All Distinctive School staff members share a
commitment to creating learning environments that are driven by:
Explicit and high expectations
Data-driven and evidence based
Continuous learning and leadership
Effective management of resources
(time, materials, colleagues, and families)
Paraprofessional Educator Job
Distinctive Schools Paraprofessional team provides positive support to team
members and students by modeling professional, moral, and ethical standards as
well as personal integrity in all interactions. A Distinctive Schools
Paraprofessional will report the Campus Director and/or Team Leader for the
grade level they work with students in. Through campus support by the school
based leadership team and support from the Coordinator of Student services, all
student support staff will be able to support and ensure the academic,
behavioral and emotional success of all students, including, but not limited
to, those with special needs. The paraprofessional will also be able to
collaborate and plan with the special education teacher, case manager and the
general education teacher through an inclusive or resource educational setting.
The paraprofessional, under the
supervision of the school based leadership team, and in collaboration with the
special education teacher and the general education teachers, helps to provide
instructional opportunities that would otherwise be difficult to provide to a
student. They assist in helping special education teachers overcome obstacles
in the delivery of quality services to students having a variety of
The special education teacher and
general education teacher may delegate to the paraprofessional responsibilities
that are based on specific educational plans (the IEP), which are formulated,
directed, and supervised by the special education teacher and the case manager.
Documentation of provision of services related to an IEP by a paraprofessional
The paraprofessional serves as part of
the instructional team for the students he/she is assigned to, but should not
be solely responsible for an entire classroom of students.
The paraprofessional helps carry out
the educational programs developed through the Individualized Education Plan
(IEP) process, performing daily activities using specific materials/methods
and/or material modifications designed by the special education teacher and and
support personnel (speech, OT/PT, etc.) The paraeducator should also
collaborate with the general
education and the special education teacher to plan instruction for individual
The work that the paraprofessional
performs is often directly accountable to the IEPs of special needs students.
The paraprofessional works with the
teacher to help document services provided, related to IEP objectives, for
which the special education teacher is ultimately accountable. This
collaboration is key to student success.
The Paraprofessional should maintain
clear communication between family, student and teacher in a professional way.
All communication should be first communicated with the general education
teacher and the special education when conversation or communication is related
to the academic goals of the student.
The paraprofessional should maintain
clear communication with the social worker regarding behavioral concerns. This
communication should be communicated through collaboration with the special
education teacher and the general education teacher for the student.
The paraprofessional should discuss
the student’s limitations only with the teacher and those DIRECTLY
involved with the student’s education program in an appropriate setting.
delivery of instruction to the special education student may be carried out by
the paraprofessional under supervision of the instructor. However, the teacher's
responsibilities to the learner include:
the student's entry level performance,
instruction for individual students,
the goals and objectives of the individualized educational plan,
and coordinating work of paraprofessionals and communicating concerns to
team leaders to ensure that the student is receiving the best education
and support possible.
- Evaluating and
reporting student progress,
parents in their child's education, through collaboration with the
and managing information provided by other professionals/clinicians.
When a paraprofessional is helping implement
IEP goals/objectives in inclusive settings, the IEP is the curriculum the
paraprofessional is there for. The paraprofessional is, in essence, the
extension of the special education teacher (who is directly responsible for the
IEP implementation) into the inclusive setting, while also supporting the
students and the general education teacher with implementation of knowledge through
individual students (one-on-one or small group) who are on IEP’s under the
direction of the special education teacher that the Paraprofessional is
directly responsible for.
assistance with individualized programmed materials.
with group educational activities that include students on IEP’s.
out tutoring activities designed by the teacher that include students on IEPs.
supplementary work and independent study that include students on IEPs.
and planning with teachers related to IEP objectives and/or modifications, and
providing documentation. Work with the teacher to develop classroom schedules.
children (more specifically, those on IEP’s).
Follow the code of conduct in place for the campus and assist with
managing behaviors with the students the paraprofessional is assigned.
the teacher in observing, recording, and charting behavior and communicate with
the school team to communicate effectively with parent/guardian.
the special education teacher and the general education teacher with crisis
problems and behavior management.
of classroom materials related to IEP’s or modifications/accommodations.
resources to students that need/require devices or tools to be successful in
the school setting.
of the classroom environment for learning activities.
students with physical needs (transitioning, eating…).
in professional development activities & meetings required by school campus
or Distinctive Schools.
with audio-visual equipment, computers and/or assistive technology as related
to IEP/accommodations & modifications.
students with organizational skills and help students to be prepared with
children in the hallway, lunchroom, and playground.
& Non-Instructional duties the paraprofessional should not perform:
- Be solely
responsible for a classroom of students while responsible specifically for
IEP students that require direct service.
responsible for the diagnostic/testing functions of the classroom.
responsible for initially preparing lesson plans and initiating
- Be used as a
substitute for certified teachers unless he or she possesses the
appropriate substitute teacher certificate and is hired as a substitute
- Assume full
responsibility for supervising assemblies or field trips for an entire
- Perform a
duty that is primarily instructional (whole class) in nature without
- Shall not
assume full responsibility for supervising and planning activities for
whole group instruction.
- Shall not
prescribe educational activities and materials for children without approval
from the special education teacher or instructional leadership team.
- Shall not
regulate pupil behavior by corporal punishment or similar means. The code
of conduct should be followed with support of Dean/Director for all
students in a consistent way.
paraeducator should refrain from:
school problems, family problems and confidential matters, including
personalities, outside of school circles
professional workplace concerns in the presence of students, including
administrative or interschool problems.
of Successful Distinctive Schools-Paraprofessionals:
& Willingness to Learn
outlook – see the potential
&Creativity & Energy
to keep written documentation
Grooming – A Positive Role Model