Under the direction of an assigned administrator and the functional supervision of a credentialed teacher or other appropriately licensed professional, the Paraprofessional III

• Early Childhood Education (ECE) provides instructional, developmental, behavioral, communication, social-emotional, health-related, and personal care support to children in preschool, transitional kindergarten, and other early childhood education programs; assists in promoting school readiness, developmental growth, independence, communication, social interaction, and early academic skills; reinforces learning activities and positive behavior supports; assists in maintaining a safe, nurturing, and inclusive learning environment; monitors and documents student progress and behavior; and performs related duties as assigned.

A paraprofessional shall perform only those duties that, in the judgment of the certificated personnel to whom the employee is assigned, may be performed by a person not licensed as a classroom teacher and shall not perform duties reserved by law to certificated employees, including the assignment of grades to students except as otherwise authorized by law.

SUPERVISION RECEIVED AND EXERCISED

Supervision is received from an assigned administrator and/or certificated staff member. Incumbents work under the direction of a credentialed teacher or other appropriately licensed professional. This position does not exercise supervisory authority over employees.

DISTINGUISHING CHARACTERISTICS

The Paraprofessional III

• Early Childhood Education (ECE) classification provides instructional and developmental support primarily within preschool, transitional kindergarten, and other early childhood education programs.

This position requires specialized knowledge of child development and compliance with federal, state, and district requirements for paraprofessionals working in ECE programs. Incumbents support the developmental, social-emotional, communication, behavioral, adaptive, and early academic growth of young children through age-appropriate instructional strategies, structured play, developmental activities, and positive behavior supports. This classification is distinguished from Paraprofessional I

• General Support by its emphasis on early childhood development, school readiness, developmental learning, adaptive skill development, and personal care support for young children. It is distinguished from Paraprofessional II
• Mild to Moderate Support Needs and Paraprofessional IV
• Exceptional Support Needs by its focus on general early childhood education programs rather than specialized support needs programs and services.

ASSIGNMENT CHARACTERISTICS

Positions in this classification may be assigned to a variety of early childhood education settings, including but not limited to Child Development Centers, State Preschool (PreK) programs, Transitional Kindergarten (TK) classrooms, school readiness programs, extended learning programs serving young children from approximately two (2) years of age through Transitional Kindergarten age, including other District early childhood education environments. Specific duties may vary based on assignment, student needs, program requirements, and other educational plans and supports applicable to early childhood education programs.

This position description is intended to describe the general nature and level of work being performed by the employee assigned to the position. This description is not an exhaustive list of all duties, responsibilities, knowledge, skills, abilities, and working conditions associated with the position. Incumbents may be required to perform any combination of these duties. All requirements are subject to possible modification to reasonably accommodate individuals with a disability. Duties may include, but are not limited to the following: Commits to honoring IUSD's Mission, Vision, Core Values, Commitments, and Indicators of Student Success. E Provides high-quality customer service to students, families, staff, and community members by fostering a welcoming, nurturing, culturally responsive, and developmentally appropriate educational environment; communicates respectfully and professionally; and supports positive relationships that promote student success and family engagement. E Supports the implementation of instructional, developmental, behavioral, communication, social-emotional, adaptive, and early learning activities under the direction of certificated staff. E Assists individual students and small groups in reinforcing concepts, skills, and learning activities introduced by certificated staff through classroom instruction, structured play, guided practice, learning centers, and other educational experiences. E Facilitates developmentally appropriate learning experiences designed to promote school readiness, language development, communication skills, social-emotional growth, independence, adaptive behaviors, and early academic success. E Assists students in developing age-appropriate self-help, social, communication, fine motor, gross motor, behavioral, and independent living skills. E Assists in maintaining a safe, orderly, positive, engaging, and inclusive learning environment conducive to student growth and development. E Observes, monitors, and documents student performance, participation, behavior, developmental progress, developmental milestones, communication skills, social interactions, and emerging learning needs; maintains records and prepares reports as assigned. E Assists students with transitions between activities, classrooms, playgrounds, meal periods, transportation, and other educational settings. E Provides age-appropriate personal care assistance, which may include potty training, toileting, diapering, changing clothing, handwashing, feeding assistance, dressing, grooming, and hygiene support in accordance with District procedures and training. E Assists with monitoring student health, safety, and well-being; observes and reports health concerns, injuries, behavioral incidents, and unusual conditions to appropriate personnel. E Administers basic first aid and emergency care consistent with training and District procedures; obtains assistance from appropriate personnel as needed. E Implements positive behavior support strategies under the direction of certificated staff. E Redirects inappropriate student behavior using approved strategies and techniques consistent with District procedures. E Assists in supervising students during classroom activities, meals, recess, playground activities, arrival and dismissal, field trips, and other school-related functions. E Assists with the preparation, organization, adaptation, distribution, collection, and storage of instructional materials, educational supplies, learning center materials, and classroom resources. E Operates standard office, classroom, and instructional equipment, including computers, tablets, educational technology, communication devices, copiers, laminators, and other assigned equipment. E Maintains classrooms, learning centers, equipment, materials, and work areas in a clean, safe, sanitary, organized, and developmentally appropriate condition. E Performs routine clerical duties related to assigned activities, including filing, copying, data entry, preparing materials, maintaining records, and organizing instructional resources. E Assists with developmental screening, observation, assessment support activities, and data collection under the direction of certificated staff and other appropriately licensed professionals. E Collaborates with teachers, specialists, administrators, families, and caregivers to support student growth, developmental progress, participation, and school readiness. E Attends and participates in meetings, workshops, in-service training, and professional learning activities related to assigned responsibilities. E Maintains confidentiality of student records and sensitive information in accordance with applicable laws, regulations, and District procedures. E Performs other related duties as assigned that are appropriate within the professional capacity of the classification.

