Ottawa County
Education Support Professional SpEd 1:1 - LRC - IDEA
Ottawa County, Tacoma, Washington, us, 98417
Education Support Professional SpEd 1:1 - LRC - IDEA
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Education Support Professional SpEd 1:1 - LRC - IDEA
role at
Ottawa County
Tacoma Public Schools
Expected Start Date: January 2026
FTE: .8125
Hours per day: 6.5 hours plus a 30-minute duty free lunch period for a total of 7 hours “on campus”
Salary Level: PA4 $27.56 – No degree PA4 $28.31 – AA degree PA4 $28.56 – BA/BS or higher degree
Benefits: This job has the full range of benefits offered by Tacoma Public Schools.
Union/Days per year: Education Support Professional, 183 work days, 10 months
IDEA is a design- and engineering-focused high school that blends the arts, English, social studies, math, and science into inquiry-driven pathways. Staff work collaboratively within a project-based curriculum and share instructional spaces—no individual classrooms are assigned. Instructional partnerships include collaborations with engineers, designers, artists, and industry professionals throughout Tacoma. Teachers work closely with community partners to co-develop curriculum and authentic learning experiences.
Additional Information This position provides one-on-one assistance to a Grade 9 male student with a disability in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits.
This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession.
Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training.
Essential Job Functions
Provides instruction to students individually or in small groups in assigned learning or “center” activities... consistent with teacher direction; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes a safe environment; may perform vocational training according to individualized needs; may assist students with job hunting skills and encourage participation.
May instruct students in self‑care activities or carry out activities such as feeding, dressing, and toileting; may assist with medical responsibilities including diapering, colostomy bag care, brushing teeth, inserting orthodontics and suctioning, tube or pump feeding; may restrain and calm students when they become self‑abusive or violent; monitors and protects students through seizures and emergencies; performs sensory stimulation; uses adaptive equipment; may assist students during adaptive physical education; may administer and log medications as assigned by a licensed nurse.
Supervises students during recess or lunch periods; may supervise in locker rooms, shower rooms, and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper support; may transport students as needed throughout the school or building premises.
Records student progress on data sheets, daily logs and prepares reports; maintains communication with teacher, program administrator, and other staff; assists in assessing students; communicates with parents; maintains student records; collects data for IEP goals and behavioral plans.
May adjust positioning of students with physical disabilities; implements occupational and physical therapy as instructed; teaches basic sign language; monitors for safety.
May prepare and serve lunches and snacks; may clean dishes and eating areas following snack periods.
Models positive behavior; corrects inappropriate behavior; demonstrates conflict resolution; administers discipline per district guidelines.
Assists teacher in adapting materials; may administer standardized tests; uses special teaching techniques, software, and adaptive equipment; arranges furniture; may accompany students on field trips and camp activities; may supervise work placements; may supervise student instruction in general education classes.
Participates in department staff meetings; provides student information.
May use specialized adaptive equipment such as wheelchairs; assists in maintenance.
May coordinate computer activities; maintains and troubleshoots equipment; schedules equipment use.
Demonstrates reliable attendance; adheres to district policy on tardiness.
Addresses concerns with appropriate staff or administration as needed.
Other Job Duties
May perform intermittent catheterizations after training.
Provides general clerical assistance; duplicates materials and completes paperwork.
Supervises students during teacher brief breaks.
Performs related duties on a temporary basis; may work in multiple classrooms.
May perform physical restraint if the student is a danger to self or others.
Requires regular, reliable attendance.
Conditions May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; responsibilities include dealing with distraught or potentially violent situations; may be required to travel to other district sites; may be exposed to inclement weather; may be required to lift and carry up to 25 lbs, bend, squat, stoop, kneel, crawl, walk, twist, climb, and be mobile.
Minimum Qualifications Associate degree or 72 credit hours of post‑secondary education or passing state test; one year of experience working with special‑needs individuals who may have severe disabilities or combinations of experience and training.
Licenses / Special Requirements
CPR/First Aid certification or willingness to be trained within the first 90 days.
Required to attend district restraint training and maintain certification.
May be required to complete CIC training.
