Frontline Applicant Tracking - Stamford Public Schools

Openings as of 4/14/2025
Paraeducators

Special Education Paraeducator - General

JobID: 11907

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  8/29/2024


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION (GENERAL)
 
PURPOSE:
To serve as an integral member of the instructional team to provider services to individual student(s) in accordance with the goals/objectives identified by the Individual Education Plan (IEP).
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator.
 
EXAMPLES OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher.
• Collect data on student progress, under the direction of the teacher, for individual students or groups of students.
• Follow student schedule(s), as written by certified staff, i.e. administrators, teachers, related service providers, etc. and seek clarification as needed.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials.
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Foster independence in students through implementation of Independence goal(s) and other strategies
• Assist with daily living needs, such as feeding and bathroom accommodations.
• Assist with organization and on-task behavior
• Implement behavior intervention plans under the direction of a certified staff member.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
• Help students master equipment or instructional materials assigned by teacher.
• Assist other students in an inclusion classroom.
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
• Maintain the same high level of ethical behavior and sensitivity of information about students as is expected of a certified teacher.
• Exhibit a clear understanding of the IEP information as it pertains to their role as an implementer.
• Distribute and collect workbooks, papers, and other materials for instruction as needed.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibits proficiency in basic reading, math, writing, and speaking English.
• Must possess or be willing to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Must exhibit good judgment, patience, tact, and courtesy.
• Utilizes and maintains ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM Qualifications:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
• The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. 
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move up to 40 pounds.
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
 
EMPLOYEE GROUP:                                Paraeducators of Stamford Association
 
WORK YEAR:                                             As per Bargaining Agreement

COMPENSATION: $25,461.00 to $43,314.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Special Education Paraeducator - Autism Spectrum Disorder (ASD)

JobID: 11908

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  8/29/2024


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

ASD - Autism Spectrum Disorder
This program is specifically designed for students who have a diagnosis of Autism Spectrum Disorder. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting.  The ASD classrooms focus on delivering instruction while utilizing ABA methodology with BCBA supervision. Classrooms have at least one teacher and four paraeducators. Learning is occurring in small groups, with individual instruction as well. Data is taken to drive educational decision making.  Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy.

PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.   
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

EMPLOYEE GROUP: Paraeducators of Stamford Association

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $26,014.00 to $43,867.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Transition Services: Special Education Paraeducator - Employment Facilitator

JobID: 12147

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  12/10/2024


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Employment Facilitator

PURPOSE:
To work with students to implement an Individual Transition Service Plan (ITP) in accordance with their Individual Education Plan (IEP). Employment Facilitators are responsible for supporting students in the 18-21 programs to prepare them for post-secondary, vocational, and independent living skills with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator.  
 
EXAMPLES OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Assist vocational coordinator and certified teachers in supporting job related education objectives with small groups of students, to reinforce learning in post-secondary, vocational and independent living skills.
• Collect and record achievements and diagnostic data, under the direction of the teacher, on individual students or groups of students in the school or community setting for purpose of task analysis and continued programming.
• Assist the teacher in devising specialized strategies for reinforcing material or skills sets based on a data collection of individual students, their needs, interests, and abilities as this relates to post-secondary outcomes.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom/community, including media and instructional materials and assistive technology.
• Support IEP/ITP goals as they relate specifically to independence within vocational and community experiences, travel training, and functional academics.
• Monitor student performance in a variety of work sites according to program guidelines (visit job sites, obtain employers evaluations, serve as liaison between employer and student) for purpose of identifying areas requiring additional training, under supervision of transition coordinator.
• Exhibit a clear understanding of the IEP/ITP information, vocational objectives to include travel training, leisure related activities and functional academics and  carry out IEP/ITP goals and objectives as it pertains to your role as an implementer.
• Follow district policies for protecting the health, safety and well-being of student alerting the teacher(s) regarding any problem or special information related to an individual student.
• Implement behavioral plans provided by the teacher/admin/supervisor.
• Participate in professional development training programs, meetings workshops for the purposes of conveying and/or gathering information required to perform functions and remain knowledgeable of program guidelines.
• Demonstrate the following as role model and mentor: proper dress and grooming skills as relates to job site, punctuality, appropriate ways to interact with others in the workplace, ability to proactively problem solve, demonstrate effective communication, and patience.
• Encourage employer/co-workers to be receptive in supporting and supervising employee (speak directly to student/employee, encourage self-advocacy directed at supervisor, etc.).
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Effective communication and interpersonal skills as relates to supporting and supervising employee/employer relationship.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and communication as this relates to functional vocational and academic preparation for job sites.
• Possession or be willingness to acquire the skills necessary to work productively with young adults within the community and on job sites.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, diplomacy, and sensitivity always cognizant of positive role model behavior for young adults.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living as they relate to vocational/career service plans.
• Experience/training in working with young adults preferred.
• Comfort with use of standard computer applications and assistive technology.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
• The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings and outdoor travel to work sites via public transportation and walking.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel to support specific job tasks related to employment opportunities.
• Ability to lift and carry a minimum of 40 pounds
• Hear and speak to exchange information in person and on the telephone.
• Observe, listen and speak to students.
• Regularly interact with co-workers and the public.

