REPORTS TO: Site Administrator

Position Summary

Education for Change is looking for a dynamic and visionary Substitute Paraeducator who will engage students, parents, and other members of our learning community to ensure high student achievement. Under the direction of an assigned supervisor, s/he will provide instructional support and assistance to teachers and students assigned to a designated special education instructional program; perform a variety of support activities related to behavior management and classroom instruction of special education students; and perform a variety of clerical support duties related to classroom activities. S/he will support students with special needs in the classroom environment and support the Special Education Teacher, classroom teachers, and other members of the instructional team.

Our Approach

EFC is committed to serving ALL students, regardless of need. Our approach addresses the diverse needs of our students by offering a myriad of program designs to meet individual need. We offer inclusion, resource instruction, combined programs that include both inclusive and small group instruction, and specialized programs for students with autism, those in need of emotional supports, and students with more moderate needs. Utilizing a Multi-Tiered System of Supports, our multidisciplinary team works collaboratively to analyze and problem solve around student and staff needs. We employ a whole child approach that not only meets the basic needs of our students, but also takes into consideration their socio-emotional, academic and behavioral needs.

Responsibilities:

• Collaborate with a multidisciplinary team to ensure all students get the support they need to find academic and personal success at school
• Provide instructional supports, interventions directly to students under guidance and daily supervision of Special Education teacher to ensure students meet academic and behavioral goals, provide 1:1 support to students in the classroom, explain instructions to students, model appropriate behavior, communicate regularly with classroom teacher
• Assist in providing materials to help classroom teachers create curriculum modifications for students
• Help provide testing accommodations (e.g., supervise student testing in a separate location or during an extended time, etc.)
• Assist in monitoring students’ academic and personal growth by carrying out assessments and completing reports to teachers and families
• Reinforce instruction to students with learning disabilities and language, communication and behavioral problems; confer with teachers concerning programs and materials to meet the individual needs of special education students 
• Assist and perform personal hygiene for students as necessary
• Lead small groups of students in activities to enhance their academic and interpersonal skills
• Direct group activities of students as needed; assist in monitoring recesses, assemblies and playgroup activities; accompany students on field trips as assigned
• Assure the health and safety of students by following health and safety practices and procedures; maintain learning environment in safe, orderly and clean manner

Required Qualifications:

• High school diploma
• 1+ year working with students in special education or students from urban communities in an educational setting
• Ability and willingness to implement students’ IEPs
• Ability and willingness to reflect and improve
• Flexibility and ability to adapt to changing conditions; ability and good judgment to take initiative to modify activities
• Excellent written and verbal communication skills; ability to collaborate with general education and special education teachers, administrators, parents and community
• Conversational Spanish preferred

EFC Core Values

• Connected- We continually work to build trusting relationships among students, families, staff, and the Oakland community at large. We are an all-hands-on-deck network driven by empathy. We value our collective identity and the individual identities of our community members and scholars such that we have a sense of collective ownership and responsibility for each other and for our scholars.
• Inclusive- We proactively disrupt predictable patterns of opportunity, power, privilege, and performance. We create an inclusive environment where multiple perspectives are not only valued but sought, where people from all backgrounds feel seen and heard and can thrive, and where we all feel a deep sense of accountability to our mission.
• Interdependent- Our success at every level is dependent on our individual and collective sustainability. To that end, we are transparent, creative, and collaborative problem-solvers who seek to build trusting relationships. We are curious and are open to new ideas while also putting systems in place to ensure continuity so that our employees can stay, grow, thrive, and help make good on our promise to our students and families.
• Learners- We support each other to develop and grow so that we can leverage our collective power, intelligence, and passion on behalf of our students. We lean on home-grown leaders who are rooted in our community. Individuals feel known and are provided opportunities to maximize their potential in alignment with their passions and goals.