This position is 6.5hrs/9mo and pay is spread over 12months.

All Paraeducator applicants are required to show proof of 72 college level credits, an AA degree (or higher), or passed the Para Professional Assessment. If an applicant is in need of testing, they can still apply, and if they are the finalist candidate they will need to pass the Para Professional before being hired into the role.
Upon hire, new paraeducators will be required to complete state required training offered through our KSD Professional Development Team.

Mill Creek Middle School, located in the heart of the Kent valley, serves a diverse population of approximately 850 students in the 7 th and 8 th grades. The campus offers a wide range of academic and extra-curricular activities in a state-of-the-art, technology-rich facility. Rigorous instruction is provided at all levels of the curriculum. English Language Learners and special education students receive needed support services. We have a one-to-one technology environment where every student has a laptop, providing anytime, anywhere learning. The Mill Creek staff is an outstanding group of professionals who strive to meet the unique needs of our students and their families.

ADDITIONAL INFORMATION: This 9 month position is part of the KAP bargaining unit.

ASSIGNMENT: The integrated program is specially designed instruction within general education classes. Paraeducators assist the teacher(s) in various special education programs. The paraeducator's duties include small group instruction, one-on-one instruction, preparing materials for a lesson, correcting papers, teaming, collaboration between regular and special education staff and assisting students with individual learning and health needs. Position may require staff to provide individual student support as determined by the building administrator and/or classroom teacher.


REQUIRED QUALIFICATIONS:

1. AA degree, 90 quarter-hour college credits, OR ParaPro Assessment with a score of 461 or higher. (Transcripts or proof of parapro score must on file to be considered for an interview.)
2. Proof of High School completion. Copy of diploma or transcripts must be on file at start of employment. College transcripts that specifically state completion of high school will be accepted in lieu of high school diploma.
3. Ability to exercise sound, independent judgment, including handling of confidential matters.
4. Completion of state required training upon hire.
   

PREFERRED QUALIFICATIONS:

1. Experience working with students with special needs/high needs at the school level.
2. Experience working with high needs students. Must not be afraid of students with behavior disorders.
3. Crisis Intervention Training recommended.
4. Must not be insulted by students swearing and using inappropriate language.
5. Demonstrated ability to work with students who are in an at-risk situation.
6. Ability to communicate in another language.
7. Ability to exhibit multicultural and ethnic understanding and sensitivity with the ability to communicate effectively with all cultural groups in the school community.
8. Experience working with a diverse student population and the specific school demographics.
9. Ability to be dependable, including good habits in attendance and punctuality.
10. Must have strong communication skills.
11. Must have strong interpersonal skills working with a team of adults.
12. Must develop healthy, respectful, and positive relationships with students, parents, and staff.
13. Must be able to take initiative to do what needs to be done without being told.
14. Must be enthusiastic, positive and be a team member and able to demonstrate flexibility working with students, parents, and staff.
15. Must maintain positive learning environment and have ability to relate to all students, parents, and colleagues.
16. Desired characteristics are: flexibility; ability to organize ideas, time and materials to accomplish goals; enthusiasm; ability to express ideas clearly and understand concepts being discussed; ability to learn new ideas and skills; ability and willingness to develop favorable relationships with students; and willingness to model behavior deemed appropriate by the school district and the community.