occasionally required to climb
stairs, reach overhead, lift overhead, lie down crawl, knee stand, lift and carry, push and pull. The employee is
constantly required to lift/carry up to 10 pounds, is frequently required to lift/carry up to 20 pounds and is
occasionally required to lift/carry a maximum of 50 pounds. The employee must be able to push/pull a maximum
force of 10 pounds. Anything over the weight limits should be done as a two-person lift or with a mechanical
lift.

WORK ENVIRONMENT
The work environment characteristics described here are representative of those an employee encounters while
performing the essential functions of this job. Reasonable accommodations may be made to enable individuals
with disabilities to perform the essential functions.

While performing the duties of this job, the employee regularly works in indoor conditions. The employee is
occasionally exposed to outside weather conditions. The noise level in the work environment is usually
moderate.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot
include, and are not intended to include, every possible activity and task performed by every specific employee.

CLASSIFICATION HISTORY
Updated to add EEOC statement, 2017.03.07
Updated Superintendent’s statement, 2014.10.14
Revised education requirement language per suggestion of union business representative and agreement of district, 2014.02.03
Transferred to new format by Human Resources, 2013.12.26
Revised to add district introduction, 2013.09.24
Updated by Human Resources, 2013/09
Revised by Human Resources with suggested changes from Special Services Department, 2013/05
Revised by Human Resources, 2012/12
Revised by Human Resources, 2012/08
Revised by Human Resources, 12/2009
Revised by Human Resources, 04/2009
Nash & Company, Para Educator - Special Education, 09/2004
Revised by Human Resources, changed from Special Education Paraprofessional to Special Education Para-Educator, 12/1995
Revised by E.A. Walsh and Company, 06/1991 prepared by E.A. Walsh and Company, 04/1989
Created by Human Resources, 2013.12.06

JOB DESCRIPTION: PARAEDUCATOR, EARLY CHILDHOOD SPECIAL EDUCATION (ECSE)

Highline Public Schools, District #401, complies with all federal rules and regulations and does not discriminate
in admission, access, treatment, or employment in education programs or hiring practices on the basis of race,
creed, religion, color, national origin, age, sex, sexual orientation including gender expression or identity, marital
status, honorably-discharged veteran or military status, the presence of any sensory, mental, or physical
disability, or the use of a trained dog guide or service animal by a person with a disability. This holds true for all
students who are interested in participating in educational programs and/or extracurricular activities. Any
person having inquiries should contact: Age Discrimination Act, Americans with Disabilities Act, Affirmative
Action, Civil Rights Act (employees), and Title IX: Chief Talent Officer, 206.631.3121,
titleixofficer@highlineschools.org; Civil Rights Act: Executive Director of Student Support and Family
Engagement, 206.631.3100, 206.631.3100, civilrightscoordinator@highlineschools.org; Section 504 of the
Rehabilitation Act- Director of Health and Social Services, 206.631.3011, 504coordinator@highlineschools.org

\tCLASSIFICATION HISTORY

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