Paraeducator, Title/English Learner (EL) 5.75hrs/9mo - CO1924

Covington Elementary School, Kent, Washington

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Date Posted December 02, 2019
Industry K-12: Public Schools
Specialty Not Specified
Certification Needed
Job Status Part-time
Salary Not Specified

Description:

Covington is a whole-school Title I elementary school with about 500 students located in the city of Covington six miles east of downtown Kent. It serves a diverse community and offers varied instructional strategies for each student customized to his or her learning needs. As a tiered intervention school, Covington offers a strong academic program with emphasis on basic skills and rich opportunities in the arts and physical education. In support of the classroom teacher there are full-time music and physical education specialists as well academic interventionists and a full time library paraeducator. An extensive special education department with Integrated Programs, Support Center, and an ECE program for our 3 – 5 year old students with disabilities is an integral part of the school. The ECE program includes peer models. We currently offer an after-school intervention program entitled DAWG Pack for third through sixth grade students needing an additional dose of instruction to close the achievement gaps in reading and math and rotate participation at three intervals throughout the year. Title I and LAP programs also provide support to students that need additional time and help to learn. Covington enjoys a strong, cooperative relationship with the community, including a very active PTA and parent volunteer program.

ASSIGNMENT: This grant funded paraeducator position, will, under the supervision of certificated staff, support students in math and/or literacy. This paraeducator will work with a variety of ages/grades, and in a variety of instructional settings. The paraeducator’s duties may include: small group instruction, one-on-one instruction, preparing materials for a lesson, correcting papers, teaming with other staff. Responsibilities vary with the individual assignment, but typically include instruction of students, student discipline, planning, preparation of materials, testing, and record keeping.
ADDITIONAL INFORMATION: This 9 month position is part of the KAP bargaining unit working with students in the Title and/or LAP programs. Candidate must have paraeducator skills in monitoring achievement progress in small group settings; KSD trained to provide varied reading and math interventions; and a commitment to communicating collaboratively with teacher colleagues and with paraeducator peers.
REQUIRED QUALIFICATION:
  1. AA degree, 72 quarter-hour college credits, OR ParaPro Assessment with a score of 461 or higher. (Transcripts or proof of parapro score must on file to be considered for an interview.)
  2. Proof of High School completion. Copy of diploma or transcripts must be on file at start of employment. College transcripts that specifically state completion of high school will be accepted in lieu of high school diploma.
PREFERRED QUALIFICATIONS:
  1. Previous experience with intervention programs
  2. Knowledge of effective instructional methods and techniques
  3. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community
  4. Experience working with a diverse student population and the specific school demographics
  5. Ability to communicate in a second language
  6. Previous experience in working with elementary students
  7. Candidate that is a team player, positive, with good communication skills
  8. Must have strong interpersonal skills working with a team of adults
  9. Candidate needs to be highly flexible and able to establish rapport with staff and elementary children of all ages
  10. Desired characteristics are: flexibility; ability to organize ideas, time and materials to accomplish goals; enthusiasm; ability to express ideas clearly and understand concepts being discussed; ability to learn new ideas and skills; ability and willingness to develop favorable relationships with students; and willingness to model behavior deemed appropriate by the school district and the community.
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