E Note:

An italicized "E" at the end of an example of duties identifies essential duties required of the classification. This is strictly for use in compliance with the Americans with Disabilities Act (ADA).The requirements listed below are representative of the knowledge, skills, and abilities required to satisfactorily perform the essential duties and responsibilities.

Knowledge of:

Child growth and development principles applicable to young children. Developmentally appropriate practices for preschool and transitional kindergarten students. School readiness concepts and early childhood learning activities. Positive behavior support techniques. Child guidance principles and practices. Basic developmental milestones and learning characteristics of young children. Safe practices in classroom and playground activities. Health, safety, sanitation, and hygiene practices. Basic recordkeeping and report preparation techniques. Correct English usage, grammar, spelling, punctuation, and vocabulary. Interpersonal skills using tact, patience, professionalism, and courtesy. Operation of standard office, classroom, and instructional technology. District policies, procedures, and applicable laws related to assigned responsibilities. The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF). Assessment and observation tools commonly used in early childhood education programs, including Desired Results Developmental Profile (DRDP), Classroom Assessment Scoring System (CLASS), Age Stages Questionnaire (ASQ), and Ages Stages Questionnaire

• Social Emotional Development (ASQ-SE).

Safe practices for supervising preschool-aged children. Federal, state, and local laws, regulations, standards, and program requirements applicable to early childhood education programs. Ability to : Support the educational, developmental, social-emotional, behavioral, and adaptive growth of young children. Demonstrate proficiency in reading, writing, and mathematics skills up to or exceeding that required for high school seniors. Assist in implementing instructional and developmental activities for individual students and small groups. Establish and maintain positive relationships with students, families, and staff. Demonstrate patience, understanding, and sensitivity when working with young children. Assist students with personal care and hygiene needs in a respectful and professional manner. Observe, monitor, document, and report student progress and behavior. Maintain a safe, orderly, and supportive learning environment. Understand and follow oral and written instructions. Communicate effectively in oral and written form. Operate standard office, classroom, and instructional equipment. Maintain confidentiality and exercise sound judgment. Work independently within established guidelines. Learn and apply District procedures and health and safety protocols.

QUALIFICATIONS

Any other combination of experience, training, and/or education that could likely provide the desired knowledge, skills, and abilities may be considered. Education High school diploma or its recognized equivalent; AND Associate Teacher Permit issued by the California Commission on Teacher Credentialing (CTC) and maintained throughout employment; OR A minimum of twelve (12) units of coursework in Early Childhood Education (ECE) or Child Development with an average equivalent of Grade B or better from a regionally accredited college or university; AND at least one of the following required by Education Code and Every Student Succeeds Act (ESSA): Completion of at least forty-eight (48) semester units at an accredited college or university; OR Possession of an associate degree or higher; OR Passage of a District-approved paraprofessional assessment demonstrating knowledge of and the ability to assist in instructing reading, writing, and mathematics in accordance with applicable laws and regulations including the legal requirements of Education Code Section 45330 . Experience Experience working with preschool-aged children in an educational, childcare, or related setting is highly desirable. Licenses, Certifications, and Other Requirements Valid Pediatric First Aid and CPR certification within thirty (30) days of employment and maintained throughout employment. Successful completion of required District training programs within established timelines. May require possession of a valid California driver's license and availability of transportation for authorized District business depending upon assignment. Additional fingerprinting and background requirements apply to incumbents assigned to Child Development Center (CDC) sites. Spanish Bilingualism is highly desirable. The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