Fingerprints and WSP/FBI background clearance.
Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability.
Knowledge, Skills, and Abilities
Knowledge of assigned developmental, behavioral, and physical disabilities.
Knowledge of subject areas and basic learning styles.
Knowledge of effective instructional methods for students with disabilities.
Knowledge of safe lifting and positioning.
Basic sign language skills (for designated positions).
Ability to maintain confidentiality.
Ability to de‑escalate conflict.
Excellent communication and interpersonal skills.
Physical fitness for walking, squatting, kneeling, bending, lifting up to 25 lbs.
Ability to work in inclement weather.
Ability to organize and coordinate activities.
Ability to assist with feeding and toileting.
Ability to restrain students when necessary.
Ability to maintain reliable attendance.
Ability to establish effective working relationships in diverse settings.
This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all‑inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload.
Nondiscrimination Statement Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, immigration or citizenship status, age, veteran or military status, sexual orientation, gender expression, gender identity, homelessness, disability, neurodivergence, or the use of a trained guide or service animal. It provides equal access to the Boy Scouts and other designated youth groups. Employees designated to handle discrimination complaints include: Civil Rights Coordinator, Gender‑Inclusive Schools Coordinator, and Title IX Coordinator: Tiffany Davis‑Brantley, 253‑571‑1252, civilrights@tacoma.k12.wa.us Section 504 Coordinator: Laura Tuman, 253‑571‑1086, 504Coordinator@tacoma.k12.wa.us Tacoma Public Schools
Mailing Address: P.O. Box 1357 Tacoma, WA 98401‑1357 www.tacomaschools.org
#J-18808-Ljbffr
Education Support Professional SpEd 1:1 - LRC - IDEA
role at
Ottawa County
Tacoma Public Schools
Expected Start Date: January 2026
FTE: .8125
Hours per day: 6.5 hours plus a 30-minute duty free lunch period for a total of 7 hours “on campus”
Salary Level: PA4 $27.56 – No degree PA4 $28.31 – AA degree PA4 $28.56 – BA/BS or higher degree
Benefits: This job has the full range of benefits offered by Tacoma Public Schools.
Union/Days per year: Education Support Professional, 183 work days, 10 months
IDEA is a design- and engineering-focused high school that blends the arts, English, social studies, math, and science into inquiry-driven pathways. Staff work collaboratively within a project-based curriculum and share instructional spaces—no individual classrooms are assigned. Instructional partnerships include collaborations with engineers, designers, artists, and industry professionals throughout Tacoma. Teachers work closely with community partners to co-develop curriculum and authentic learning experiences.
Additional Information This position provides one-on-one assistance to a Grade 9 male student with a disability in all school activities and day-to-day needs during the school day; assists a certificated teacher with instructional and non-instructional activities for the assigned student and other classroom students as time permits.
This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP), and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession.
Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training.
Essential Job Functions
Provides instruction to students individually or in small groups in assigned learning or “center” activities... consistent with teacher direction; may implement lesson/activity assigned by specialists; provides assistance as necessary to students with sensory or physical handicaps; promotes a safe environment; may perform vocational training according to individualized needs; may assist students with job hunting skills and encourage participation.
May instruct students in self‑care activities or carry out activities such as feeding, dressing, and toileting; may assist with medical responsibilities including diapering, colostomy bag care, brushing teeth, inserting orthodontics and suctioning, tube or pump feeding; may restrain and calm students when they become self‑abusive or violent; monitors and protects students through seizures and emergencies; performs sensory stimulation; uses adaptive equipment; may assist students during adaptive physical education; may administer and log medications as assigned by a licensed nurse.
Supervises students during recess or lunch periods; may supervise in locker rooms, shower rooms, and restrooms; assists students in bus loading or unloading; instructs bus drivers on proper support; may transport students as needed throughout the school or building premises.
Records student progress on data sheets, daily logs and prepares reports; maintains communication with teacher, program administrator, and other staff; assists in assessing students; communicates with parents; maintains student records; collects data for IEP goals and behavioral plans.
May adjust positioning of students with physical disabilities; implements occupational and physical therapy as instructed; teaches basic sign language; monitors for safety.
