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BRAZOS BEND ELEMENTARY SCHOOL (136)
621 CUNNINGHAM CREEK BLVD.
SUGAR LAND, 77479

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AUSTIN PARKWAY ELEM SCHOOL (126)
4400 AUSTIN PARKWAY
SUGAR LAND, 77479

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The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. 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Additional Information The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Aide (Resource/Inclusion Services). Skills: Special education support, Student safety, Behavior management, Personal care. Provide direct support to students. Implement Individualized Education Plan", "createdAt" : "2026-06-14T01:30:33.006", "lastUpdated" : "2026-06-15T08:07:48.606", "ingestTimestamp" : "2026-06-14T01:30:33.006", "mongoId" : "6960822e0937eae70e9c7f3c", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 30000, "salaryAnnualMax" : 40000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavior charting", "Student progress charting", "Data charting", "Special education support", "Student safety", "Behavior management", "Personal care", "Behavioral strategy implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Progress documentation", "Instructional material preparation", "Individualized Education Plan", "Least restrictive environment", "ARD documents", "Special needs students", "Behavior intervention strategies", "Physical restraint strategies", "Aggressive behaviors", "Self-injurious behaviors", "Disruptive behaviors", "Self-stimulatory behaviors", "Childhood illnesses", "Pre-teen illnesses", "Teen illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 30, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f44", "title" : "Aide Special Education Resource/Inclusion Services - Ridgemont Early Literacy Center", "industry" : "Education", "salary" : { "min" : 35000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Houston, TX, adjusted for the Education industry." }, "location" : "TEXAS-HOUSTON-EARLY LITERACY CENTER-RME", "locations" : [ "TEXAS-HOUSTON-EARLY LITERACY CENTER-RME", "
EARLY LITERACY CENTER-RME (158)
5353 RIDGE CREEK CIRCLE
HOUSTON, 77053

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T00:17:48.998", "fingerprint" : "4a6084f6c2df31f1d21cb7d8d7f3b9ac5f5b5b63ab1a242de7011e2588f0125d", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=180451", "externalId" : "180451", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Houston", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.7589382,-95.3676974" } ], "locationText" : "Houston, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress charting", "Instructional material preparation" ], "hardSkillsList" : [ "IEP implementation", "Behavior documentation", "Student progress charting", "Confidentiality" ], "hardSkills" : [ { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior documentation", "level" : "intermediate" }, { "name" : "Student progress charting", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student safety, Behavior management, Personal care", "majorSkillsList" : [ "Special education support", "Student safety", "Behavior management", "Personal care" ], "coreResponsibilities" : "Provide direct support to students, Assist teachers and staff, Implement student's Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an engaging environment, Interact with students in various settings, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students at all times, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect data on student progress, Document student progress, Chart student progress, Work collaboratively with campus staff, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaborate with campus staff; Collaborate with teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavior intervention strategies; Physical restraint strategies; Childhood illnesses", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavior-intervention-strategies", "physical-restraint-strategies", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavior intervention strategies", "Physical restraint strategies", "Childhood illnesses" ], "toolProficiency" : [ "Windows Operating System", "Microsoft Office" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student progress documentation; IEP target documentation; Behavior documentation; Service implementation logs; Accommodation logs", "continuousLearning" : "Professional development attendance", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather exposure, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses, Maintain emotional control under stress, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Lifting/carrying items < 40 pounds, Use hands to finger/handle/feel, Reach with hands, Talk or hear, Specific vision abilities, Close vision, Color vision, Ability to adjust focus, Irregular hours", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival/departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-HOUSTON", "summaryDescription" : "Aide Special Education Resource/Inclusion Services - Ridgemont Early Literacy Center. Skills: Special education support, Student safety, Behavior management, Personal care. Provide direct support to students. Assist teachers and staff", "createdAt" : "2026-06-14T20:48:25.609", "lastUpdated" : "2026-06-16T00:17:48.998", "ingestTimestamp" : "2026-06-14T20:48:25.609", "mongoId" : "6960822e0937eae70e9c7f44", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 35000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavior documentation", "Student progress charting", "Confidentiality", "Special education support", "Student safety", "Behavior management", "Personal care", "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Data collection", "Progress charting", "Instructional material preparation", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavior intervention strategies", "Physical restraint strategies", "Childhood illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Windows Operating System", "Microsoft Office" ], "skillCount" : 24, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f61", "title" : "Teacher Special Education Elementary - RDSPD 2025-2026", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-SETTLERS WAY ELEMENTARY SCHOOL", "
SETTLERS WAY ELEMENTARY SCHOOL (120)
3015 SETTLERS WAY BLVD.
SUGAR LAND, 77479

" ], "certifications" : [ "Valid Texas Teacher Certification", "Teacher of the Deaf Certification", "De-Escalation/Restraint Certification", "Assessment of Sign Communication" ], "timestamp" : "2026-06-15T06:50:44.772", "fingerprint" : "27ec1afa0902c0c3da983c4d4407ead22825cd0d4b023203d975a0e5a6ecc7a7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=138948", "externalId" : "138948", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disabilities knowledge" ], "hardSkillsList" : [ "Sign communication", "Instructional planning", "Curriculum adaptation", "Behavior intervention" ], "hardSkills" : [ { "name" : "Sign communication", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Curriculum adaptation", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" } ], "majorSkills" : "Deaf Education, IEP development, Total Communication", "majorSkillsList" : [ "Deaf Education", "IEP development", "Total Communication" ], "coreResponsibilities" : "Provide direct classroom instruction, Conduct instructional services, Work collaboratively with parents, Apply knowledge of human development, Plan and implement curriculum, Prepare lesson plans, Prepare and organize materials, Use adaptive equipment, Implement students' IEPs, Provide for basic needs, Safeguard confidentiality, Use assessment procedures, Document student progress, Maintain accurate records, Collaborate with staff, Direct activities of aide, Participate in ARD meetings, Support student services, Provide direction to staff, Consult with staff, Train staff, Work with administration, Plan RDSPD information, Provide RDSPD information, Interact with support staff, Collaborate with support staff, Meet needs of students, Participate in training, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel; Collaborate with staff; Collaborate with RDSPD support staff; Collaborate with administrative staff; Interact with RDSPD support staff", "domainKnowledge" : "Total Communication Classrooms", "domainList" : [ "total-communication-classrooms" ], "domainSpecificKnowledge" : [ "Total Communication Classrooms" ], "toolProficiency" : [ "Adaptive equipment", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication; Sign communication", "documentationSkills" : "Maintain accurate records; Document student progress", "continuousLearning" : "Professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Inclement weather, Lifting and positioning students, Controlling behavior, Hands-on intervention, Physical restraint strategies, Intervene with student behavior, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's Degree in Deaf Education, Valid Texas Teacher Certification, Demonstrate competency through HOUSSE, De-Escalation/Restraint Certification required, Assessment of Sign Communication required", "qualificationsPreferred" : "Master's Degree in Deaf Education", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Elementary RDSPD will provide direct classroom instruction in academic, behavior, social and self-care, consistent with requirements of state and federal laws as specified in each student's Individual Education Plan's skills for student in the Regional Day School Program for the Deaf. Position Description Essential Duties and Responsibilities Service Delivery Conduct instructional services that are appropriate and consistent with goals contained in students' Individualized Education Plan (IEP) to meet their unique needs and are consistent with state and federal laws Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Education Plan (IEP) goals and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modification, and adaptations Prepare lesson plans that are developmentally and age-appropriate based on the student's IEP Prepare and organize materials to implement daily lesson plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers to address unique needs of the student Fully implement students' IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Provide for basic needs of students including, but not limited to, toileting, feeding, and caring for students who are not able to care for themselves Compliance Safeguard confidentiality with regard to students with disabilities Use various types of assessment procedures to determine students' present academic and functional levels, progress, and document ongoing student progress, maintaining accurate and consistent records Collaborate with staff to meet campus, district, and program needs and timelines Program Support Direct the activities of an educational aide or interpreter of the deaf Participate in and/or prepare paperwork for Admission, Review, and Dismissal (ARD) meetings Support student services provided at the campus level for students in the RDSPD Provide direction, consultation, and training services for campus staff and parents related to the unique instructional needs of deaf and hard of hearing students Work with program administration to plan and provide RDSPD information to parents and campus staff Interact and collaborate with RDSPD support staff and administrative staff to help meet the needs of students Participate in campus, district, and program training and professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's Degree in Deaf Education or related field Master's Degree in Deaf Education or related field preferred Valid Texas Teacher Certification for Teacher of the Deaf Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's 2010 and 2011 High Objective Uniform State Standard of Evaluation (HOUSSE), required De-Escalation/Restraint Certification District-provided training required within 30 days of providing instruction Assessment of Sign Communication (TASC) for Total Communication Classroom Environments required within 1 year for Total Communication Classrooms Experience preferred but not required Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, oral and written and sign Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. This position is funded through grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Teacher Special Education Elementary - RDSPD 2025-2026. Skills: Deaf Education, IEP development, Total Communication. Provide direct classroom instruction. Conduct instructional services", "createdAt" : "2026-06-14T08:14:30.479", "lastUpdated" : "2026-06-15T06:50:44.772", "ingestTimestamp" : "2026-06-14T08:14:30.479", "mongoId" : "6960822e0937eae70e9c7f61", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Sign communication", "Instructional planning", "Curriculum adaptation", "Behavior intervention", "Deaf Education", "IEP development", "Total Communication", "Human development", "Disabilities knowledge", "Total Communication Classrooms", "Valid Texas Teacher Certification", "Teacher of the Deaf Certification", "De-Escalation/Restraint Certification", "Assessment of Sign Communication", "Adaptive equipment", "Assistive technology" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a5ae", "title" : "Middle School: Aide Special Education Resource/Inclusive Services 2026-2027", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an entry-level Special Education Aide in Texas, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T00:46:24.200", "fingerprint" : "6c29ffba7f6bf41fe07254545b5c66939a5a62262251b78a33946a0c36341db2", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186334", "externalId" : "186334", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Data collection", "Documentation" ], "hardSkillsList" : [ "IEP implementation", "Behavioral intervention", "Personal care services", "Student progress charting" ], "hardSkills" : [ { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavioral intervention", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Student progress charting", "level" : "intermediate" } ], "majorSkills" : "Special education support, IEP implementation, Behavior management", "majorSkillsList" : [ "Special education support", "IEP implementation", "Behavior management" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement Individualized Education Plan, Document student's IEP, Maintain safe environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Collect student progress data, Document student progress, Chart student progress, Attend professional development, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaborate with campus staff; Collaborate with teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Least restrictive environment; Behavioral intervention strategies; Personal care services", "domainList" : [ "special-education", "individualized-education-plan", "least-restrictive-environment", "behavioral-intervention-strategies", "personal-care-services" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Personal care services" ], "toolProficiency" : [ "Windows OS", "Microsoft Office" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student progress charting; IEP documentation; Behavior data collection", "continuousLearning" : "Attend professional development", "specialRequirements" : "Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Hands-on behavior intervention, Physical restraint strategies, Intervene with student behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional assessment, Texas Educational Aide Certification, De-Escalation/Restraint Certification, Proficient in Windows OS, Proficient in Microsoft Office applications", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education Resource/Inclusion Services, will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival/departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be up to, but not more than 50% of the work day Collect data, document and chart student progress in collaboration with the teacher Work collaboratively with campus staff who interact with students who have special needs Attend professional development as assigned or required by campus and/or district Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours Or passing score on the Para Professional assessment of Knowledge and Skills Test Texas Educational Aide Certification Obtain within 10 days of hire De-Escalation/Restraint Certification Obtain within 30 days of hire (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee may be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position may require lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals may be expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "Middle School: Aide Special Education Resource/Inclusive Services 2026-2027. Skills: Special education support, IEP implementation, Behavior management. Provide direct support to students. Assist teacher and staff", "createdAt" : "2026-06-14T18:46:47.838", "lastUpdated" : "2026-06-16T00:46:24.200", "ingestTimestamp" : "2026-06-14T18:46:47.838", "mongoId" : "69ce5e5f9bc74574cb67a5ae", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP implementation", "Behavioral intervention", "Personal care services", "Student progress charting", "Special education support", "Behavior management", "Behavioral strategies implementation", "Academic lesson implementation", "Data collection", "Documentation", "Special education", "Individualized Education Plan", "Least restrictive environment", "Behavioral intervention strategies", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Windows OS", "Microsoft Office" ], "skillCount" : 18, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f32", "title" : "Special Education Aide (Behavior Support Services) - Dulles Middle School 2025-2026", "industry" : "Education", "salary" : { "min" : 36000.0, "max" : 48000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Sugar Land, TX, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-DULLES MIDDLE SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-DULLES MIDDLE SCHOOL", "
DULLES MIDDLE SCHOOL (41)
500 DULLES AVENUE
SUGAR LAND, 77478

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T22:22:21.192", "fingerprint" : "34e7bfe73e80c9e3dd1f34ee6430d18b7f232eef6acb452c1682465332e873d6", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183187", "externalId" : "183187", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavior Support", "Instructional Activities", "Data Collection", "Data Analysis", "Lesson Planning", "Social Skills Training", "Crisis Intervention" ], "hardSkillsList" : [ "IEP Implementation", "Behavior Intervention Plans", "Positive Behavior Support", "Lesson Plan Implementation", "Social Skills Curriculum" ], "hardSkills" : [ { "name" : "IEP Implementation", "level" : "intermediate" }, { "name" : "Behavior Intervention Plans", "level" : "intermediate" }, { "name" : "Positive Behavior Support", "level" : "intermediate" }, { "name" : "Lesson Plan Implementation", "level" : "intermediate" }, { "name" : "Social Skills Curriculum", "level" : "intermediate" } ], "majorSkills" : "Behavior Support Services, IEP Implementation, Student Support", "majorSkillsList" : [ "Behavior Support Services", "IEP Implementation", "Student Support" ], "coreResponsibilities" : "Provide academic support, Provide behavior support, Provide social support, Provide self-care support, Implement students' IEPs, Document students' IEPs, Maintain safe environment, Maintain engaging environment, Provide consistent expectations, Provide consistent routines, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement Behavior Support Services Critical Elements, Implement academic lessons, Implement functional lessons, Maintain collaborative relationships, Execute behavioral strategies, Collect data, Analyze data, Assist students with personal care, Understand lesson plans, Implement lesson plans, Prepare behavioral materials, Organize behavioral materials, Prepare instructional materials, Organize instructional materials, Conduct social skills training, Monitor student behaviors, Safeguard confidentiality, Record service implementation, Conduct professional activities, Maintain communication with staff, Participate in professional development", "teamCollaboration" : "Collaborate with teacher; Collaborate with general education teachers; Collaborate with school personnel", "domainKnowledge" : "Emotional Disabilities; Behavioral Disabilities; Special Education; IEP; ARD documentation; BIP; Crisis Intervention Training", "domainList" : [ "emotional-disabilities", "behavioral-disabilities", "special-education", "iep", "ard-documentation", "bip", "crisis-intervention-training" ], "domainSpecificKnowledge" : [ "Emotional Disabilities", "Behavioral Disabilities", "Special Education", "IEP", "ARD documentation", "BIP", "Crisis Intervention Training" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation; Document IEPs", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Data analysis", "specialRequirements" : "Work outside 25 percent, Exposure to elements, Exposure to inclement weather, Exposure to bodily fluids, Physically restrain students, Lift up to adult size student, Maintain emotional control, Respond to risk behavior, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Special Education Aide (Behavior Support Services) - Dulles Middle School 2025-2026. Skills: Behavior Support Services, IEP Implementation, Student Support. Provide academic support. Provide behavior support", "createdAt" : "2026-06-14T19:53:20.886", "lastUpdated" : "2026-06-15T22:22:21.192", "ingestTimestamp" : "2026-06-14T19:53:20.886", "mongoId" : "6960822e0937eae70e9c7f32", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 36000, "salaryAnnualMax" : 48000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP Implementation", "Behavior Intervention Plans", "Positive Behavior Support", "Lesson Plan Implementation", "Social Skills Curriculum", "Behavior Support Services", "Student Support", "Behavior Support", "Instructional Activities", "Data Collection", "Data Analysis", "Lesson Planning", "Social Skills Training", "Crisis Intervention", "Emotional Disabilities", "Behavioral Disabilities", "Special Education", "IEP", "ARD documentation", "BIP", "Crisis Intervention Training", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 24, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f0f", "title" : "Aide Special Education (Communication Language and Social Skills) - Austin Parkway Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 33000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry level Aide Special Education in Sugar Land, TX, adjusted for the Education industry." }, "location" : "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-AUSTIN PARKWAY ELEM SCHOOL", "
AUSTIN PARKWAY ELEM SCHOOL (126)
4400 AUSTIN PARKWAY
SUGAR LAND, 77479