EMPLOYEE GROUP: Paraeducators of Stamford Association

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $25,461.00 to $43,314.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Toquam Magnet Elementary School: Special Education Paraeducator - CORE Program

JobID: 12167

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  12/17/2024


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE - Creating Opportunities for Readiness and Exploration
Designed for students have challenges with intellectual functioning, social skills, and daily living skills. CORE classrooms have at least one teacher, three paraeducators, and up to 8 students.   Students are assigned to both their CORE classroom and a general education classroom in order to ensure growth and development in the areas of social pragmatics, participation in school activities, and activities of daily living.  Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy.

PARAEDUCATOR – SPECIAL EDUCATION -  CORE 
 
PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator                                                                                                                                                          
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
 
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $29,709.00 to $46,991.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Hart Magnet Elementary: Special Education Paraeducator - CORE Program

JobID: 12174

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  12/31/2024


Location:
  Stamford, CT


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE - Creating Opportunities for Readiness and Exploration
Designed for students have challenges with intellectual functioning, social skills, and daily living skills. CORE classrooms have at least one teacher, three paraeducators, and up to 8 students.   Students are assigned to both their CORE classroom and a general education classroom in order to ensure growth and development in the areas of social pragmatics, participation in school activities, and activities of daily living.  Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy.

PARAEDUCATOR – SPECIAL EDUCATION -  CORE 
 
PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator                                                                                                                                                          
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
 
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $29,709.00 to $46,991.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Stillmeadow Elementary School: Special Education Paraeducator - CORE Program

JobID: 12187

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  1/16/2025


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE - Creating Opportunities for Readiness and Exploration
Designed for students have challenges with intellectual functioning, social skills, and daily living skills. CORE classrooms have at least one teacher, three paraeducators, and up to 8 students.   Students are assigned to both their CORE classroom and a general education classroom in order to ensure growth and development in the areas of social pragmatics, participation in school activities, and activities of daily living.  Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy.

PARAEDUCATOR – SPECIAL EDUCATION -  CORE 
 
PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator                                                                                                                                                          
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
 
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $28,704,709.00 to $45,402.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Westover Magnet Elementary: Special Education Paraeducator - General

JobID: 12198

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  1/24/2025


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION (GENERAL)
 
PURPOSE:
To serve as an integral member of the instructional team to provider services to individual student(s) in accordance with the goals/objectives identified by the Individual Education Plan (IEP).
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator.
 
EXAMPLES OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher.
• Collect data on student progress, under the direction of the teacher, for individual students or groups of students.
• Follow student schedule(s), as written by certified staff, i.e. administrators, teachers, related service providers, etc. and seek clarification as needed.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials.
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Foster independence in students through implementation of Independence goal(s) and other strategies
• Assist with daily living needs, such as feeding and bathroom accommodations.
• Assist with organization and on-task behavior
• Implement behavior intervention plans under the direction of a certified staff member.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
• Help students master equipment or instructional materials assigned by teacher.
• Assist other students in an inclusion classroom.
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
• Maintain the same high level of ethical behavior and sensitivity of information about students as is expected of a certified teacher.
• Exhibit a clear understanding of the IEP information as it pertains to their role as an implementer.
• Distribute and collect workbooks, papers, and other materials for instruction as needed.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibits proficiency in basic reading, math, writing, and speaking English.
• Must possess or be willing to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Must exhibit good judgment, patience, tact, and courtesy.
• Utilizes and maintains ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM Qualifications:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
• The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. 
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move up to 40 pounds.
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
 
EMPLOYEE GROUP:                                Paraeducators of Stamford Association
 
WORK YEAR:                                             As per Bargaining Agreement

COMPENSATION: $25,461.00 to $43,314.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Openings as of 4/14/2025
Paraeducators

Stamford High School: Special Education Paraeducator - CORE Program

JobID: 12238

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  2/25/2025


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE - Creating Opportunities for Readiness and Exploration
Designed for students have challenges with intellectual functioning, social skills, and daily living skills. CORE classrooms have at least one teacher, three paraeducators, and up to 8 students.   Students are assigned to both their CORE classroom and a general education classroom in order to ensure growth and development in the areas of social pragmatics, participation in school activities, and activities of daily living.  Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy.

PARAEDUCATOR – SPECIAL EDUCATION -  CORE 
 
PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator                                                                                                                                                          
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
 
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $28,704.00 to $45,402.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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Print Version

Openings as of 4/14/2025
Paraeducators

Newfield Elementary School: Special Education Paraeducator - General

JobID: 12351

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  3/21/2025


Location:
  Stamford, CT


Date Available:
  2024 -2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION (GENERAL)
 
PURPOSE:
To serve as an integral member of the instructional team to provider services to individual student(s) in accordance with the goals/objectives identified by the Individual Education Plan (IEP).
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator.
 