May prepare and serve lunches and snacks; may clean dishes and eating areas following snack periods.
Models positive behavior; corrects inappropriate behavior; demonstrates conflict resolution; administers discipline per district guidelines.
Assists teacher in adapting materials; may administer standardized tests; uses special teaching techniques, software, and adaptive equipment; arranges furniture; may accompany students on field trips and camp activities; may supervise work placements; may supervise student instruction in general education classes.
Participates in department staff meetings; provides student information.
May use specialized adaptive equipment such as wheelchairs; assists in maintenance.
May coordinate computer activities; maintains and troubleshoots equipment; schedules equipment use.
Demonstrates reliable attendance; adheres to district policy on tardiness.
Addresses concerns with appropriate staff or administration as needed.
Other Job Duties
May perform intermittent catheterizations after training.
Provides general clerical assistance; duplicates materials and completes paperwork.
Supervises students during teacher brief breaks.
Performs related duties on a temporary basis; may work in multiple classrooms.
May perform physical restraint if the student is a danger to self or others.
Requires regular, reliable attendance.
Conditions May be confined to a work area for prolonged periods; may be required to lift and move students or materials; may be exposed to bodily fluids and infectious disease; may be exposed to high noise levels; responsibilities include dealing with distraught or potentially violent situations; may be required to travel to other district sites; may be exposed to inclement weather; may be required to lift and carry up to 25 lbs, bend, squat, stoop, kneel, crawl, walk, twist, climb, and be mobile.
Minimum Qualifications Associate degree or 72 credit hours of post‑secondary education or passing state test; one year of experience working with special‑needs individuals who may have severe disabilities or combinations of experience and training.
Licenses / Special Requirements
CPR/First Aid certification or willingness to be trained within the first 90 days.
Required to attend district restraint training and maintain certification.
May be required to complete CIC training.
Fingerprints and WSP/FBI background clearance.
Allowable Substitution Equivalent combinations of education and experience will be evaluated by the Human Resources Department for comparability.
Knowledge, Skills, and Abilities
Knowledge of assigned developmental, behavioral, and physical disabilities.
Knowledge of subject areas and basic learning styles.
Knowledge of effective instructional methods for students with disabilities.
Knowledge of safe lifting and positioning.
Basic sign language skills (for designated positions).
Ability to maintain confidentiality.
Ability to de‑escalate conflict.
Excellent communication and interpersonal skills.
Physical fitness for walking, squatting, kneeling, bending, lifting up to 25 lbs.
Ability to work in inclement weather.
Ability to organize and coordinate activities.
Ability to assist with feeding and toileting.
Ability to restrain students when necessary.
Ability to maintain reliable attendance.
Ability to establish effective working relationships in diverse settings.
This job description is not an employment agreement or contract. District administration has the exclusive right to alter this job description at any time without notice. The statements contained herein reflect general details as necessary to describe the primary functions of this job, the level of knowledge and skill typically required and the scope of responsibility, but should not be considered an all‑inclusive listing of work requirements. Individuals may perform other duties as assigned including work in other functional areas to cover absences or relief, to equalize peak work periods or otherwise balance the workload.
Nondiscrimination Statement Tacoma Public Schools does not discriminate in any programs or activities on the basis of sex, race, ethnicity, creed, religion, color, national origin, immigration or citizenship status, age, veteran or military status, sexual orientation, gender expression, gender identity, homelessness, disability, neurodivergence, or the use of a trained guide or service animal. It provides equal access to the Boy Scouts and other designated youth groups. Employees designated to handle discrimination complaints include: Civil Rights Coordinator, Gender‑Inclusive Schools Coordinator, and Title IX Coordinator: Tiffany Davis‑Brantley, 253‑571‑1252, civilrights@tacoma.k12.wa.us Section 504 Coordinator: Laura Tuman, 253‑571‑1086, 504Coordinator@tacoma.k12.wa.us Tacoma Public Schools
Mailing Address: P.O. Box 1357 Tacoma, WA 98401‑1357 www.tacomaschools.org
#J-18808-Ljbffr