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-16T00:46:59.421", "fingerprint" : "6e8f03ff6dcd67be5db33fdbe4c4e0613a13ac7b8ed7592605373bad8ff2e73c", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184068", "externalId" : "184068", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "majorSkills" : "Special Education, Communication skills, Language skills, Social skills", "majorSkillsList" : [ "Special Education", "Communication skills", "Language skills", "Social skills" ], "coreResponsibilities" : "Provide direct support to students, Assist teacher and staff, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an engaging environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Intervene using behavior strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Record implementation of services, Record implementation of supports, Collect data on IEP targets, Collect data on behavior, Prepare instructional materials", "teamCollaboration" : "Collaboration with the teacher", "domainKnowledge" : "Special education; Individualized Education Plan; Behavior intervention strategies; Personal care services; ARD documents", "domainList" : [ "special-education", "individualized-education-plan", "behavior-intervention-strategies", "personal-care-services", "ard-documents" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Plan", "Behavior intervention strategies", "Personal care services", "ARD documents" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record implementation of services; Record implementation of supports; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "specialRequirements" : "Lifting/carrying less than 40 pounds, Use hands to finger, handle, or feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Work outside up to 25%, Exposed to elements, Exposed to inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Potential exposure to bodily fluids, Frequent childhood illnesses, Frequent pre-teen illnesses, Frequent teen illnesses, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification, Applied Behavior Analysis (ABA) training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education CLASS, will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival / departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others. Implement academic /functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training preferred or required to obtain once hired Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Communication Language and Social Skills) - Austin Parkway Elementary 2025-2026. Skills: Special Education, Communication skills, Language skills, Social skills. Provide direct support to students. Assist teacher and staff", "createdAt" : "2026-06-14T20:48:25.921", "lastUpdated" : "2026-06-16T00:46:59.421", "ingestTimestamp" : "2026-06-14T20:48:25.921", "mongoId" : "6960822e0937eae70e9c7f0f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 33000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Special Education", "Communication skills", "Language skills", "Social skills", "Special education", "Individualized Education Plan", "Behavior intervention strategies", "Personal care services", "ARD documents", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training", "Microsoft Office" ], "skillCount" : 13, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6960f2910937eae70eaea3d3", "title" : "Bus Monitor: Special Education (Spring 2025-2026)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Bus Monitor in Sugar Land, United States, with adjustments for the education industry." }, "location" : "TEXAS-SUGAR LAND", "locations" : [ "TEXAS-SUGAR LAND" ], "timestamp" : "2026-06-16T00:45:02.206", "fingerprint" : "c3c8e615523ef50e69e032f43a330e6d6c0fad47d3f5059165dacd1b9a719d08", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183967", "externalId" : "183967", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "majorSkills" : "Special education transportation, Student safety, Student supervision", "majorSkillsList" : [ "Special education transportation", "Student safety", "Student supervision" ], "coreResponsibilities" : "Provide safe transportation service, Ensure comfortable ride for students, Maintain harmonious relation with staff, Secure students with safety equipment, Provide physical assistance to students, Assist students getting on or off bus, Assist students finding their seat, Assist with seat belts, Assist with backpacks, Assist in operation of wheelchair lift, Assist driver with special equipment, Perform pre- & post- trip inspections, Assist and guide driver to follow route, Keep vehicle interior clean, Establish and maintain good rapport with students, Assist driver in maintaining bus binder, Attend training sessions for critical care, Attend in-service, safety meetings and training, Assist in reporting accidents, Assist in reporting vehicle damage, Assist in reporting mechanical failures, Assist in reporting student injuries, Administer and enforce student discipline, Prepare discipline reports, Adhere to student Individual Education Plan documents, Maintain confidentiality", "teamCollaboration" : "Transportation staff; District administrators; Teachers; Coaches; Community members; School personnel; Co-workers", "domainKnowledge" : "Special education students; Special education transportation; Critical care services; Student Individual Education Plan", "domainList" : [ "special-education-students", "special-education-transportation", "critical-care-services", "student-individual-education-plan" ], "domainSpecificKnowledge" : [ "Special education students", "Special education transportation", "Critical care services", "Student Individual Education Plan" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Discipline reports; Student attendance records; Bus binder maintenance", "continuousLearning" : "Attend training sessions; Attend in-service meetings; Attend safety meetings", "specialRequirements" : "Physically assist passengers in evacuation, Climb in and out of bus, Maintain emotional control under stress, Pulling and pushing up to 300 pounds, Jump from height of 3 to 5 feet, Work in inclement weather, Endure heat and humidity, Endure bumpy ride, Exposure to dust, Exposure to traffic fumes, Exposure to high noise level, Deal with mentally challenged children, Deal with life threatening emergencies, Work prolonged or irregular hours, Work evenings and weekends, Work outside and inside, Travel to various campuses, Travel to district meeting sites, Travel to conferences/meetings", "qualificationsBasic" : "Ability to follow written and verbal instructions, Ability to operate safety equipment, Ability to manage student behavior, Effective interpersonal and communication skills, Ability to read a map", "qualificationsPreferred" : "High School Diploma or GED, Experience working with special education students, Knowledge of policies and procedures for transporting special education students", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Monitor Bus Special Education will provide safe, efficient, and reliable transportation service by riding various school buses and ensuring a comfortable ride for students being transported to and from school as well as related activities while maintaining a harmonious relation with transportation staff, district administrators, teachers, coaches and community members. Position Description Essential Duties and Responsibilities Operation Contribute to the care and safety of students by freeing the Bus Driver to operate the bus in a safe manner and properly securing students and self with provided safety equipment Assist the special ed students by providing physical assistance, and/or supervision by helping them get on or off the bus, find their seat, putting on or taking off seat belt, putting on or taking off their backpacks ensuring them a safe and comfortable bus ride to and from school as well as related activities Assist in the operation of wheelchair lift equipment; assist the driver in the use of special equipment such as safety vests, seat belts, and wheelchair tie-downs and assist students in braces and on crutches Perform Pre- & Post- Trip inspections of Special Ed Equipment in accordance with Fort Bend ISD Policies & Procedures Assist and guide a driver to follow assigned route and adhere to established schedules Required to keep the interior of the assigned vehicle clean, presentable in accordance with Fort Bend ISD Policies & Procedures Must be able to physically assist passengers in evacuation of the vehicle in case of emergency Establish and maintain good rapport with students, parents, school personnel and co-workers Administrative Assist the driver in maintaining the Special Needs bus binder of student and bus information including up-to-date route information, turn-by-turn directions and ridership information, such as student attendance records Attend training sessions needed to care for special education students requiring critical care services such as suctioning, suppositories, tracheotomy cleaning, and other special procedures to maintain a high proficiency level Attend required in-service, safety meetings and training sessions Assist in reporting with all accidents, vehicle damage, mechanical failures, student injuries, and assist in completing required reports Demonstrate punctuality and reliability by regular attendance to meet students' needs Administer and enforce student discipline in accordance with Fort Bend ISD Policies & Procedures and prepare discipline reports as necessary Adhere to student Individual Education Plan documents and maintain confidentiality Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. High School Diploma or GED preferred Ability to follow written and verbal instructions Ability to operate safety equipment Ability to manage student behavior Effective interpersonal and communication skills, both orally and in writing Ability to read a map and use maps preferred Experience working with special education students preferred Some knowledge of the policies, procedures, methods, techniques, equipment, precautions and safety measures involved in transporting and caring for special education students preferred Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Conditions include operating in inclement weather, heat and humidity, enduring a bumpy ride, and exposure to possible injury due to traffic accidents. Must be able to physically climb in and out of the school bus emergency doors to evacuate the bus in an emergency. There is considerable exposure to dust, traffic fumes, and high noise level from both outside traffic as well as from passengers. Psychological factors include dealing with mentally challenged children and adults, dealing with life threatening emergencies. Requires sufficient physical strength, agility, and dexterity to perform all essential tasks, pulling and pushing up to 300 pounds, such as an electric wheelchair, reaching in front of body and stretching overhead. Ability to jump from a height of 3 to 5 feet for bus evacuation. Duties also require frequent walking, sitting, bending, squatting, twisting, kneeling, stooping, and climbing. Requires climbing in and out of bus service door multiple times per shift. Work also requires visual acuity and physical dexterity in the frequent use of hand-eye coordination and manipulative skills using fingers, limbs and body in operating special equipment and assisting special education students. Employee is exposed to potential road hazards, including accidents, fumes from exhausts, loud noises, vehicles with and without AC, and adverse weather and climatic conditions. Employee is also exposed to potential physical hazards when operating wheelchair lift and other special equipment, and when assisting students. Work may expose employee to potential biological hazards from student body fluids. Work requires compliance with safety procedures and may require the use of safety clothing and equipment. Work outside and inside. