Federal Way Public Schools
Paraeducator - Social Emotional Behavioral
Federal Way Public Schools, Auburn, Washington, United States, 98002
Paraeducator - Social Emotional Behavioral
3 weeks ago Be among the first 25 applicants
POSITION SUMMARY:
The paraeducator in the social emotional behavioral (SEB) core program performs instructional/tutorial assignments, student supervision, clerical tasks, and may perform health‑related procedures under the general supervision and direction of a certificated teacher, specialist or principal. The SEB program is for students with identified disabilities that demonstrate primary learning needs in the social emotional skills domain. Paraeducators plan their work with their supervising teacher, and planning time will be set aside when required by either the program’s regulations or the paraeducator’s supervising teacher and principal.
ESSENTIAL DUTIES AND RESPONSIBILITIES ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Provide support to the classroom teacher for the purpose of accomplishing tasks specific to special assignment while working within legal and special program parameters.
Work directly under the supervision of a certificated teacher or specialist and follow such directions as given by student(s) program.
Instruct individuals or small groups; supervise groups for periods of time.
Perform clerical tasks.
Perform health‑related procedures, as needed, which may include hygiene issues, and administer special programs and tests, only when properly trained.
It is important for Paraeducators to be cooperative and flexible as they are often asked to adjust in the ever‑changing educational program.
Practice effective safety and security within individual work routines, including implementation of behavioral de‑escalation techniques and crisis management.
Other Responsibilities
Transport students in school district van.
Prepare and order meals.
Perform instructional clerical tasks.
Work collaboratively with District staff and promote teamwork with co‑workers.
Assist substitute teacher with helpful information pertinent to the classroom.
Required Qualifications EDUCATION AND EXPERIENCE:
High School Diploma or Equivalent
And one of the following:
AA degree, OR
High school diploma (or equivalent) and 48 college‑level semester credits or 72 college‑level quarter credits, OR
High school diploma (or equivalent) and pass the state approved paraeducator assessment test
Additional Requirements
Proficient in basic spelling, math and grammar skills
Experienced and/or training in reading instruction, remediation, and assessment
Preferred Qualifications
Experience working with students with disabilities
Condition Of Employment
Pass a criminal background check
Complete the district's paraeducator core competency requirements
Washington State driver’s license.
Possess and maintain Type II driver’s license
Possess and maintain Positive Behavior Interventions and Supports (PBIS) certificated course
Successfully complete the FWPS district‑approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class
Possess and maintain American Heart Association or American Red Cross CPR and first aid training
Travel with students as needed
Work scheduled hours on a consistent basis
Knowledge Of
Individual education plans (IEPs)
English grammar and spelling
Basic math
Positive behavior interventions
Right Response and de‑escalation techniques
School Board Policies
Ability To
Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency
Work independently and work collaboratively with others fostering a team approach whenever appropriate.
Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
Demonstrate enthusiasm, flexibility and a commitment to students.
Practice effective safety and security within individual work routines.
Develop and maintain positive relations with staff and service providers
Follow written and verbal directions with minimal supervision
Speak, read and follow written communications in English
Perform basic spelling, math and grammar skills
Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior
Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning
Exercise judgment as to when to act independently and when to refer to higher authority
Practice ethical and professional standards of conduct including the requirements of confidentiality
Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community
Interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success
Continue professional growth
Perform the essential functions of the job with or without reasonable accommodations
Required Knowledge, Skills and Abilities Related to Cultural Competence and Equity
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
Physical Demands 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 may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will constantly sit, stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling.
The employee is frequently required to squat, kneel, and use hands for fine manipulation.
The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, crawl, and lift/carry.
The employee must constantly lift/carry up to 10 lbs and must frequently lift/carry up to 25 lbs. The employee will occasionally lift/carry a maximum of 50 lbs. Any lifting over 50 lbs should be done with two people or a mechanical device.
The employee is occasionally required to push/pull a maximum force of 200 lbs.
Work Conditions The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor and outdoor conditions.
This position intermittently works near a video display.
The noise level in the work environment is usually moderate.
Position occasionally exposed to angry, frustrated, or aggressive individuals, typically in a school classroom environment.
Potential exposure to infectious diseases.
Work Schedule This is a school year assignment. Hours and days will vary slightly from school to school.
Reporting Relationships Position reports to classroom teacher and/or department head and building principal. Position is evaluated by the building principal or designee.
Representation Public School Employees Union (PSE) SEIU Local 1948
Level Of Compensation Paraeducator position on the PSE Salary Schedule.
This position includes the following benefits prorated based on FTE – Medical, dental vision, sick and vacation leave, life insurance, retirement.
