Paraeducator, Instructional 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 general supervision of the principal or assistant principal, and with direct guidance from licensed teachers and specialists, the Instructional Paraeducator provides hands-on support to students individually or in small groups throughout the school day. This role focuses on helping students with academic, behavioral, and language skills, including those with disabilities and multilingual learners. The paraeducator follows students' special plans such as IEPs and 504 Plans, works with the instructional team, participates in planning, and tracks student progress. By providing individualized support, this position helps ensure all students have equitable opportunities to succeed and aligns with HCPSS's mission to offer inclusive, effective learning for every learner.

Requirements

• Applicants must meet all qualifications below to be considered for the vacancy .
• Education:
• High School Diploma/GED Equivalent
• Additional Requirements for Title I Schoolwide Program Schools
• High School Diploma/GED Equivalent and a passing score on the ParaPro Assessment .
• or
• 48 college credits or more from an accredited 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 PK-12 setting.
• One (1) year of experience working with children with disabilities .
• Associate degree from an accredited college or university
• 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.
• Provides direct instructional support to individual students and small groups under the guidance of licensed teachers.
• Supports multilingual learners and students with disabilities in accessing grade-level curriculum using scaffolding and instructional strategies aligned to lesson objectives .
• Implements teacher-designed supplemental instruction and interventions aligned with MTSS Tier 1, Tier 2, and Tier 3 supports, including documentation of student progress and intervention responses.
• Assists in delivering academic and behavioral interventions developed by the instructional team.
• Ensures student safety across diverse environments-including classrooms, lunch time, and field trips-by providing active supervision, instructional reinforcement, and essential personal care such as lifting, positioning, and hygiene assistance .
• ESSENTIAL KNOWLEDGE, SKILLS, AND ABILITIES
• The below list is a summary of the knowledge, skills, and abilities required for success in this position, not an exhaustive or comprehensive list.
• Knowledge
• Pedagogical Basics: Knowledge of fundamental instructional methods and how to deliver content to small groups or individuals.
• MTSS Framework: Understanding of the Multi-Tiered System of Supports (MTSS), specifically the differences between Tier 1 (universal), Tier 2 (targeted), and Tier 3 (intensive) interventions.
• Inclusion Strategies: Knowledge of Universal Design for Learning (UDL) and scaffolding techniques to support multilingual learners and students with Individualized Education Programs (IEPs).
• Behavioral Principles: Familiarity with basic behavioral intervention strategies and Positive Behavioral Interventions and Supports (PBIS).
• Safety & Hygiene Protocols: Knowledge of safe lifting techniques, body mechanics for positioning students, and standard precautions for hygiene and personal care.
• Instructional Scaffolding: Skill in modifying complex tasks into manageable steps to help students reach lesson objectives .
• Data Collection &

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