Physical Activities :

Requires frequent movement throughout classrooms, playgrounds, cafeterias, restrooms, and other educational environments while supervising, instructing, and assisting young children. Requires frequent standing, walking, bending, stooping, kneeling, crouching, squatting, reaching, twisting, balancing, climbing stairs, and transitioning between standing, seated, and floor-level positions. Requires regularly sitting on the floor, kneeling, squatting, crawling short distances, or sitting in child-sized furniture while engaging with children during instructional activities, structured play, meals, rest periods, and developmental learning experiences. Requires frequent use of hands and fingers to manipulate instructional materials, classroom equipment, educational technology, toys, learning tools, art supplies, and other materials used in early childhood education programs. Requires pushing, pulling, moving, and transporting classroom equipment, cots, strollers, wagons, learning materials, storage containers, and other supplies used in educational settings. Requires participation in classroom setup, organization, cleaning, sanitizing, and preparation of instructional and developmental learning environments.

Lifting and Carrying Requirements:

Requires frequent lifting, carrying, positioning, guiding, and assisting young children, educational materials, classroom equipment, supplies, and personal belongings. Requires lifting, carrying, or assisting children and other objects weighing up to approximately fifty (50) pounds and occasionally more with appropriate assistance, equipment, or accommodations. Requires physical effort associated with assisting children during classroom transitions, playground activities, evacuation procedures, transportation activities, potty training, toileting, diapering, dressing, feeding, and other developmental or personal care activities. Requires occasional assistance to children who resist direction, lose balance, fall, or require physical assistance to maintain safety.

Sensory Requirements:

Requires visual acuity to monitor student activities, observe student behavior, assess safety conditions, supervise indoor and outdoor activities, read instructional materials, utilize educational technology, and complete required documentation. Requires hearing to monitor student safety, recognize verbal and nonverbal cues, respond to emergencies, and communicate effectively in environments with multiple simultaneous conversations and elevated activity levels. Requires speaking to provide instruction, redirect behavior, communicate with children, families, and staff, and participate in meetings and training activities. Requires the ability to maintain concentration, situational awareness, and responsiveness while supervising multiple young children in active and dynamic learning environments.

MENTAL DEMANDS

The mental demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations will be made to enable individuals with disabilities to perform the essential functions.

Cognitive and Task Demands:

Requires maintaining attention to multiple children, activities, routines, and environmental conditions simultaneously in active early childhood education settings. Requires understanding, interpreting, and implementing instructional activities, classroom routines, developmental learning experiences, behavior expectations, health and safety procedures, and assigned program requirements. Requires observing, monitoring, documenting, and communicating information regarding student participation, developmental progress, behavior, safety concerns, and classroom activities. Requires organizing materials, prioritizing tasks, maintaining accurate records, following established procedures, and completing assignments within required timelines. Requires maintaining concentration while working in environments characterized by frequent interruptions, changing priorities, elevated activity levels, and continuous student interaction.

Decision-Making and Problem Solving:

Requires exercising sound judgment within established guidelines and assigned authority to support student learning, safety, supervision, and well-being. Requires identifying and responding appropriately to student needs, behavioral concerns, interpersonal conflicts, accidents, injuries, and changing classroom conditions. Requires recognizing potential safety hazards and taking appropriate action consistent with District procedures and training. Requires adapting instructional support, supervision techniques, communication approaches, and classroom assistance strategies to meet the developmental, behavioral, and learning needs of individual children. Requires determining when situations should be referred to certificated staff, administrators, nurses, or other authorized personnel.

Interpersonal and Adaptability Demands:

Requires establishing and maintaining positive, respectful, and professional relationships with young children, families, staff, and community members from diverse backgrounds. Requires demonstrating patience, empathy, emotional regulation, and professionalism when working with children who may exhibit age-appropriate behavioral, emotional, developmental, or communication challenges. Requires communicating effectively with children, families, teachers, administrators, and support personnel using tact, discretion, and cultural responsiveness. Requires working collaboratively as a member of an instructional team while accepting direction, feedback, and changing assignments. Requires adapting to changing schedules, student needs, classroom routines, instructional activities, staffing needs, emergencies, and program requirements while maintaining a safe, supportive, and developmentally appropriate learning environment. Tentative Recruitment Examination Processes are Planned as

Follows:

Virtual Assessment :

August 26-28 , 2026

Oral Interviews:

Wednesday, September 2, 2026 (Via Zoom)

Final Interviews :

Wednesday, September 7, 2026 (In-Person)