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position may travel to various campuses, district meeting sites and conferences/meetings. This position may require the employee to work some evenings and weekends. TEXAS-SUGAR LAND", "summaryDescription" : "Bus Monitor: Special Education (Spring 2025-2026). Skills: Special education transportation, Student safety, Student supervision. Provide safe transportation service. Ensure comfortable ride for students", "createdAt" : "2026-06-14T20:48:34.899", "lastUpdated" : "2026-06-16T00:45:02.206", "ingestTimestamp" : "2026-06-14T20:48:34.899", "mongoId" : "6960f2910937eae70eaea3d3", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Special education transportation", "Student safety", "Student supervision", "Special education students", "Critical care services", "Student Individual Education Plan" ], "skillCount" : 6, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f51", "title" : "Bus Monitor: Special Education (Fall 2025-2026)", "industry" : "Education", "salary" : { "min" : 28000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Bus Monitor: Special Education role in Sugar Land, United States, adjusted for entry-level seniority and the education industry." }, "location" : "TEXAS-SUGAR LAND", "locations" : [ "TEXAS-SUGAR LAND" ], "timestamp" : "2026-06-16T01:49:58.489", "fingerprint" : "a764ba614f8b4454e41e45d8ed35a72ac04d7b7050344592e0cfd54297f04acc", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=177307", "externalId" : "177307", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "professionalSkills" : [ "Student transportation", "Special education", "Safety procedures", "Route adherence", "Ridership information" ], "hardSkillsList" : [ "Physical assistance", "Wheelchair lift operation", "Pre-trip inspections", "Post-trip inspections", "Student discipline", "Confidentiality" ], "hardSkills" : [ { "name" : "Physical assistance", "level" : "intermediate" }, { "name" : "Wheelchair lift operation", "level" : "intermediate" }, { "name" : "Pre-trip inspections", "level" : "intermediate" }, { "name" : "Post-trip inspections", "level" : "intermediate" }, { "name" : "Student discipline", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" } ], "majorSkills" : "Special education transportation, Student safety, Student supervision", "majorSkillsList" : [ "Special education transportation", "Student safety", "Student supervision" ], "coreResponsibilities" : "Provide safe transportation service, Ensure comfortable ride for students, Maintain harmonious relation with staff, Assist driver to operate bus safely, Secure students with safety equipment, Provide physical assistance to students, Help students get on or off bus, Help students find their seat, Assist with seat belts, Assist with backpacks, Assist in operation of wheelchair lift, Assist driver with special equipment, Assist students in braces, Assist students on crutches, Perform pre-trip inspections of special ed equipment, Perform post-trip inspections of special ed equipment, Assist and guide driver to follow assigned route, Adhere to established schedules, Keep interior of vehicle clean, Keep interior of vehicle presentable, Establish and maintain good rapport with students, Establish and maintain good rapport with parents, Establish and maintain good rapport with school personnel, Establish and maintain good rapport with co-workers, Assist driver in maintaining special needs bus binder, Maintain up-to-date route information, Maintain turn-by-turn directions, Maintain ridership information, Maintain student attendance records, Attend training sessions for critical care services, Attend required in-service sessions, Attend safety meetings, Attend training sessions, Assist in reporting accidents, Assist in reporting vehicle damage, Assist in reporting mechanical failures, Assist in reporting student injuries, Complete required reports, Demonstrate punctuality, Demonstrate reliability, Administer student discipline, Enforce student discipline, Prepare discipline reports, Adhere to student Individual Education Plan documents, Maintain confidentiality", "teamCollaboration" : "Transportation staff; District administrators; Teachers; Coaches; Community members; School personnel; Co-workers", "domainKnowledge" : "Special education students; Special education transportation; Critical care services", "domainList" : [ "special-education-students", "special-education-transportation", "critical-care-services" ], "domainSpecificKnowledge" : [ "Special education students", "Special education transportation", "Critical care services" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Discipline reports; Student information binder", "continuousLearning" : "Training sessions; In-service sessions; Safety meetings; Professional development", "specialRequirements" : "Physical assistance required, Wheelchair lift operation, Evacuate vehicle in emergency, Climb in and out of bus, Pulling and pushing up to 300 pounds, Jump from height of 3 to 5 feet, Work in inclement weather, Work in heat and humidity, Endure bumpy ride, Exposure to dust, Exposure to traffic fumes, Exposure to high noise level, Deal with mentally challenged children, Deal with mentally challenged adults, Deal with life threatening emergencies, Work prolonged hours, Work irregular hours, Maintain emotional control under stress, Travel to various campuses, Work evenings, Work weekends", "outcomesObjectives" : "Ensure safe and comfortable bus ride", "qualificationsBasic" : "Ability to follow written and verbal instructions, Ability to operate safety equipment, Ability to manage student behavior, Effective interpersonal and communication skills, Ability to read a map", "qualificationsPreferred" : "High School Diploma or GED, Experience working with special education students, Knowledge of policies and procedures for transporting special education students", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Monitor Bus Special Education will provide safe, efficient, and reliable transportation service by riding various school buses and ensuring a comfortable ride for students being transported to and from school as well as related activities while maintaining a harmonious relation with transportation staff, district administrators, teachers, coaches and community members. Position Description Essential Duties and Responsibilities Operation Contribute to the care and safety of students by freeing the Bus Driver to operate the bus in a safe manner and properly securing students and self with provided safety equipment Assist the special ed students by providing physical assistance, and/or supervision by helping them get on or off the bus, find their seat, putting on or taking off seat belt, putting on or taking off their backpacks ensuring them a safe and comfortable bus ride to and from school as well as related activities Assist in the operation of wheelchair lift equipment; assist the driver in the use of special equipment such as safety vests, seat belts, and wheelchair tie-downs and assist students in braces and on crutches Perform Pre- & Post- Trip inspections of Special Ed Equipment in accordance with Fort Bend ISD Policies & Procedures Assist and guide a driver to follow assigned route and adhere to established schedules Required to keep the interior of the assigned vehicle clean, presentable in accordance with Fort Bend ISD Policies & Procedures Must be able to physically assist passengers in evacuation of the vehicle in case of emergency Establish and maintain good rapport with students, parents, school personnel and co-workers Administrative Assist the driver in maintaining the Special Needs bus binder of student and bus information including up-to-date route information, turn-by-turn directions and ridership information, such as student attendance records Attend training sessions needed to care for special education students requiring critical care services such as suctioning, suppositories, tracheotomy cleaning, and other special procedures to maintain a high proficiency level Attend required in-service, safety meetings and training sessions Assist in reporting with all accidents, vehicle damage, mechanical failures, student injuries, and assist in completing required reports Demonstrate punctuality and reliability by regular attendance to meet students' needs Administer and enforce student discipline in accordance with Fort Bend ISD Policies & Procedures and prepare discipline reports as necessary Adhere to student Individual Education Plan documents and maintain confidentiality Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. High School Diploma or GED preferred Ability to follow written and verbal instructions Ability to operate safety equipment Ability to manage student behavior Effective interpersonal and communication skills, both orally and in writing Ability to read a map and use maps preferred Experience working with special education students preferred Some knowledge of the policies, procedures, methods, techniques, equipment, precautions and safety measures involved in transporting and caring for special education students preferred Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Conditions include operating in inclement weather, heat and humidity, enduring a bumpy ride, and exposure to possible injury due to traffic accidents. Must be able to physically climb in and out of the school bus emergency doors to evacuate the bus in an emergency. There is considerable exposure to dust, traffic fumes, and high noise level from both outside traffic as well as from passengers. Psychological factors include dealing with mentally challenged children and adults, dealing with life threatening emergencies. Requires sufficient physical strength, agility, and dexterity to perform all essential tasks, pulling and pushing up to 300 pounds, such as an electric wheelchair, reaching in front of body and stretching overhead. Ability to jump from a height of 3 to 5 feet for bus evacuation. Duties also require frequent walking, sitting, bending, squatting, twisting, kneeling, stooping, and climbing. Requires climbing in and out of bus service door multiple times per shift. Work also requires visual acuity and physical dexterity in the frequent use of hand-eye coordination and manipulative skills using fingers, limbs and body in operating special equipment and assisting special education students. Employee is exposed to potential road hazards, including accidents, fumes from exhausts, loud noises, vehicles with and without AC, and adverse weather and climatic conditions. Employee is also exposed to potential physical hazards when operating wheelchair lift and other special equipment, and when assisting students. Work may expose employee to potential biological hazards from student body fluids. Work requires compliance with safety procedures and may require the use of safety clothing and equipment. Work outside and inside. May work prolonged or irregular hours and must be able to maintain emotional control under stress. This position may travel to various campuses, district meeting sites and conferences/meetings. This position may require the employee to work some evenings and weekends. TEXAS-SUGAR LAND", "summaryDescription" : "Bus Monitor: Special Education (Fall 2025-2026). Skills: Special education transportation, Student safety, Student supervision. Provide safe transportation service. Ensure comfortable ride for students", "createdAt" : "2026-06-14T19:46:14.800", "lastUpdated" : "2026-06-16T01:49:58.489", "ingestTimestamp" : "2026-06-14T19:46:14.800", "mongoId" : "6960822e0937eae70e9c7f51", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical assistance", "Wheelchair lift operation", "Pre-trip inspections", "Post-trip inspections", "Student discipline", "Confidentiality", "Special education transportation", "Student safety", "Student supervision", "Student transportation", "Special education", "Safety procedures", "Route adherence", "Ridership information", "Special education students", "Critical care services" ], "skillCount" : 16, "jobCategory" : "operations", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.95 }, { "id" : "6960822e0937eae70e9c7f14", "title" : "Teacher Special Education (Academic, Behavior, and Communication) - James Neill Elementary 2025-2026", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 95000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Special Education Teacher in Richmond, United States, adjusted for the education industry." }, "location" : "TEXAS-RICHMOND-JAMES C. NEILL ELEMENTARY", "locations" : [ "TEXAS-RICHMOND-JAMES C. NEILL ELEMENTARY", "
JAMES C. NEILL ELEMENTARY (154)
3830 HARVEST CORNER DRIVE
RICHMOND, 77406