Disclaimer The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all‑inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
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POSITION SUMMARY:
The paraeducator in the social emotional behavioral (SEB) core program performs instructional/tutorial assignments, student supervision, clerical tasks, and may perform health‑related procedures under the general supervision and direction of a certificated teacher, specialist or principal. The SEB program is for students with identified disabilities that demonstrate primary learning needs in the social emotional skills domain. Paraeducators plan their work with their supervising teacher, and planning time will be set aside when required by either the program’s regulations or the paraeducator’s supervising teacher and principal.
ESSENTIAL DUTIES AND RESPONSIBILITIES ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Provide support to the classroom teacher for the purpose of accomplishing tasks specific to special assignment while working within legal and special program parameters.
Work directly under the supervision of a certificated teacher or specialist and follow such directions as given by student(s) program.
Instruct individuals or small groups; supervise groups for periods of time.
Perform clerical tasks.
Perform health‑related procedures, as needed, which may include hygiene issues, and administer special programs and tests, only when properly trained.
It is important for Paraeducators to be cooperative and flexible as they are often asked to adjust in the ever‑changing educational program.
Practice effective safety and security within individual work routines, including implementation of behavioral de‑escalation techniques and crisis management.
Other Responsibilities
Transport students in school district van.
Prepare and order meals.
Perform instructional clerical tasks.
Work collaboratively with District staff and promote teamwork with co‑workers.
Assist substitute teacher with helpful information pertinent to the classroom.
Required Qualifications EDUCATION AND EXPERIENCE:
High School Diploma or Equivalent
And one of the following:
AA degree, OR
High school diploma (or equivalent) and 48 college‑level semester credits or 72 college‑level quarter credits, OR
High school diploma (or equivalent) and pass the state approved paraeducator assessment test
Additional Requirements
Proficient in basic spelling, math and grammar skills
Experienced and/or training in reading instruction, remediation, and assessment
Preferred Qualifications
Experience working with students with disabilities
Condition Of Employment
Pass a criminal background check
Complete the district's paraeducator core competency requirements
Washington State driver’s license.
Possess and maintain Type II driver’s license
Possess and maintain Positive Behavior Interventions and Supports (PBIS) certificated course
Successfully complete the FWPS district‑approved Right Response training at the advanced level at the next available time; maintain current certification at the advanced level through an annual recertification class
Possess and maintain American Heart Association or American Red Cross CPR and first aid training
Travel with students as needed
Work scheduled hours on a consistent basis
Knowledge Of
Individual education plans (IEPs)
English grammar and spelling
Basic math
Positive behavior interventions
Right Response and de‑escalation techniques
School Board Policies
Ability To
Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency
Work independently and work collaboratively with others fostering a team approach whenever appropriate.
Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
Demonstrate enthusiasm, flexibility and a commitment to students.
Practice effective safety and security within individual work routines.
Develop and maintain positive relations with staff and service providers
Follow written and verbal directions with minimal supervision
Speak, read and follow written communications in English
Perform basic spelling, math and grammar skills
Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior
Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning
Exercise judgment as to when to act independently and when to refer to higher authority
Practice ethical and professional standards of conduct including the requirements of confidentiality
Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community
Interact positively with students, parents and staff in a professional manner and demonstrate a commitment for students and their success
Continue professional growth
Perform the essential functions of the job with or without reasonable accommodations
Required Knowledge, Skills and Abilities Related to Cultural Competence and Equity
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools’ commitment to “Each Scholar: A Voice. A Dream. A Bright Future.”
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
Physical Demands 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 may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee will constantly sit, stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling.
The employee is frequently required to squat, kneel, and use hands for fine manipulation.
The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, crawl, and lift/carry.
The employee must constantly lift/carry up to 10 lbs and must frequently lift/carry up to 25 lbs. The employee will occasionally lift/carry a maximum of 50 lbs. Any lifting over 50 lbs should be done with two people or a mechanical device.
The employee is occasionally required to push/pull a maximum force of 200 lbs.
Work Conditions The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor and outdoor conditions.
This position intermittently works near a video display.
The noise level in the work environment is usually moderate.
Position occasionally exposed to angry, frustrated, or aggressive individuals, typically in a school classroom environment.
Potential exposure to infectious diseases.
Work Schedule This is a school year assignment. Hours and days will vary slightly from school to school.
Reporting Relationships Position reports to classroom teacher and/or department head and building principal. Position is evaluated by the building principal or designee.
Representation Public School Employees Union (PSE) SEIU Local 1948
Level Of Compensation Paraeducator position on the PSE Salary Schedule.
This position includes the following benefits prorated based on FTE – Medical, dental vision, sick and vacation leave, life insurance, retirement.
Disclaimer The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all‑inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.
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