Coverage paraprofessionals will provide direct service to individual students and classrooms on an as needed basis.  The Coverage Paraprofessional may be assigned to substitute for one-on-one and substantially separate classroom paraprofessionals.   Coverage Paraprofessionals are expected to participate in the daily instruction and activities of the school, program and class to which the student is assigned. Beyond the normal classroom activities, the duties of a Coverage Paraprofessional correspond directly to the needs of the student.  Coverage Paras will be deployed by the OSESS and will be assigned to schools across the district. They are required to work schedules with varying start and end times.

Students who require a One-to-One Paraprofessional may have disabilities/diagnoses that include pervasive developmental disorder, autism, Aspergers' Syndrome, Williams' Syndrome, physical handicaps, multiple handicaps, blindness, deafness, blind/deaf, Tourettes' Syndrome, obsessive compulsive disorder, post traumatic stress disorder, psychiatric disorders (psychosis, schizophrenia, multiple personalities, depression), oppositional defiant disorder, ADHD, conduct disorder, significant mental retardation, genetic disorders and brain injury. Students who require a One-to-One Paraprofessional may also speak a language other than English.

Reports To: SPED Administrator Centrally and Principal/Headmaster once deployed

Responsibilities:

1. Working with small groups of children instructionally, toileting, diapering, lifting and transfers, maintaining personal hygiene, assisting the school nurse in tube feedings, scribing, note taking, language systems (ASL, SEE 2, Picture Exchange System, communication boards, etc.), Braille, Applied Behavioral Analysis, behavior management, redirection, de-escalation and physical restraint.
2. In some cases the Paraprofessional may be required to be a specific gender because of the nature of the work (toileting) or because of the individual history of the student. This requirement protects both the student and the One-to-one Paraprofessional.
3. Students with Paraprofessionals may be assigned to any school in the district including the examination schools. In these school assignments, students may be participating in advanced course work and require assistance from a Paraprofessional.
4. Collaborates with classroom teacher to implement agreed upon activities, as evidenced in daily lesson plans.
5. Fosters open communications with parents and staff.
6. The Paraprofessional is required to work the full-length paraprofessional work day of the school to which they are assigned. The daily hours of work may vary significantly, as some schools have early start and end times, and others have late start and end times. The range of possible work days for coverage paraprofessionals shall be reflected in the range of hours published for BPS schools. 
7. Performs other related duties as requested by Headmaster/Principal/School-based SPED Administrator, particularly when the student is absent.

Qualifications - Required: 

1. Education: High School Diploma or GED Forty-eight (48) Credit Hours of College Coursework or an Associate's Degree, or a passing score on one of the two following Formalized Standardized Assessments: ParaPro Assessment (http://www.ets.org/parapro/) or WorkKeys Certificate of Proficiency for Teacher Assistants (http://www.act.org/workkeys/profcert/index.html).
2. Experience working with student who is diagnosed with one or more of the mild to moderate disabilities listed above job description.
3. Demonstrated experience and ability working with students, parents/guardians, administrators, and teachers.
4. Demonstrated experience and ability in assisting with team instruction.
5. Able to be flexible to accommodate the needs of the student and or parent/guardians.
6. Trained in Applied Behavioral Analysis (ABA)
7. Current authorization to work in the United States - Candidates must have such authorization by their first day of employment.
8. Other qualifications will vary depending on the specific needs of the assigned student.

Qualifications - Preferred:

1. BPS values linguistic diversity and believes that candidates who speak another language bring added value to the classroom, school, and district culture and diversity. BPS is particularly interested in candidates who are fluent in one of BPS' official languages:Spanish, Creole (Cape Verdean), Creole (Haitian), Chinese, Vietnamese, Portuguese, & Somali.

Terms: BTU, Contractual hourly rate

Please refer to the Salary Information section on the Career Site for more information on compensation.  Salaries are listed by Union and Grade/Step.

The start and end times of BPS schools vary, as do the lengths of the school day. Some BPS schools have a longer school day through the "Schedule A" Expanded Learning Time (ELT) agreement. 

The Boston Public Schools, in accordance with its nondiscrimination policies, does not discriminate in its programs, facilities, or employment or educational opportunities on the basis of race, color, age, criminal record (inquiries only), disability, homelessness, sex/gender, gender identity, religion, national origin, ancestry, sexual orientation, genetics or military status, and does not tolerate any form of retaliation, or bias-based intimidation, threat or harassment that demeans individuals’ dignity or interferes with their ability to learn or work.