" ], "certifications" : [ "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-16T07:41:49.903", "fingerprint" : "ba9188f52a917b5b90d9573470c034a1eb80d2a85902db837ff0220c4c798097", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184027", "externalId" : "184027", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.5821811,-95.7607832" } ], "locationText" : "Richmond, Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Lesson planning", "Data collection", "Record maintenance", "Instructional planning", "Behavioral planning", "Social emotional planning", "Progress reporting" ], "hardSkillsList" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Self-care skills instruction", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "IEP implementation", "Behavioral intervention plans", "Social skills development", "Curriculum modification", "Material modification", "General education collaboration", "Prerequisite skills knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Annual objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "SHARS documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral skills", "Written skills", "Technology equipment use", "Software program use" ], "hardSkills" : [ { "name" : "Academic instruction", "level" : "intermediate" }, { "name" : "Behavioral instruction", "level" : "intermediate" }, { "name" : "Communication skills instruction", "level" : "intermediate" }, { "name" : "Self-care skills instruction", "level" : "intermediate" }, { "name" : "Adaptive equipment use", "level" : "intermediate" }, { "name" : "Assistive technology use", "level" : "intermediate" }, { "name" : "Personal care", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavioral intervention plans", "level" : "intermediate" }, { "name" : "Social skills development", "level" : "intermediate" }, { "name" : "Curriculum modification", "level" : "intermediate" }, { "name" : "Material modification", "level" : "intermediate" }, { "name" : "General education collaboration", "level" : "intermediate" }, { "name" : "Prerequisite skills knowledge", "level" : "intermediate" }, { "name" : "TEKS compliance", "level" : "intermediate" }, { "name" : "Confidentiality", "level" : "intermediate" }, { "name" : "Parent collaboration", "level" : "intermediate" }, { "name" : "Student collaboration", "level" : "intermediate" }, { "name" : "School community collaboration", "level" : "intermediate" }, { "name" : "IEP development", "level" : "intermediate" }, { "name" : "PLAAFP development", "level" : "intermediate" }, { "name" : "Annual goals development", "level" : "intermediate" }, { "name" : "Annual objectives development", "level" : "intermediate" }, { "name" : "ARD document preparation", "level" : "intermediate" }, { "name" : "District guidelines adherence", "level" : "intermediate" }, { "name" : "State guidelines adherence", "level" : "intermediate" }, { "name" : "Federal guidelines adherence", "level" : "intermediate" }, { "name" : "SHARS program tasks", "level" : "intermediate" }, { "name" : "SHARS documentation", "level" : "intermediate" }, { "name" : "Professional development participation", "level" : "intermediate" }, { "name" : "Paraprofessional support", "level" : "intermediate" }, { "name" : "Paraprofessional direction", "level" : "intermediate" }, { "name" : "Oral skills", "level" : "intermediate" }, { "name" : "Written skills", "level" : "intermediate" }, { "name" : "Technology equipment use", "level" : "intermediate" }, { "name" : "Software program use", "level" : "intermediate" } ], "majorSkills" : "Special Education, Academic Instruction, Behavioral Instruction, Communication Instruction", "majorSkillsList" : [ "Special Education", "Academic Instruction", "Behavioral Instruction", "Communication Instruction" ], "coreResponsibilities" : "Provide instruction to students, Develop skills and knowledge, Access grade-level curriculum, Use accommodations and modifications, Prepare lesson plans, Organize instructional materials, Execute behavioral strategies, Intervene using behavior strategies, Use physical restraint when necessary, Utilize data collection tools, Use assessment results, Document student programs, Maintain accurate records, Monitor instructional plans, Adjust instructional plans, Monitor behavioral plans, Adjust behavioral plans, Monitor social emotional plans, Adjust social emotional plans, Use adaptive equipment, Use assistive technology, Facilitate learning, Facilitate communication, Facilitate mobility, Facilitate positioning, Fully implement students' IEPS, Implement behavioral intervention plans, Implement social skills plans, Implement accommodations, Implement modifications, Provide for basic student needs, Assist with personal care, Assist with toileting, Assist with feeding, Collaborate with general education teachers, Ensure IEP implementation, Maintain knowledge of prerequisite skills, Maintain understanding of TEKS, Maintain confidentiality, Work collaboratively with parents, Work collaboratively with students, Work collaboratively with school personnel, Develop individual education programs, Develop present levels of academic achievement, Develop present levels of functional performance, Develop Annual Goals, Develop Objectives, Arrange ARD documents, Prepare ARD documents, Participate in Full Individual Evaluation, Provide progress reports to parents, Participate in ARD meetings, Follow district guidelines, Follow state guidelines, Follow federal guidelines, Conduct SHARS program tasks, Maintain SHARS program tasks, Document SHARS services, Participate in professional development, Provide support to paraprofessionals, Provide direction to paraprofessionals, Implement students' IEPs, Address student needs", "teamCollaboration" : "General education teachers; Parents; Students; School community personnel; Related service providers", "domainKnowledge" : "Special education; Student disabilities; IEP goals; ARD documents; TEKS; SHARS program", "domainList" : [ "special-education", "student-disabilities", "iep-goals", "ard-documents", "teks", "shars-program" ], "domainSpecificKnowledge" : [ "Special education", "Student disabilities", "IEP goals", "ARD documents", "TEKS", "SHARS program" ], "communicationSkills" : "Oral skills; Written skills", "documentationSkills" : "Data collection; Record maintenance; Progress reports; SHARS documentation", "continuousLearning" : "Professional development activities", "specialRequirements" : "Occasional walking, Standing, Sitting, Bending, Stooping, Kneeling, Crouching, Crawling, Lifting/carrying less than 40 pounds, Use hands to finger, Handle objects, Feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Attendance at conferences, Attendance at professional development, Work prolonged hours, Work irregular hours, Maintain emotional control, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting students, Positioning students, Hands-on intervention, Approved physical restraint, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to childhood illnesses, Exposure to pre-teen illnesses, Exposure to teen illnesses", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification Issued by Texas Education Agency, Valid Special Education Certification EC-12, De-Escalation/Restraint Certification (CPI) required to obtain once hired", "qualificationsPreferred" : "De-Escalation/Restraint Certification (CPI) preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education ABC Elementary will provide instruction in academic, behavior, social and self-care skills to students with disabilities using a variety of teaching techniques, materials and equipment. Academic, Behavior and Communication (ABC) services are designed to provide intensive educational services for students that require a highly structured environment. Students with ABC services typically demonstrate significant repetitive stereotypical or challenging behaviors, little to no functional communication skills, high need for visual/physical structure, and the need for \"ready to learn\" behavioral skills. Position Description Essential Duties and Responsibilities Service Delivery/Instruction Provide instruction to students with varying disabilities in the development of skills and knowledge that enables him or her to access the grade-level curriculum using accommodations and/or modifications in the least restrictive environment Prepare lesson plans and organize materials that are sequential and meaningful to instruction and geared to the student's assessed needs, IEP goals and objectives, functioning level, and aligned with the general education curriculum Execute behavioral strategies as indicated in students' ARD documents (e.g. reinforcements, consequences, contingencies, etc.). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when students are in danger of harming themselves or others Utilize data collection tools and assessment results to document ongoing student program maintain and retain accurate records, and monitor and adjust instructional, behavioral, and social emotional educational plans Use appropriate adaptive equipment and assistive technology as recommended by related service providers/ARD to facilitate learning, communication, mobility, and positioning Fully implement students' IEPS, including behavioral intervention plans, social skills, and accommodations/modification of materials/ and or curriculum Provide for basic needs of students' who, because of their disability are not able to care for themselves regarding personal care, including but not limited to toileting and feeding Collaborate with general education teachers to ensure full implementation of students' IEPs, including behavioral intervention plans, social skills, and accommodations/modification of materials and/or curriculum Maintain updated knowledge and understanding of prerequisite skills to students' assigned grade-level(s) content, Texas Essential Knowledge and Skills (TEKS) Compliance Maintain confidentiality with regards to student with disabilities as required by law Work collaboratively with parents, students, and school community personnel to develop an individual education program (IEP) for assigned students Develop present levels of academic achievement and functional performance (PLAAFP) and Annual Goals/Objectives based on documentation of performance to present during Annual, Review, and Dismissal (ARD) meetings Arrange and prepare draft ARD documents, participate in students' Full Individual Evaluation (FIE), provide progress reports to parents, and participated in required ARD meetings Follow all district, state, and federal guidelines related to serving students with disabilities Conduct and maintain tasks related to the School Health and Related Services Program (SHARS), including documentation of the provision of services Program Support Participate in appropriate professional development activities, as required or assigned by campus, district, or special education department Provide support and direction to paraprofessionals regarding the implementation of students' IEPs and needs Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education (Academic, Behavior, and Communication) - James Neill Elementary 2025-2026. Skills: Special Education, Academic Instruction, Behavioral Instruction, Communication Instruction. Provide instruction to students. Develop skills and knowledge", "createdAt" : "2026-06-14T20:45:25.438", "lastUpdated" : "2026-06-16T07:41:49.903", "ingestTimestamp" : "2026-06-14T20:45:25.438", "mongoId" : "6960822e0937eae70e9c7f14", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 95000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Academic instruction", "Behavioral instruction", "Communication skills instruction", "Self-care skills instruction", "Adaptive equipment use", "Assistive technology use", "Personal care", "Toileting", "Feeding", "IEP implementation", "Behavioral intervention plans", "Social skills development", "Curriculum modification", "Material modification", "General education collaboration", "Prerequisite skills knowledge", "TEKS compliance", "Confidentiality", "Parent collaboration", "Student collaboration", "School community collaboration", "IEP development", "PLAAFP development", "Annual goals development", "Annual objectives development", "ARD document preparation", "District guidelines adherence", "State guidelines adherence", "Federal guidelines adherence", "SHARS program tasks", "SHARS documentation", "Professional development participation", "Paraprofessional support", "Paraprofessional direction", "Oral skills", "Written skills", "Technology equipment use", "Software program use", "Special Education", "Academic Instruction", "Behavioral Instruction", "Communication Instruction", "Lesson planning", "Data collection", "Record maintenance", "Instructional planning", "Behavioral planning", "Social emotional planning", "Progress reporting", "Special education", "Student disabilities", "IEP goals", "ARD documents", "TEKS", "SHARS program", "Valid Teaching Certification Issued by Texas Education Agency", "Valid Special Education Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 58, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827192", "title" : "Interrelated Special Education Teacher (2025-2026 School Year)", "company" : "O K Elementary School", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Interrelated Special Education Teacher in O K Elementary School, United States, adjusted for industry and location." }, "location" : "O K Elementary School", "locations" : [ "O K Elementary School", "1607 N. West St", "67203" ], "certifications" : [ "Kansas Teaching License", "Adaptive Endorsement", "K-9 or K-6 Certification", "Special Education Waiver" ], "timestamp" : "2026-06-16T00:39:31.022", "fingerprint" : "c9c67b6f56693fe72355dca05566e640fcc991e34f38db0a264dfef25b884913", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=78371", "externalId" : "78371", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Student assessment", "Curriculum development", "Learning facilitation", "Data management", "Behavior management" ], "hardSkillsList" : [ "IEP development", "Instructional planning", "Student evaluation", "Classroom management", "Record keeping" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Instructional planning", "level" : "intermediate" }, { "name" : "Student evaluation", "level" : "intermediate" }, { "name" : "Classroom management", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "majorSkills" : "Special Education, IEP implementation, Student instruction", "majorSkillsList" : [ "Special Education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for student learning, Provide instruction in Interrelated Classroom, Meet outcomes based on IEP, Create interest and enthusiasm for learning, Participate on pre-assessment teams, Schedule and attend IEP meetings, Work with multi-disciplinary team, Diagnose structures/implements IEP for each student, Define, structure, and communicate daily expectations, Communicate with regular education staff, Report grades, Input student data via computer, Negotiate schedules, Communicate with administration, parents, staff, students, Control classroom and individual behavior, Adapt and adjust course content, Discern means of building memory and study, Assist individual students in achieving academic, daily living, Work with students individually and in small groups, Present listening and learning opportunities, Prepare, display events and reinforcement activities, Evaluate and communicate plans, Design subject-based reinforcement, Design a grading system, Collect and enter student data, Report progress in growth and development, Design classroom rules for student interaction, Design systems for handling all behavior, Prepare physical condition of classroom, Keep daily records, Supervise paraprofessional(s), Manage job duties, Assist with additional duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Administration; Parents; Staff; Students; Paraprofessional(s)", "domainKnowledge" : "Special education; Individual Education Plan (IEP)", "domainList" : [ "special-education", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student data input; Daily records", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching below waist, Occasional reaching waist to shoulder, Limited overhead reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Comply with WPS guidelines", "outcomesObjectives" : "Meet established outcomes based on student's individual education plan (IEP); Master learning objectives", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Enrolled in Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Paired with Pleasant Valley Elementary Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents, staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Special Education Teacher (2025-2026 School Year) at O K Elementary School. Skills: Special Education, IEP implementation, Student instruction. Plan instruction for student learning. 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Regular education staff; Administration; Parents; Staff; Students", "domainKnowledge" : "Special education; Individualized Education Program (IEP)", "domainList" : [ "special-education", "individualized-education-program-iep" ], "domainSpecificKnowledge" : [ "Special education", "Individualized Education Program (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Daily records; Student data input", "specialRequirements" : "Occasional lifting up to 20 lbs, Occasional carrying up to 20 lbs, Pushing/pulling up to 20 lbs, Frequent reaching, Frequent sitting, Frequent standing/walking, Limited travel between schools, Limited travel to central offices", "outcomesObjectives" : "Meet established outcomes based on student's individual education plan", "qualificationsBasic" : "Valid Kansas Teaching License, Adaptive Endorsement, K-9 or K-6 Certification, Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Interrelated Elementary Teacher Position Function: This position plans, leads, facilitates and provides instruction for maximum student learning in the Interrelated Classroom providing appropriate curriculum to identified special education students. Meets established outcomes based on student's individual education plan (IEP) and capacity to master learning objectives. Provides activities designed to create interest and enthusiasm for personal grasp of knowledge. Essential Performance Responsibilities: Participates on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to IEP including but not limited to course goals, objectives, learning methods and activities Communicates with regular education staff members on course instructional and meditative strategies and objectives, students' grasp of material and their outcomes and perspectives for applications of materials learned Receives and reports grades, in-puts student data via computer, negotiates schedules and communicates with all pertinent participants--administration, parents,staff, students, etc. Controls classroom and individual behavior; adapts and adjusts course content and reading levels to specify skills to be taught; discerns means of building memory and study skills; and assists individual students in achieving academic, daily living and social skills, learning objectives by working with them individually and in small groups Presents various listening and learning opportunities appropriate to each student's IEP including by not limited to lecture, VCR, TV, support of regular classroom teachers and other presentations and/or opportunities inside or outside Prepares, displays events and reinforcement activities which encourage participation Evaluates and Communicates Plans assessments for evaluation to include but not limited to various diagnostic techniques: standardized survey and criterion-referenced test; teacher developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student's learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement.) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations and reports progress in growth and development regularly as required Designs classroom rules for student interaction (courtesy and respect for belongings, space and ideas), self control, working independently, appropriately gaining the floor, and accepting reminders from teacher; designs systems for handling all behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect seasons and subject matter to facilitate student learning Keeps daily records on but not limited to student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessional(s) Manages all job duties with the mobility, agility, dexterity and focused observation necessary to adequately perform the essential duties, as described above Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Occasional lifting up to 20 lbs. Occasional carrying up to 20 lbs. Pushing/pulling up to 20 lbs. for distances of up to more than 100 feet Frequent reaching below waist, occasional reaching waist to shoulder, and limited overhead reaching Frequent sitting Frequent standing/walking Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibits a professional manner and a positive attitude Uses good judgment to make decisions on recurring assignments Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Valid Kansas Teaching License required Adaptive Endorsement required; Primary Teachers must have K-9 or K-6 Certification Master's in Special Education or Enrolled in a Special Education Degree Program with Plan of Study on file with District and Special Education Waiver obtained Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Interrelated Special Education Teacher (2025-2026 School Year). Skills: Special education, IEP implementation, Student instruction. Plan instruction for special education students. Lead instruction for special education students", "createdAt" : "2026-06-14T21:56:52.725", "lastUpdated" : "2026-06-15T22:53:41.189", "ingestTimestamp" : "2026-06-14T21:56:52.725", "mongoId" : "6949b14570f0b99d5882716a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "IEP development", "Instructional planning", "Student evaluation", "Classroom management", "Special education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Learning facilitation", "Data management", "Behavior management", "Individualized Education Program (IEP)", "Kansas Teaching License", "Adaptive Endorsement", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 21, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f33", "title" : "Special Education Aide (BSS)", "industry" : "Education", "salary" : { "min" : 30000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Special Education Aide in Missouri City, United States, adjusted for the Education industry." }, "location" : "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "locations" : [ "TEXAS-MISSOURI CITY-ALLEN ALDRIDGE JR ELEMENTARY", "
ALLEN ALDRIDGE JR ELEMENTARY (163)
15817 BLUE RIDGE RD
MISSOURI CITY, 77489

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T01:34:06.292", "fingerprint" : "7b72d13b5ed5a82dfbc5f234b026df783062be24163ded2090fa8c3651c574a4", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183107", "externalId" : "183107", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "hardSkillsList" : [ "Behavior Support Services", "Social skills training" ], "hardSkills" : [ { "name" : "Behavior Support Services", "level" : "intermediate" }, { "name" : "Social skills training", "level" : "intermediate" } ], "majorSkills" : "Behavior Support, IEP implementation, Student support", "majorSkillsList" : [ "Behavior Support", "IEP implementation", "Student support" ], "coreResponsibilities" : "Provide academic support, Provide behavior support, Provide social support, Provide self-care support, Implement academic/functional lessons, Assist students with personal care, Understand and implement lesson plans, Participate in implementing IEPs, Prepare and organize materials, Conduct daily social skills training, Monitor student behaviors, Record service implementation, Maintain communication with staff, Respond to risk behavior", "teamCollaboration" : "Collaborative working relationship; Collaborate with general education teachers", "domainKnowledge" : "Behavioral disabilities; Emotional disabilities; IEP; ARD documentation; Behavior intervention plans", "domainList" : [ "behavioral-disabilities", "emotional-disabilities", "iep", "ard-documentation", "behavior-intervention-plans" ], "domainSpecificKnowledge" : [ "Behavioral disabilities", "Emotional disabilities", "IEP", "ARD documentation", "Behavior intervention plans" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record service implementation", "continuousLearning" : "Professional development", "specialRequirements" : "Physically restraining students, Lift up to adult size student, Work outside 25 percent, Exposure to inclement weather, Exposure to bodily fluids, Maintain emotional control under stress, Respond to risk behavior", "qualificationsBasic" : "48 college hours or passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-MISSOURI CITY", "summaryDescription" : "Special Education Aide (BSS). Skills: Behavior Support, IEP implementation, Student support. Provide academic support. Provide behavior support", "createdAt" : "2026-06-14T20:47:45.231", "lastUpdated" : "2026-06-16T01:34:06.292", "ingestTimestamp" : "2026-06-14T20:47:45.231", "mongoId" : "6960822e0937eae70e9c7f33", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 