Paraeducator, Prekindergarten Candidate Pool
Description
ABOUT US
The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students!
ABOUT THE APPLICATION PROCESS
Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes.
Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely .
Job Posting End Date:
Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site.
DESCRIPTION
Under the general supervision of the principal or assistant principal, and with the direct supervision from a teacher, the Paraeducator provides assistance to students in small groups or in a one-to-one format throughout the school day. Assignments may include working with individuals and/or small groups of students. This person performs clerical work as assigned.
MINIMUM QUALIFICATIONS
Applicants must meet all qualifications below to be considered for the vacancy .
Education
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High School Diplo ma/GED Equivalent ( must scan and upload diploma or official transcript to online application ). Education completed outside the United States must be evaluated by an MSDE approved organization. For a list of approved vendors, please click here .
Additional Requirements for Title I School wide Program Schools
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High School Diploma/GED Equivalent and a p assing score on the ParaPro Assessment .
or
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48 college credits or more from an a ccredited college or university .
PREFERRED QUALIFICATIONS
The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don’t meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences .
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Associate degree or higher from an accredited college or university.
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One (1) year experience working with students ages 0-5 in a licensed childcare, family childcare, or elementary (PK-5) setting is desired but not required .
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Child Development Associate® (CDA) credential or an AA degree to work in Pre-K classrooms. *Per Blueprint this certification will be required beginning with the 2027-2028 school year.
ESSENTIAL POSITION RESPONSIBILITIES
The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.
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Works under the direction of a classroom teacher or service provider to provide instructional support for students individually and in small groups.
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Assists classroom teachers or service providers with implementing content-area instruction and lesson plans to reinforce learning in various subject areas and motor activities (e.g., reading, telling stories, spelling, games, art, writing, music, physical education, mathematics, social/communication, community, recreation/leisure, physical activities, etc.).
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Reviews and reinforces classroom lessons and learning experiences by monitoring and providing support to students engaged in independent work or similar activities in academic and non-academic classes.
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In collaboration with the classroom teacher or service provider, implements consistent reinforcement of appropriate student behaviors, proactive strategies to support social-emotional needs of all students, and implements behavior intervention plans (BIPs) to address target behaviors of individual students.
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Supports classroom/ behavior management strategies to help students remain engaged and attentive during activities.
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Provides specified prompts for student engagement and participation during large group activities.
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Informs classroom teacher or service provider to individual student learning needs and progress by data collection and documentation.
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Supports the implementation of Individual Education Programs (IEPs) by collecting data and documentation related to student IEP goals/objectives and academic needs.
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Provides information to assist the teacher in evaluation of the learning process, behavior management programs, individual student needs and progress.
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Assists classroom teacher or service provider in carrying out activities by preparing instructional materials (e.g., manipulatives, making copies, filing, etc.).
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Assists with the set up and operation of assistive technology to support student learning and communication (electronic communicators, switches, pointers, feeders, etc.).
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Attends meetings and professional learning sessions (e.g., first aid, CPR, emergency procedures, behavior management, etc.) for the purpose of acquiring and/or conveying information relative to job functions.
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Assist students with mobility needs (e.g., equipment is properly used and secured, including wheelchairs, seat belts or other safety restraints).
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Maintains confidentiality as it relates to student information and records (e.g., IEPs, student files, health information, etc.).
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Monitors students during assigned periods within a variety of school environments (e.g., bus, playground, classroom, field trips, transportation, assemblies, etc.).
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May assist with lunch activities (e.g., collecting lunch money, feeding, etc.) for the purpose of helping students with routines and fostering independence as appropriate.
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Assist students who require support with feeding, toileting, health protocols, etc.
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Monitors/assists students between classrooms, during lunch period and recess, during playground activities, bus loading/unloading, and during restroom usage.
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Continues planned instructional activities during teacher’s temporary absence from the classroom.
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Attends training opportunities provided by HCPSS.
ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES
The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.
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Knowledge of child development, instructional strategies and practices, instructional goals, and policies specifically in pre-school aged children
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Ability to maintain confidentiality, including student progress and concerns.
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Requires sufficient human relations skills to work cooperatively, effectively, and exercise patience and sensitivity when interacting with students, parents, school-based staff, administrators, colleagues, central office and school-based staff, and community members.
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Ability to communicate clearly and concisely in both written and oral form.
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Ability to remain calm under trying circumstances.
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Ability to work with students with and without IEPs in an inclusive classroom setting.
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Demonstrated aptitude for work to be performed, such as, but not limited to positive work ethic, well organized, strong communication skills, basic technology skills, and flexibility to work with diverse students and staff.
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Basic knowledge of child development, arithmetic, spelling, language and reading sufficient to assist and motivate prekindergarten students with individual and group activities.
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Ability to perform the essential responsibilities and work tasks of the position.
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Ability to understand and interpret an instructor's instructions to work with small groups of children, including those with special needs.
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Ability to balance emotional support and discipline to support classroom management strategies.