Paraprofessional (Special Education)

SUMMARY:  

Paraprofessionals at Godfrey-Lee Public Schools (GLPS) provide instructional, behavioral, and personal care support to students in a variety of educational settings. These positions are essential to student success and school safety, and fall under the Godfrey-Lee Support Staff Association (GLSSA) bargaining unit.

GENERAL EXPECTATIONS FOR ALL PARAPROFESSIONALS:

• Maintain a positive, respectful, and professional rapport with students and staff
• Maintain confidentiality and comply with FERPA and school policy
• Communicate effectively with assigned supervisors
• Participate in trainings and certifications (e.g., CPI, health, first aid) as required by the role
• Demonstrate awareness and responsiveness to student and family diversity
• Engage in daily routines and procedures to support a safe and supportive school environment

CLASSIFICATION DUTIES BY ROLE: Other duties may be assigned.

1. Instructional Paraprofessional (Reading, Math, Title I, etc.)

• Provide small group or 1:1 academic support
• Assist in delivery of interventions and curriculum under teacher direction
• Support classroom management and behavior expectations
• Prepare instructional materials, visuals, and bulletin boards
• Assist with proctoring of state and local testing
• Monitor student progress and maintain records as requested

2. Lunchroom / Recess Monitoring Paraprofessional

• Supervise students during lunch, recess, and transitions
• Encourage positive peer interaction and enforce behavior expectations
• Ensure student safety in indoor and outdoor settings
• Assist with set-up, clean-up, and sanitation of lunch areas
• Direct student movement and bus/pick-up line supervision

3. Behavior Support Paraprofessional (Tier 1, PBIS)

• Assist in implementing Tier 1 behavior supports and routines
• Collect and report behavior data to building team
• Support students in crisis or conflict with de-escalation and adult presence
• Partner with MTSS teams, behavior coaches, and teachers for intervention planning
• Maintain visibility during unstructured settings (hallways, lunch, recess)

4. Special Education Instructional Paraprofessional

• Support students with IEPs in academic, behavioral, or functional settings
• Provide modified instruction and adapted support under teacher guidance
• Assist with transitions, accommodations, and classroom routines
• Assist with special accommodations as applicable for students with testing needs
• Document student progress and behavior incidents
• Maintain confidentiality and comply with Special Education regulations
• Assist with proctoring of state and local testing
• Maintain documentation for Medicaid billing (if required)

5. Personal Care / Health Aide Paraprofessional (Special/General Education)

• Assist individual students with toileting, feeding, hygiene, and physical mobility
• Monitor and support students on bus arrival/dismissal, including wheelchair transport
• Implement safety, lifting, and transfer protocols
• Support assigned student(s) across multiple environments
• Support curricular and instructional needs of students
• Maintain documentation for Medicaid billing (if required)

6. English Learner (EL) Paraprofessional

• Provide academic language support in multiple languages as applicable (Spanish required)
• Assist in small group instruction and scaffolded learning activities
• Support classroom management and behavior expectations
• Prepare instructional materials, visuals, and bulletin boards
• Translate or interpret as appropriate for student support
• Maintain clear communication with teachers regarding student progress
• Assist with proctoring of state and local testing
• Prepare and organize instructional materials for EL needs

7. Media Center / Library Paraprofessional

• Check-in/check-out books and maintain circulation system
• Assist with library inventory, shelving, and displays
• Supervise students using the media center independently or in groups
• Prepare materials and provide technology assistance (as needed)
• Assist with school-wide events (e.g., book fairs, mailings, report cards)

8. Transportation Aide (Bus or Walking Bus, General/Special Education)

• Ensure safety of students during boarding, riding, and exiting school transportation
• Reinforce behavior expectations during transit
• Assist students with disabilities on and off buses, including use of lifts/restraints
• Report transportation incidents to supervisor
• Accompany students to/from school entry points if on walking bus

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:

• Knowledge and awareness of one's own cultural identity and how it influences behavior, alongside a desire to learn about the cultural identity of others.
• Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and partners of the District.
• Proven experience fostering inclusive, safe spaces that value diverse perspectives and experiences.

SUPERVISORY RESPONSIBILITIES:

• None

EDUCATION and/or EXPERIENCE:

• High School Diploma or GED required
• Some roles may require: Passing WorkKeys scores (per federal/state standards), Bilingual proficiency (English/Spanish), CPI certification or ability to obtain

PHYSICAL DEMANDS:

• Frequent standing, walking, and moving throughout the building or playground
• Regular lifting of materials, supplies, and occasionally students (up to 50 lbs; up to 90 lbs for personal care roles)
• Repetitive bending, kneeling, squatting, and ability to assist students in wheelchairs, on the floor, or with transfers
• Visual and auditory alertness to monitor student safety and environmental risks
• Ability to physically support and guide small children in moments of crisis or dysregulation
• Capacity to utilize non-violent crisis intervention strategies (e.g., CPI) including physical redirection or blocking to maintain safety
• Understanding of potential unpredictable physical behaviors such as flailing, grabbing, hitting, or bolting from small children
• Emotional resilience and composure in high-stress or emotionally charged situations
• Ability to remain calm, attentive, and in control when assisting students in distress or while de-escalating challenging behaviors

WORK ENVIRONMENT: 

• School buildings, playgrounds, buses, and public community areas
• Collaborative and dynamic educational teams
• Assignments may change based on student and district needs/assignments

Godfrey-Lee Public Schools is an equal opportunity educational institution. It is our expressed policy that no person shall be unlawfully excluded from participation, be denied benefits of, or otherwise subjected to discrimination in employment on the basis of race, color, religion, marital status, national origin, sex, age or handicap/disability in its activities or programs as required by Title VI, Title IX and Section 504. Any person believing that the Godfrey-Lee Public Schools or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title IX of the Education Amendment Act of 1972, (2) Section 504 of the Rehabilitation Act of 1973, (3) the Age Discrimination Act of 1975, and (4) Title II of the Americans with Disability Act of 1990 may bring forward a complaint, which shall be referred to as a grievance, to Marcus Bradstreet, the local Coordinator at the following address: 1414 Burton St. SW Wyoming, MI 49509