Paraeducator, Special Education Early Childhood Candidate Pool

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 supervision of the principal and/or assistant principal, and with instruction from a special education teacher, general education teacher, therapist or assigned staff, the Paraeducator supports and promotes student learning and well-being. The special education paraprofessional assists the teacher in general daily classroom activities, helps special needs students, and cares for their physical, emotional health and safety, affirming their abilities, and striving to promote dignity in all relationships. The position implements plans and programs related to academic, behavior, and social / emotional needs of students with individual educational programs (IEPs). These positions also perform a variety of instructional and classroom management suppor t including data collection as well as related clerical tasks to support teachers and other professional staff in the classrooms and learning environments .

MINIMUM QUALIFICATIONS

Applicants must meet all qualifications below to be considered for the vacancy .

Education

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

High School Diploma/GED Equivalent and a p assing score on the ParaPro Assessment .

or

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.

Experience working with students in a P K -12 setting .

One (1) year of experience working with young children with disabilities.

Associate degree from an accredited college or university

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.

Works under the direction of a teacher or service provider to provide instructional support for students individually and in small groups.

Utilizes additional technical skills and training to implement Intensive Structured Teaching (IST) sessions as required by the IEP .

Assists teachers or service providers with implementing curriculum-area instruction and lesson plans to reinforce learning across early childhood standards and developmental areas including motor activities and self-help needs .

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, including implementation of supplemental aids as designated on the IEP.

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.

Supports classroom/ behavior management strategies to help students remain engaged and attentive during activities.

Provides specified prompts for student engagement and participation during large and small group activities.

Informs classroom teacher or related service provider of individual student learning needs and progress by data collection and documentation.

Supports the implementation of Individual Education Programs (IEPs) by collecting data and documentation related to general education curricula, student IEP goals/ objectives and academic or behavioral needs.

Provides information to assist the teacher in evaluation of the learning process, behavior management programs, individual student needs and progress.

Assists classroom teacher or service provider in carrying out activities by preparing instructional materials (e.g., manipulatives, making copies, filing, etc.).

Assists with the set up and operation of assistive technology to support student learning and communication (electronic communicators, switches, pointers, feeders, etc.).

Attends meetings and professional learning sessions (e.g., first aid, CPR, emergency procedures, behavior management, specialized methodology, etc.) for the purpose of acquiring and/or conveying information relative to job functions.

Assist students with mobility needs (e.g., equipment is properly used and secured , including wheelchairs, seat belts or other safety restraints).

Assist students with self- care needs (e.g., toileting, hand washing, etc.).

Maintains confidentiality as it relates to student information and records (e.g., IEPs, student files, health information, etc.).

Monitors students during assigned periods within a variety of school environments (e.g., bus, playground, classroom, field trips, transportation, assemblies, etc.).

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.

Assist students with less complex disabilities and needs who require support with feeding, toileting, health protocols, etc.

Monitors/assists students between classrooms, during lunch period and recess, during playground activities, bus loading/unloading, and during restroom usage.

Continues planned instructional activities during teacher’s temporary absence from the classroom.

Attends training opportunities provided by HCPSS including training on specific prompting methodologies for implementation of intensive structured teaching session in designated programs or classrooms.

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.

Knowledge of child development, instructional strategies and practices, instructional goals, and policies specifically in special education and related services.

Knowledge of the basic early childhood subjects taught in public schools, including literacy and mathematics, etc.

Ability to support the implementation of instructional programs that support diverse student learners.

Ability to assist students with instruction in an active learning environment.

Ability to follow oral and written directions nec