EXAMPLES OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher.
• Collect data on student progress, under the direction of the teacher, for individual students or groups of students.
• Follow student schedule(s), as written by certified staff, i.e. administrators, teachers, related service providers, etc. and seek clarification as needed.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials.
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Foster independence in students through implementation of Independence goal(s) and other strategies
• Assist with daily living needs, such as feeding and bathroom accommodations.
• Assist with organization and on-task behavior
• Implement behavior intervention plans under the direction of a certified staff member.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
• Help students master equipment or instructional materials assigned by teacher.
• Assist other students in an inclusion classroom.
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
• Maintain the same high level of ethical behavior and sensitivity of information about students as is expected of a certified teacher.
• Exhibit a clear understanding of the IEP information as it pertains to their role as an implementer.
• Distribute and collect workbooks, papers, and other materials for instruction as needed.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibits proficiency in basic reading, math, writing, and speaking English.
• Must possess or be willing to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Must exhibit good judgment, patience, tact, and courtesy.
• Utilizes and maintains ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM Qualifications:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
• The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job.  This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. 
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move up to 40 pounds.
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
 
EMPLOYEE GROUP:                                Paraeducators of Stamford Association
 
WORK YEAR:                                             As per Bargaining Agreement

COMPENSATION: $25,461.00 to $43,314.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




Email To A Friend
Print Version

Openings as of 4/14/2025
Paraeducators

Stamford High School: Special Education Paraeducator - CORE Program

JobID: 12403

Position Type:
  Paraeducators/Special Education Paraeducators


Date Posted:
  4/11/2025


Location:
  Stamford, CT


Date Available:
  2024-2025 School Year


  Additional Information:  Show/Hide
The filling of this position is based upon continued funding in the Board of Education budget.

POSITION TITLE:        PARAEDUCATOR – SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic)

CORE - Creating Opportunities for Readiness and Exploration
Designed for students have challenges with intellectual functioning, social skills, and daily living skills. CORE classrooms have at least one teacher, three paraeducators, and up to 8 students.   Students are assigned to both their CORE classroom and a general education classroom in order to ensure growth and development in the areas of social pragmatics, participation in school activities, and activities of daily living.  Related service supports include BCBA, speech and language, occupational therapy, social skills, and physical therapy.

PARAEDUCATOR – SPECIAL EDUCATION -  CORE 
 
PURPOSE:
To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy.
 
SUPERVISION RECEIVED:
Certified Staff Professional(s) and/or appropriate Administrator                                                                                                                                                          
 
EXAMPLE OF DUTIES & RESPONSIBILITIES:
 
STUDENT SUPPORT DUTIES & RESPONSIBILITIES:
• Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students.
• Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor.
• Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities.
• Guide sensory diets, activity schedules and discreet trials.
• Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator.
• Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students.
• Participation in the documentation of school health based services.
• Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices.
• Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting).
• Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities.
• Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same.
• Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher.
• Assist with implementation of Health Care plans for students and other medical needs.
• Alert the teacher(s) regarding any problem or special information related to an individual student.
 
GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES:
• Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned.
• Participate in professional development training programs, as required.
• Perform other related duties, as assigned.
 
KNOWLEDGE, SKILLS & ABILITIES:
• Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students.
• Effective communication and interpersonal skills.
• Demonstrated ability to understand and follow oral and written instructions effectively.
• Exhibited proficiency in basic reading, math, writing, and speaking English.
• Possession or willingness to acquire the skills necessary to work productively with children.
• Appropriate reading, spelling, writing, and math skills to support student.
• Physical condition commensurate with the demands of, at a minimum, the essential functions of the position.
• Exhibited good judgment, patience, tact, and courtesy.
• Demonstrated use and maintenance of ethical practices for confidential communication about students.
• Ability to establish and maintain cooperative and effective working relationships.
 
MINIMUM QUALIFICATIONS:
• Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate’s Degree, or have completed at least 60 credits at an approved college
• Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students.  Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting.
• Experience/training in working with children preferred.
• Comfort with use of standard computer applications.
• Such additions and alternatives to the above qualifications as may be appropriate and acceptable.
 
WORKING CONDITIONS:
Environment:
The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. 
• This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations.
 
• Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. 
• Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting.
 
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully.  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 for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff.
• The employee frequently is required to stand, walk, sit, bend, stoop and kneel.
• The employee is frequently required to reach with hands and arms.
• The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team.
• Ability to lift and carry a minimum of 40 pounds
• Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. 
• Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus.
• Hear and speak to exchange information in person and on the telephone.
• Ability to observe, listen and speak to students.

WORK YEAR: As per Bargaining Agreement

COMPENSATION: $29,709.00 to $46,991.00
Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Application Procedures:
Online application is required.
 
Internal Applicants:  Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.




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