] Office of Human Resources - Montgomery County Public Schools

OFFICE OF HUMAN RESOURCES AND DEVELOPMENT → CLASSIFICATION → PARAEDUCATOR LEVEL II, 504 - EFFECTIVE 07.01.25 - PLEASE REQUEST CURRENT JOB DESCRIPTION FROM OHRD

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Paraeducator Level II, 504 - Effective 07.01.25 - Please request current job description from OHRD

MONTGOMERY COUNTY PUBLIC SCHOOLS CLASS DESCRIPTION
OFFICIAL TITLE: Paraeducator Level II, 504 CODE: 6609 SQ/OQ: Optimal Qualified
WORKING TITLE: Paraeducator Level II, 504 - Effective 07.01.25 - Please request current job description from OHRD GRADE: 15-16 MONTHS: 10
SUMMARY DESCRIPTION; PHYSICAL DEMANDS; AND SPECIAL REQUIREMENTS: SUMMARY DESCRIPTION OF CLASSIFICATION: At the direction of the principal, this paraeducator performs a variety of tasks that promote student learning and well-being to support students who have accommodations in accordance with Section 504 of the Rehabilitation Act of 1973. The paraeducator may be required to assist students with various needs related to academic, behavioral, social, emotional, and physical support. The paraeducator work is focused on facilitating the student mastery of grade-level or above curriculum and managing behaviors that impact the student’s ability to access to the curriculum. The students supported at this level typically participate in general education classes throughout the school day and may be pulled out for individualized or small group reinforcement of instruction. This position also performs a variety of instructional and classroom management supports, as well as related clerical tasks to support teachers and other professional staff in all types of classrooms or learning environments. All new paraeducators are hired at a grade 15 and have the opportunity to promote to a grade 16 after successfully completing the six-month probationary period and successfully completing the required number of training hours. PHYSICAL DEMANDS: (Special requirements such as lifting heavy objects and frequent climbing.) Frequent bending, kneeling, sitting on the floor, walking, and lifting of objects/equipment up to 50 pounds may be required. SPECIAL REQUIREMENTS: (Frequent overtime or night work required, etc.) Outside duty may be required. Must be able to accommodate flexible scheduling and change of location and/or program, as needed. Continues planned instructional activities during teacher's temporary absence from the classroom. This position may require specific training in order to successfully fulfill the role.
MINIMUM QUALIFICATION STANDARDS
KNOWLEDGE SKILLS ABILITIES: KNOWLEDGE, SKILLS, AND ABILITIES: Knowledge of child development, instructional strategies and practices applicable to assignment, and instructional goals and policies of Montgomery County Public Schools. Ability to assist with implementation of the instructional program and to participate in monitoring and ensuring appropriate student behavior. Ability to exhibit patient behavior and to work effectively with children, young adults, and staff members. Ability to follow written and verbal instructions and to perform all required tasks. Ability to communicate effectively, both verbally and in writing. Ability to read/write/speak English. Ability to interact with and support students with special needs. Knowledge of standard computer hardware and software such as Google Workspace, MS Office and web-based instructional tools. Knowledge of and the ability to quickly learn and meet the seven core competencies of the Supporting Services Professional Growth System (SSPGS).
EDUCATION, TRAINING AND EXPERIENCE; CERTIFICATE AND LICENSE REQUIREMENTS: EDUCATION, TRAINING, AND EXPERIENCE: These requirements are in order of preference.1.Associate’s degree required. Bachelor’s degree preferred. College course work should include a minimum of nine credit-hours related to education field such as behavior management, instructional strategies. One year of experience working with students in structured educational (or academic) situations preferred. If no related education course work, then two to four years of experience working with children and adolescents in a structured setting such as a daycare, pre-school, etc. required.OR2. At least 48 college credits and two years of experience in a structured setting such as a daycare, pre-school, adult day program, after-school program, extended day, or school/non-school based departments, etc.OR3.Two years of experience in in a structured setting such as a daycare, pre-school, adult day program, after-school program, extended day, or school/non-school based departments, etc. Successful completion of the ParaPro Assessment with a qualifying score of 455 or higher is required.OR4. Any combinations of applicable education, training, and experience which provide the knowledge, abilities, and skills necessary to perform effectively in the position may be considered.CERTIFICATE AND LICENSE REQUIREMENTS: None.
OVERTIME ELIGIBLE: Yes

DUTIES AND RESPONSIBILITIES:

EXAMPLES OF DUTIES AND RESPONSIBILITIES: (The duties listed are typical examples of the work performed by this job classification. This is not an exhaustive statement of duties, responsibilities or requirements and does not limit the assignment of additional related duties for the position. Not all duties assigned are included, nor are all duties listed performed in every office/school or every day.)Modifies tasks and materials to accommodate individual needs under the direction of the teacher as required.Alerts teacher to individual student needs and suggests programming and prepares individual student activity plans under the direction of the teacher as required.Keeps the teacher informed of student progress and individual student needs.Works with the teacher to provide instructional and/or developmental activities including reinforcement of classroom lessons and learning experiences for students requiring individual or close attention.Provides information to assist the teacher in evaluation of the learning process and behavior management programs.Monitors student engagement in independent work or group activities promoting student engagement and participation.Provides support to assigned students in academic and non-academic classes.In collaboration with the teacher, implements consistent reinforcement of appropriate student behaviors, as well as de-escalation and surface management strategies to address the behaviors of students experiencing difficulties including crisis management.Implements student Behavior Intervention Plan (BIP) or learning contracts, token economy/reinforcement systems, etc. across all settings to manage inappropriate student behaviors, including aggression and self-injury using proactive and responsive strategies.Supports the safe and effective use of technology in the classroom.Supports the teacher in implementing, monitoring and documenting student Section 504 plans.Supports the teacher in implementing and data collection for student Behavior Intervention Plans.Supports the use of assistive technology to support student communication and learning.Assists students who struggle with executive functioning tasks such as organization, time management, planning and prioritizing and task initiation.Assists with routine care, including personal hygiene, toileting, feeding, dressing and other custodial tasks, as required or requested.Physically assists students to engage in activities such as walking and eating as needed.Performs medical tasks as authorized by the Maryland Nurse Practice Act.May be required to administer medications and/or treatments including G-Tube feeding or clean intermittent/non-complex bladder catheterization [COMAR 13A.05.05.08 (D)].Assists with teaching basic skills and job training as required and requested.Ensures the safe and proper use of mobility aids and assistive devices.Assists in arrival and departure routines of assigned students.Performs clerical and non-instructional duties such as daily attendance, inventory and distribution of books and supplies, maintenance of files and records and reproduction of materials.Prepares instructional materials as requested by the teacher.Ensures students wheelchairs; seat-belts or other safety restraints are properly secured.Observes students' behaviors and interactions on the bus during educational off-site experiencesCollaborate with team members on learning strategies, differentiation, and use of equipment and adaptive devices.

This description may be changed at any time.