Job Description

Job Number:2017-2956

Puget Sound Skills Center

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

Start Time:
End Time:

Salary: $17.86 - $19.53

Closing Date: 03/19/2018 - To be considered for this position, please submit a completed
online application and upload required documents on or before this date.

Additional Information:


GROUP: Teamsters III - Paraeducator LEVEL: 13

: Non-exempt

: 180 HOLIDAYS: 11 or 12 depending on school start date

SUMMARY: Provides individual and group academic tutoring support to ELL qualified students in their native
language. The position collaborates with teachers on meeting individual students’ English development needs.
The Bilingual paraeducator serves as a liaison between the school and students’ family. He/she provides
interpretation services for non-English speaking families and school staff. This position works with schools and
families to develop a welcoming climate in the schools. Leads and develops family engagement activities for the
bilingual community.

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.

* Provides individual and group academic tutoring support to ELL qualified students.
* Monitors student progress, including record keeping.
* Assists students and teachers to promote academic achievement across a variety of settings and tasks.
* Participates in instructional planning and professional development.
* Works with district staff to administer English language proficiency assessments.
* Performs a wide variety of interpretation services.
* Attends parent-teacher conferences, IEP conferences, and community meetings.
* Serves as a liaison between the school, the student's family, and the community.
* Makes appointments for parents.
* Leads and coordinates family engagement programming for the bilingual community.


* Collaborates with school and district staff to develop family engagement programming.
* Collaborates and problem solves with staff working with the bilingual community.
* Makes visits to student homes to discuss academic achievement, social service needs, and district policy and

* Refers students and their families to community social service agencies.
* Performs related duties as required.

Other Functions

* Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning
of the work unit and supporting student learning objectives.

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
One year experience in utilization of interpretation skills

Background in second language acquisition
Understanding of United States educational system

Score of "Intermediate-High" or higher on the Oral Proficiency Interview in the target language, based on the
ACTFL standards

Criminal background clearance

Principles and practices of English language development
Challenges and experiences of immigrant families
Behavior management
Federal regulations governing ELL
Tutoring and academic instruction techniques
Reading, math, writing and other academic subjects
Community resources and referral agencies
School board policies and procedures

Perform simultaneous interpretation of verbal communications
Communicate effectively verbally and in writing
Operate a PC and related software
Maintain effective working relationships with other people
Contribute as a committed member to a learning team environment
Collaborate with teachers to develop and deliver instruction
Maintain records, prepare reports
Make school, community and home visits
Demonstrate a strong command of English
Demonstrate a strong command of the non-English language required for specific position
Comply with school board policies and follow administrative procedures


REPORTING RELATIONSHIP: Building Principal or designee

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

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 regularly required to sit. The employee frequently is
required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee is
occasionally required to stand and walk. The employee must regularly lift and/or move up to 10 pounds and
occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision,
and ability to adjust focus.

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 and regularly works
near video display. The noise level in the work environment is usually moderate.
The employee is required to use their personal vehicle and to occasionally work evenings and weekends.

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.

Updated to include 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 newest format by Human Resources, 2013.12.26
Revised by Human Resources to add district introduction, 2013.09.24
Updated to change position title; union accepted, 2013/07
Updated pay level per negotiated contract, 2013/06
Updated format by Human Resources, 2013/03
Revised by Human Resources, 06/11
Revised by Human Resources, 02/2011
Nash & Company, Para Educator, ELL, 09/2004

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,; Civil Rights Act: Executive Director of Student Support and Family
Engagement, 206.631.3100, 206.631.3100,; Section 504 of the
Rehabilitation Act- Director of Health and Social Services, 206.631.3011,


Application Instructions

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