Paraeducator, Special Education Early Childhood Candidate Pool

About the role

The Howard County Public School System (HCPSS) is one of the leading school systems in Maryland and the nation. To learn more about us and our 2024 -2029 Strategic Plan , please visit our website and our careers page . Join our award-winning workforce and make a difference in the lives of our students! ABOUT THE APPLICATION PROCESS Before you begin, please read the job posting below carefully including the Application Requirements specific to this position. Be sure your application reflects experience and education required to meet the minimum and any preferred qualifications listed. Our application guide includes detailed instructions to assist you. Once your application has been submitted, you will not be able to add documentation or make any changes. Please note that application submission will be available only through 11:59 PM on the date p rior to the indicated end date. If no end date is indicated, the posting will remain open indefinitely . Job Posting End Date: Reminder: Current permanent and temporary employees must apply through the Jobs Hub in Workday, not the external career site. Under the supervision of the principal and/or assistant principal, and with instruction from a special education teacher, general education teacher, therapist or assigned staff, the Paraeducator supports and promotes student learning and well-being. The special education paraprofessional assists the teacher in general daily classroom activities, helps special needs students, and cares for their physical, emotional health and safety, affirming their abilities, and striving to promote dignity in all relationships. The position implements plans and programs related to academic, behavior, and social / emotional needs of students with individual educational programs (IEPs). These positions also perform a variety of instructional and classroom management suppor t including data collection as well as related clerical tasks to support teachers and other professional staff in the classrooms and learning environments .

Requirements

• Applicants must meet all qualifications below to be considered for the vacancy .
• Education
• High School Diplo ma/GED Equivalent ( must scan and upload diploma or official transcript to online application ). Education completed outside the United States must be evaluated by an MSDE approved organization. For a list of approved vendors, please click here .
• Additional Requirements for Title I School wide Program Schools
• High School Diploma/GED Equivalent and a p assing score on the ParaPro Assessment .
• or
• 48 college credits or more from an a ccredited college or university .
• The ideal candidate for this role will also possess a combination of the additional qualifications below. If you don't meet every one of the preferred qualifications, we still encourage you to apply, as we welcome applications from candidates with diverse backgrounds and experiences.
• Experience working with students in a P K -12 setting .
• One (1) year of experience working with young children with disabilities.
• Associate degree from an accredited college or university
• Child Development Associate® (CDA) credential or an AA degree to work in Pre-K classrooms. *Per Blueprint this certification will be required beginning with the 2027-2028 school year.
• ESSENTIAL POSITION RESPONSIBILITIES
• The below list is a summary of the functions of the job, not an exhaustive or comprehensive list of all possible job responsibilities, tasks, and duties.
• Works under the direction of a teacher or service provider to provide instructional support for students individually and in small groups.
• Utilizes additional technical skills and training to implement Intensive Structured Teaching (IST) sessions as required by the IEP .
• Assists teachers or service providers with implementing curriculum-area instruction and lesson plans to reinforce learning across early childhood standards and developmental areas including motor activities and self-help needs .
• Reviews and reinforces classroom lessons and learning experiences by monitoring and providing support to students engaged in independent work or similar activities in academic and non-academic classes, including implementation of supplemental aids as designated on the IEP.
• Supports classroom/ behavior management strategies to help students remain engaged and attentive during activities.
• Provides specified prompts for student engagement and participation during large and small group activities.
• Informs classroom teacher or related service provider of individual student learning needs and progress by data collection and docume

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