30000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Behavior Support Services", "Social skills training", "Behavior Support", "IEP implementation", "Student support", "Behavioral disabilities", "Emotional disabilities", "IEP", "ARD documentation", "Behavior intervention plans", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 13, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a5a5", "title" : "Aide Special Education", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry level Special Education Aide in Texas, USA, adjusted for the education industry and typical full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training" ], "timestamp" : "2026-06-15T09:40:36.697", "fingerprint" : "5d2048bf75b90fd1a5be841e26d1e18034a1a383bc21fb41efc6073bc4920a43", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186658", "externalId" : "186658", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Instructional material preparation" ], "hardSkillsList" : [ "IEP documentation", "Behavior data collection" ], "hardSkills" : [ { "name" : "IEP documentation", "level" : "intermediate" }, { "name" : "Behavior data collection", "level" : "intermediate" } ], "majorSkills" : "Special Education Support, Behavior Intervention, Academic Support", "majorSkillsList" : [ "Special Education Support", "Behavior Intervention", "Academic Support" ], "coreResponsibilities" : "Provide direct support to students, Access curriculum in least restrictive environment, Assist teacher and staff, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain safe and engaging environment, Interact with students, Ensure student safety and engagement, Assist with classroom management, Maintain alert attention, Supervise students, Execute behavioral strategies, Intervene using behavior intervention strategies, Implement academic/functional lessons, Assist students with personal care, Record implementation of services, Collect data on IEP targets, Collect data on behavior, Maintain confidentiality of student information, Prepare instructional materials", "teamCollaboration" : "Collaboration with teacher", "domainKnowledge" : "Special Education; Individualized Education Plan; Academics; Behavior; Communication; Least restrictive environment; Behavior intervention strategies; Applied Behavior Analysis", "domainList" : [ "special-education", "individualized-education-plan", "academics", "behavior", "communication", "least-restrictive-environment", "behavior-intervention-strategies", "applied-behavior-analysis" ], "domainSpecificKnowledge" : [ "Special Education", "Individualized Education Plan", "Academics", "Behavior", "Communication", "Least restrictive environment", "Behavior intervention strategies", "Applied Behavior Analysis" ], "toolProficiency" : [ "Microsoft Office" ], "documentationSkills" : "Record implementation of services; Collect data on IEP targets; Collect data on behavior", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Intervene with student aggression, Intervene with self-injurious behavior, Intervene with disruptive behavior, Intervene with self-stimulatory behavior, Potential exposure to bodily fluids, Frequent childhood illnesses, May work prolonged hours, May work irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification, Applied Behavior Analysis (ABA) training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education ABC (Academics, Behavior, Communication) will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the student's least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival / departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others. Implement academic / functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day Compliance Record implementation of services and supports on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training preferred or required to obtain once hired Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in the classroom, community setting, offices, work stations, and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "Aide Special Education. Skills: Special Education Support, Behavior Intervention, Academic Support. Provide direct support to students. Access curriculum in least restrictive environment", "createdAt" : "2026-06-14T04:44:42.940", "lastUpdated" : "2026-06-15T09:40:36.697", "ingestTimestamp" : "2026-06-14T04:44:42.940", "mongoId" : "69ce5e5f9bc74574cb67a5a5", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "IEP documentation", "Behavior data collection", "Special Education Support", "Behavior Intervention", "Academic Support", "Behavioral strategies implementation", "Academic lesson implementation", "Personal care services", "Data collection", "Instructional material preparation", "Special Education", "Individualized Education Plan", "Academics", "Behavior", "Communication", "Least restrictive environment", "Behavior intervention strategies", "Applied Behavior Analysis", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Applied Behavior Analysis (ABA) training", "Microsoft Office" ], "skillCount" : 22, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f1a", "title" : "Aide Early Childhood Special Education (Early Intervention Academy) - Quail Valley Elementary School 2025-2026", "industry" : "Education", "salary" : { "min" : 32000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Aide Early Childhood Special Education in Missouri City, United States, adjusted for the education industry." }, "location" : "TEXAS-MISSOURI CITY-QUAIL VALLEY ELEMENTARY SCHOOL", "locations" : [ "TEXAS-MISSOURI CITY-QUAIL VALLEY ELEMENTARY SCHOOL", "
QUAIL VALLEY ELEMENTARY SCHOOL (111)
3500 QUAIL VILLAGE DRIVE
MISSOURI CITY, 77459

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T12:04:47.432", "fingerprint" : "3acc0b59d1e2757128dcc1d0881db95a15ce54378342c8970d6c1566728461a7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183807", "externalId" : "183807", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Data collection", "Behavioral strategies", "Lesson implementation" ], "hardSkillsList" : [ "Personal care services", "Behavior intervention strategies", "Physical restraint strategies" ], "hardSkills" : [ { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Behavior intervention strategies", "level" : "intermediate" }, { "name" : "Physical restraint strategies", "level" : "intermediate" } ], "majorSkills" : "Special education support, IEP data collection, Student safety", "majorSkillsList" : [ "Special education support", "IEP data collection", "Student safety" ], "coreResponsibilities" : "Provide direct support/services to students, Implement and maintain data collection, Maintain a safe environment, Interact with students, Assist with classroom management, Execute behavioral strategies, Intervene using behavior strategies, Implement academic/functional lessons, Assist students with personal care services, Record service implementation, Collect data on IEP targets, Maintain confidentiality of student information, Prepare instructional materials, Attend staff development training", "teamCollaboration" : "Collaboration with teacher", "domainKnowledge" : "Cognitive disabilities; Individualized Education Plan; ARD documents", "domainList" : [ "cognitive-disabilities", "individualized-education-plan", "ard-documents" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Individualized Education Plan", "ARD documents" ], "documentationSkills" : "Data collection logs", "continuousLearning" : "Staff development training", "specialRequirements" : "Work outside up to 25%, Lifting and positioning students, Hands-on behavior intervention, Approved physical restraint, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "48 college hours, Para Professional Assessment of Knowledge and Skills Test, Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education ECSE EIA will provide direct support/services to students with significant cognitive disabilities in a variety of educational settings. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and maintaining accurate data collection on goals and objectives in the student's Individualized Education Plan, including academics, behavior, communication, independent living, life, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival/ departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Implement academic/functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day Compliance Record service implementation on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Attend appropriate staff development training as required by campus and/or district Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge and Skills Test Texas Educational Aide Certification Texas Educational Aide Certification or required to obtain within 10 days of hire De-Escalation/Restraint Certification Obtain within 30 days of hire (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. TEXAS-MISSOURI CITY", "summaryDescription" : "Aide Early Childhood Special Education (Early Intervention Academy) - Quail Valley Elementary School 2025-2026. Skills: Special education support, IEP data collection, Student safety. Provide direct support/services to students. Implement and maintain data collection", "createdAt" : "2026-06-14T06:37:45.624", "lastUpdated" : "2026-06-15T12:04:47.432", "ingestTimestamp" : "2026-06-14T06:37:45.624", "mongoId" : "6960822e0937eae70e9c7f1a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 32000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Personal care services", "Behavior intervention strategies", "Physical restraint strategies", "Special education support", "IEP data collection", "Student safety", "Data collection", "Behavioral strategies", "Lesson implementation", "Cognitive disabilities", "Individualized Education Plan", "ARD documents", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "skillCount" : 14, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827106", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level, part-time Special Education Paraeducator roles in Wichita, KS, adjusted for the education industry." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-15T23:56:20.589", "fingerprint" : "3b0b0bb29bf2987d5da2d2c032e8a3bc814cfa8a4abe66a9d48d391b0aa90977", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88953", "externalId" : "88953", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Effective teaming", "Conflict resolution", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille interlining" ], "hardSkillsList" : [ "Physical dexterity", "Physical stamina", "Manual dexterity", "Physical ability" ], "hardSkills" : [ { "name" : "Physical dexterity", "level" : "intermediate" }, { "name" : "Physical stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in managing classroom procedures, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Supervise school activities on campus, Implement student behavior plans, Assist students to and from assigned areas, Facilitate integration efforts, Assist in physical setup of classroom, Assist with technology integration, Use low vision equipment, Assist students using low vision equipment, Use adaptive magnifying equipment, Assist students using adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Sign language modalities; Braille; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "sign-language-modalities", "braille", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Physical activity, Limited travel between schools, Limited travel to central offices, Comply with equipment use guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service in first aide, In-service in symptoms of child abuse, In-service in signs of illness, Knowledge of sign language modalities, Literacy of Braille, Literacy of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education assistance, Student behavior management, Instructional support. Supervise students in class. Assist in managing classroom routines", "createdAt" : "2026-06-14T21:56:50.928", "lastUpdated" : "2026-06-15T23:56:20.589", "ingestTimestamp" : "2026-06-14T21:56:50.928", "mongoId" : "6949b14570f0b99d58827106", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical dexterity", "Physical stamina", "Manual dexterity", "Physical ability", "Special education assistance", "Student behavior management", "Instructional support", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Effective teaming", "Conflict resolution", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille interlining", "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention (NCI)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 36, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a571", "title" : "Aide Special Education", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 55000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Aide Special Education in Texas, USA, with mid-level seniority, adjusted for the education industry and full-time employment." