Preschool Paraeducator - Early Childhood Learning Center

School Administrative Unit 74

Early Childhood Learning Center - Barrington, New Hampshire This job is also posted in School Administrative Unit 74

Job Details

Job ID:

5935960

Application Deadline:

Posted until filled

Re-Posted:

Yesterday

Starting Date:

To Be Determined

Job Description

BARRINGTON SCHOOL DISTRICT

2025-26 School Year

POSITION TITLE

Preschool Paraeducator, Early Childhood Learning Center

The Early Childhood Learning Center is seeking a caring, dependable, and student-centered Special Education Paraprofessional to support students with disabilities across a range of academic, behavioral, and social-emotional needs. This role is instrumental in fostering an inclusive and supportive learning environment where all students feel empowered to succeed.

JOB GOAL

To assist children with significant needs such as: spectrum disorders, multiple handicaps, emotional disorders,cognitive disorders, and/or health needs in delivering instruction as determined by the special education teacher .

QUALIFICATIONS

1. Minimum education of High School Diploma or equivalent

2.

Preferred:

NHDOE certification or eligibility in Paraeducator I or Paraeducator II 4. Experience and other qualifications as specified by the Superintendent

REPORTS TO

Special Education Building Coordinator

PERFORMANCE RESPONSIBILITIES

Assist in instruction of reading, mathematics and writing as determined by the special education teacher or related service provider Perform curriculum skills as related to all courses including, but not limited to, social studies, science, and specials such as physical education, music, art, and computer under the supervision of a professional educator

Use a variety of technologies, including assistive technologies, to help students develop reading, writing, and learning skills;

As relating to supporting the classroom environment, the para-educator shall demonstrate the knowledge:

Of the developmental stages through which children progress from age 3-15; Of various risk factors that might prohibit or impede typical development;

That students have different learning styles;

Of the influence that families have on childhood learning and development;

Of a variety of teaching strategies that teachers may use;

Of the necessity to be sensitive to diversity in cultural heritages, lifestyles, and value systems among children, youth and families;

Of the applicable laws, rules, regulations, and procedural safeguards that must be observed in educational environments;

Of a range of classroom and behavior management strategies that a teacher might use to create a climate conducive to learning;

That student learning needs may be assessed in a variety of ways, including, but not limited to, observation, conversation, testing, and analysis of the work of students; and

Of the various approaches to reading, writing, and mathematics that are used in schools. As relating to supporting the classroom environment, the para-educator shall demonstrate the ability, under supervision of a professional, to:

Assist in maintaining a safe, healthy learning environment that follows prescribed policy and procedures;

Use strategies and techniques for facilitating the integration of individuals with exceptional learning needs into various settings;

Prepare and organize materials to support teaching and learning;

Use strategies that promote students' independence;

Function in a manner that demonstrates the ability to use effective problem solving, engage in flexible thinking, employ appropriate conflict management techniques and analyze one's own personal strengths and preferences;

Use and adapt a variety of developmentally and age appropriate materials and equipment, including assistive technology, to support students' learning;

Use approaches such as, but not limited to, modifying the learning environment, implementing district or building behavior programs and implementing individual behavior plans in order to manage individual student's behavior;

Use strategies that support students' appropriate social skills;

Communicate, follow instructions and use problem-solving and other skills that will enable the individual to work as an effective member of the instructional team;

Carry out assessment activities to collect and document objective information about the students' strengths and needs;

Assist with maintaining student records including using any technology employed by the district;

Seek help from appropriate sources; and

Support the instructional choices made for students.

Under the direction of a professional educator, behaviorist, or psychologist, implement individual behavior plan(s)

Under the direction of a professional educator and behaviorist, implement discreet trails

Use appropriate social interactions in various group settings

Have a clear understanding of professional ethics, including the need to maintain confidentiality of information regarding students, staff, and families, and the legal rights and responsibilities of school staff and students;

OTHER:

Perform any additional duties as requested by the Special Education Building Coordinator or designee, which are consistent with the effective and orderly operation of this position and the Barrington School District goals and mission.

Position Type:

Full-Time