Middle School Paraprofessional - Emotionally Disabled (ED) Classroom
Job Summary:
The Middle School Paraprofessional working in an Emotionally Disabled (ED) classroom provides essential instructional, behavioral, and personal support to students with emotional and behavioral disabilities. This role works under the direct supervision of a certified special education teacher and collaborates with other school staff to foster a safe, inclusive, and effective learning environment. The paraprofessional assists in the implementation of Individualized Education Programs (IEPs) and Behavior Intervention Plans (BIPs) to help students achieve their academic, social, and emotional goals.
Key Responsibilities:
I. Student Support & Instruction:
- Implement IEPs and BIPs: Work directly with individual students or small groups to implement academic and behavioral goals outlined in their IEPs and BIPs, as directed by the special education teacher. This may include reinforcing lessons, providing one-on-one or small group tutoring, and adapting materials.
- Behavior Management: Assist in the implementation of positive behavior support strategies, de-escalation techniques, and crisis intervention as needed. Monitor and redirect student behaviors using appropriate communication and effective intervention strategies, always adhering to established school policies and student-specific plans.
- Emotional Regulation: Support students in developing emotional regulation skills, such as identifying emotions, recognizing triggers, and employing coping strategies (e.g., using emotional scales, mindfulness techniques).
- Social Skills Development: Facilitate positive peer interactions, assist with conflict resolution, and model appropriate social behaviors to promote prosocial skills.
- Academic Assistance: Help students with assignments, homework, and assessments. Monitor student progress, take notes, and provide feedback to the teacher regarding student performance and needs.
- Personal Care (if applicable): Assist students with physical needs and personal care, which may include feeding, bathroom needs, and personal hygiene, as required by the student's IEP.
- Supervision: Supervise students in various settings, including the classroom, during transitions, lunch, recess, and on field trips, ensuring their safety and adherence to school rules.
II. Classroom Support & Administration:
- Classroom Management: Assist the teacher in maintaining a positive, organized, and engaging classroom environment conducive to learning.
- Material Preparation: Help prepare and organize instructional materials, classroom displays, and assistive technologies.
- Record Keeping: Assist in maintaining accurate student records, documenting progress on IEP/BIP goals, and recording behavioral observations.
- Communication: Maintain professional and timely communication with the special education teacher regarding student progress, concerns, and any problems encountered.
- Collaboration: Work collaboratively and communicate effectively with teachers, administrators, therapists (e.g., physical, occupational, speech), and other support staff as part of the student's educational team.
- Confidentiality: Maintain strict confidentiality regarding all student information and records.
III. Professional Development & Other Duties:
- Professional Growth: Participate in in-service training, professional development programs, and mandated trainings as assigned, with a particular focus on strategies for working with students with emotional disabilities.
- Team Meetings: Attend all appropriate meetings, including middle school team meetings, staff meetings, and designated school functions.
- Adaptability: Be willing to assume any responsibilities appropriate for the position and adapt to the varying needs of students and classroom dynamics.
- Role Model: Behave and speak in a professional manner at all times, setting a positive example in terms of dress, punctuality, and attendance.
- Safety: Be proactive in matters relating to health and safety, including carrying out mandated reporting obligations.
Required Qualifications:
- High school diploma or equivalent.
- As per the Every Student Succeeds Act (ESSA), one of the following must be met:
- Completion of at least two years of study at an institution of higher education (equivalent to 48 semester hours).
- Possession of an associate's (or higher) degree.
- Ability to demonstrate knowledge of and the ability to assist in instructing reading, writing, and mathematics through a formal state or local academic assessment.
- Ability to work effectively with middle school students with emotional and behavioral disabilities.
- Strong interpersonal, communication, and organizational skills.
- Patience, empathy, and flexibility in working with diverse student needs.
- Ability to follow verbal and written instructions.
- Ability to maintain emotional control under stress.
- Successful completion of a background check and fingerprinting.
Preferred Qualifications:
- Previous experience working with middle school students, especially those with emotional disabilities or in a special education setting.
- Training in behavior management techniques, de-escalation strategies, and crisis intervention.
- Knowledge of various learning styles and instructional strategies.
- First Aid and CPR certification.
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.
- Ability to sit, stand, walk, bend, stoop, and lift as needed.
- Ability to assist students with physical needs, which may involve lifting, transferring, or positioning.
- Ability to maintain emotional control under stress and in crisis situations.
Note: This job description may be subject to change and may not encompass all duties or responsibilities. Specific duties may vary based on student needs, classroom assignment, and district requirements.
