Bridges Paraprofessional - Boylston Elementary

Position:Boylston Elementary School Bridges Paraprofessional Position Reports To:Rob Pelczarski Work Year Days:2026-2027 School Year Work Hours:Full School Day Educational/Training/Experience/License Required: Evidence of Highly Qualified status through one of the following: Completion of at least 48 college credit hours from an accredited institution; orAssociate's Degree or higher; orPassing score on the ParaPro Assessment Accountability Objective: The Bridges Program Paraprofessional works under the direction of the classroom teacher, special educator, and related service providers to support students with a wide range of cognitive, developmental, behavioral, communication, and social-emotional disabilities. The paraprofessional provides instructional, behavioral, functional, and emotional support to help students access the curriculum, build independence, develop social-emotional skills, and participate successfully in the school environment. This position requires patience, flexibility, strong interpersonal skills, and the ability to collaborate effectively as part of a multidisciplinary team. Responsibilities:Participate effectively as a member of the Bridges Program team in supporting student learning and developmentBuild positive, respectful, and supportive relationships with students, families, and staffDemonstrate effective interpersonal and communication skills with students and team membersSupport students in developing independence, self-regulation, social skills, and positive self-imageMaintain strict student confidentiality and professionalism at all timesShare relevant information with teachers and school personnel to support problem-solving, decision-making, and program planningSupport the implementation of instructional programs and accommodations designed by teachers and specialistsWork with individual students and small groups to reinforce academic, functional, communication, and social-emotional goalsAssist with functional assessments, data collection, behavior tracking, and progress monitoring as directedImplement behavior support plans, de-escalation strategies, and crisis prevention techniques as neededAssist students with transitions, routines, organization, and daily living or functional skills as appropriateSupport the development of inclusive learning environments that respect individual differences and student needsAssist teachers with preparing instructional materials, adaptive resources, and classroom organizationHelp modify learning activities and instructional strategies to accommodate varying learning styles, communication needs, and abilitiesMaintain awareness and familiarity with student IEPs, 504 Plans, behavior plans, and individual learning goalsDemonstrate an understanding of the characteristics and needs associated with a variety of disabilities, including cognitive, developmental, autism spectrum, communication, and social-emotional disabilitiesSupport students in general education, community-based, and vocational settings as appropriateMaintain familiarity with school procedures, classroom routines, and safety protocolsProvide physical assistance or supervision to students as required by individual student needsParticipate in training and professional development opportunities related to special education, behavior management, and student supportPerform other duties as assigned by administration Required Qualifications: To work collaboratively under the direction of classroom teachers, special educators, and related service providers to provide instructional, behavioral, functional, and social-emotional support to students with diverse learning needs. Support may include services for students with IEPs, 504 Plans, district accommodation plans, and intensive educational or behavioral needs within the Bridges Program. Evidence of Highly Qualified status through one of the following:Completion of at least 48 college credit hours from an accredited institution; orAssociate's Degree or higher; orPassing score on the ParaPro AssessmentExperience working with children or adolescents, preferably in an educational or special education settingExperience supporting students with cognitive, developmental, behavioral, or social-emotional disabilities preferredAbility to work collaboratively as part of a multidisciplinary teamStrong communication, organizational, and interpersonal skillsAbility to maintain professionalism, confidentiality, and flexibility in a dynamic educational environmentCPI, Safety Care, or related behavioral support training preferred (or willingness to obtain training)