Reach Associate™ Paraprofessional Job Description
Summary
The Reach Associate™ paraprofessional typically provides both instructional and non instructional support to a Multi-Classroom Leader™ team of teachers, as designated by the team leader, with a focus on providing small-group tutoring under the guidance of the team leader and team. The paraprofessional may supervise time on projects, skills practice, and digital learning while providing small-group tutoring. The paraprofessional may work closely with the teaching team to complete various administrative tasks and non instructional paperwork. They may also manage procedures and supervise student behavior during transitions, lunch, recess, assemblies, and other unstructured activities, and while the teacher(s) deliver instruction. All activities are guided and directed by the team leader. The paraprofessional may serve in a multi-team role, supporting several teaching teams when team members need release time to work with other teachers, or support a single team primarily through providing small-group tutoring in a tutoring lab, by pulling small groups out of classrooms, or by pushing into classrooms to work with small groups.
Responsibilities
Classroom and School Environment
- Hold students accountable for high expectations of behavior and engagement that are ambitious and measurable
- Contribute to a culture of respect, enthusiasm, and rapport
- Manage student behavior during transitions and less structured time (e.g., recess, lunch)
- Monitor independent work time in classroom while teacher provides instruction
Instruction
- Tutor small groups and individuals, under the direction and using the tools/rubrics of the supervising teachers.
- Supervise projects, skill practice, and digital learning.
Professional Responsibilities
- Solicit and eagerly receive feedback from supervisor and team members to improve professional skills
- Maintain administrative duties on behalf of teacher (such as taking attendance, entering grades, scheduling parent conferences, preparing student activities and assignments, checking homework, additional paperwork)
- Collaborate with teacher(s), tutor(s), volunteers, and digital lab monitor(s), if applicable
- Participate in professional development opportunities at school, including team leader-led on-the-job development
Qualifications
- Previous experience working with children
- Bachelor’s degree a plus, but not required
- Demonstrated interpersonal and group effectiveness working with adults and students, including interpersonal understanding and action to maintain relationships needed for success in a school or similar environment.
- Must obtain a bus license during the first year of employment, must maintain the license, and must drive a bus when needed
Hours
- Full time classified position
- Attending team planning and data meetings whenever possible
Pay
- Stipend and competitive pay, dependent upon funding.
Reports to: Principal, curriculum director and/or designated teacher
These are the critical competencies a candidate for this position should have.
Critical Competencies
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Critical Competency
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Definition
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Achievement (ACH)
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The drive and actions to set challenging goals and reach a high standard of performance despite barriers.
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Impact and Influence (I&I)
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Acting with the purpose of influencing what other people think and do.
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Interpersonal Understanding (IU)
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Understanding and interpreting others’ concerns, motives, feelings, and behaviors
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Teamwork (TMW)
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The ability and actions needed to work with others to achieve shared goals.
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Developing Others (DO)
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Influence with the specific intent to increase the short- and long-term effectiveness of another person.
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Flexibility (FL)
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The ability to adapt one’s approach to the requirements of a situation and to change tactics.
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Additional competencies critical to the paraprofessional’s administrative, noninstructional duties:
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Concern for Order (CO)
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An underlying drive to maintain or increase order in the surrounding environment.
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Serving Others (SO)
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Acting with a desire to help or serve others to meet their needs.
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Adapted from Competence at Work, Spencer and Spencer, 1993
Adapted from the Opportunity Culture portal; ©Public Impact/Opportunity Culture®, 2024. Users may not sell, lease, license, or distribute this in any way for compensation