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Valid Teaching Certification", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "timestamp" : "2026-06-15T04:51:43.117", "fingerprint" : "ef08f54eaa78cbd76c37f540b1fc1660281de2a8a0107fda01881135cca2c98b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186672", "externalId" : "186672", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "professionalSkills" : [ "Instructional planning", "Student assessment", "Behavior management" ], "hardSkillsList" : [ "Instructional strategies", "Learning curves", "Learning styles" ], "hardSkills" : [ { "name" : "Instructional strategies", "level" : "intermediate" }, { "name" : "Learning curves", "level" : "intermediate" }, { "name" : "Learning styles", "level" : "intermediate" } ], "majorSkills" : "Special Education, Instructional planning, Student assessment", "majorSkillsList" : [ "Special Education", "Instructional planning", "Student assessment" ], "coreResponsibilities" : "Plan instructional program, Implement instructional program, Provide educational services, Manage student behavior, Assess student achievement, Modify instructional activities, Carry out monitoring activities, Provide athletic services, Assess student abilities, Maintain assessment documentation, Plan learning strategies, Implement learning experiences, Manage learner behavior, Assist in behavior management, Coordinate instructional activities, Coordinate testing activities, Utilize instructional materials, Enhance learning, Work in capacity, Assist resource personnel, Work with resource personnel, Participate in staff development, Participate in staff meetings, Communicate with parents, Communicate with students, Manage learning time, Maximize student achievement, Assign work, Supervise instructional assistants, Supervise volunteers, Ensure classroom environment, Make off-school site visits, Monitor students, Confer with employers, Support school wide activities, Participate in social events, Participate in fund raising, Monitor student behavior, Intervene to control behavior, Modify disruptive behavior, Report disruptive behavior, Collaborate with professionals, Carry out school-wide activities, Perform coaching duties, Adhere to UIL rules, Assist Athletic Department, Communicate with Athletic Department", "teamCollaboration" : "Coordinate with staff; Collaborate with professionals; Work with resource personnel", "domainKnowledge" : "FBISD program of studies; Public school mission; Adolescent growth; UIL rules and regulations", "domainList" : [ "fbisd-program-of-studies", "public-school-mission", "adolescent-growth", "uil-rules-and-regulations" ], "domainSpecificKnowledge" : [ "FBISD program of studies", "Public school mission", "Adolescent growth", "UIL rules and regulations" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Assessment documentation", "continuousLearning" : "Staff development activities", "specialRequirements" : "Travel to various campuses, Work evenings and weekends, Work in noisy environment, Work with disruptive behavior, Potential exposure to bodily fluids, Frequent childhood illnesses", "outcomesObjectives" : "Maximize student achievement", "qualificationsBasic" : "Bachelor's degree, Valid Teaching Certification, Valid Texas ESL Certification, Valid Bilingual Certification", "qualificationsPreferred" : "Master's degree preferred, CDL Certification preferred, Coaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher will plan and implement an instructional program and provide related educational services for students in assigned grade levels. The incumbent will manage student behavior, assess and evaluate student achievement, and modify instructional activities as required as well as carry out a variety of student monitoring and controls activities. Any teacher who will coach a UIL sport will also provide athletic services related to that athletic sport and the athletic program. Position Description Essential Duties and Responsibilities Assess student abilities as related to desired educational goals, objectives and outcomes. Continually assess student achievement and maintain appropriate assessment and evaluation documentation for institutional and individual reporting purposes. Plan appropriate instructional/learning strategies and activities including determination of appropriate kind and level of materials Implement an instructional program which provides appropriate learning experiences, considering different learning styles and a range of learning curves Manage the behavior of learners in instructional setting to ensure environment is conducive to the learning process, assist and participate in management of student behavior in other parts of the school, center, school grounds or work site Coordinate instructional related and testing activities with other professional staff, both school and non-school-based, as required, maximizing learning opportunities Utilize a variety of instructional materials and available multi-media and computer technology to enhance learning Work in a self-contained, team, departmental, itinerant capacity, or at field work site, as assigned; request assistance of and work with resource personnel Participate in in-service and staff development activities and staff meetings as required or assigned Ensure continuous communication with parents, both written and oral, to keep them informed of student(s) progress Continually communicate with students on instructional expectations and keep them informed of their progress in meeting those expectations Manage allotted learning time to maximize student achievement May assign work to and supervise instructional assistants, parent and student volunteers Ensure classroom and/or instructional environment is attractive, healthful, safe, and conducive to learning and that materials are accessible to students and in good condition May, as itinerant, serve at two or more schools on a regular basis. May make off-school site visits to monitor students, confer with employers, or site instructors. Support or participate in school wide student activities and social events and approved fund raising activities As assigned or required, monitor student behavior in non-instructional areas and intervenes to control and modify disruptive behavior, reporting to appropriate administrator as appropriate From time-to-time, collaborate with other professionals (guidance counselors, librarians) to carry out school-wide instructional or related activities If the position is tied to coaching a UIL sport, the following essential duties and responsibilities are applicable to coaching: Perform coaching duties as assigned as well as other duties required for the smooth, efficient operation of a successful athletic program Possess knowledge and adhere to UIL rules and regulations Assist the Athletic Department with budget, schedules, care/use of facilities Communicate with the Athletic Department on a regular basis Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree Master's degree preferred Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or has received statement of eligibility Valid Texas ESL Certification for Elementary and Secondary English/ELA teaching assignments, or must be obtained within 6 months of hire Valid Bilingual Certification for Bilingual teaching assignments Valid Driver's license with CDL Certification preferred if coaching a UIL sport Coaching experience preferred if coaching a UIL sport Demonstrated knowledge of FBISD program of studies related to assignments and public school mission, goals and organization Demonstrated knowledge of content, curriculum, methods, materials and equipment of instructional specialty(ies) to which assigned Demonstrated knowledge of adolescent growth and development or, if applicable, adult learning theory Ability to apply knowledge of current research and theory to instructional programs Ability to plan and implement lessons based on division and school objectives and the needs and abilities of students to whom assigned Ability to establish and maintain effective relationships with students, peers and parents Strong oral and written communication skills If teaching a foreign language, proficiency in oral and written communication in that language; if teaching choral music, ability to demonstrate proper techniques (singing) is highly desirable; if teaching instrumental music classes, proficiency in one or more musical instruments; for both choral and instrumental music teachers, excellent hearing and ability to determine pitch and tone variations; if teaching in a vocational trade, including business trades, journey-level proficiency in that trade is with on the job journey, lead, or supervisory experience highly desirable If teaching auto mechanics or driver education, assigned off-site tasks or serving as an itinerant, possession of an appropriate, valid automotive vehicle operator's license is required Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information This position may require travel to various campuses, district meeting sites and conferences/meetings in and out of state. This position may require the employee to work some evenings and weekends. Work may include noisy and/or disruptive student behavior. Potential exposure to bodily fluids and frequent childhood, pre-teen or teen illnesses may occur. TEXAS", "summaryDescription" : "Aide Special Education. Skills: Special Education, Instructional planning, Student assessment. Plan instructional program. Implement instructional program", "createdAt" : "2026-06-14T01:38:35.115", "lastUpdated" : "2026-06-15T04:51:43.117", "ingestTimestamp" : "2026-06-14T01:38:35.115", "mongoId" : "69ce5e5f9bc74574cb67a571", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 55000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Instructional strategies", "Learning curves", "Learning styles", "Special Education", "Instructional planning", "Student assessment", "Behavior management", "FBISD program of studies", "Public school mission", "Adolescent growth", "UIL rules and regulations", "Valid Teaching Certification", "Valid Texas ESL Certification", "Valid Bilingual Certification", "CDL Certification" ], "skillCount" : 15, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827158", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 100000.0, "max" : 150000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the entry-level Special Education Paraeducator role in India, with adjustments for part-time employment." }, "location" : "Truesdell Middle School", "locations" : [ "Truesdell Middle School", "2464 S. Glenn", "67217" ], "timestamp" : "2026-06-16T00:38:19.015", "fingerprint" : "71682d8ba3721a8c3a2f65c46531b6217d36b17f7cb4aab19f515de41d8e258e", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=61812", "externalId" : "61812", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit clear written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service/training in first aide, In service/training in symptoms of child abuse, In service/training in symptoms/signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Skills: Special education, Student support, Behavioral intervention. Supervise students in class. 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"externalId" : "69431", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Lawrence", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.9719137,-95.2359403" } ], "locationText" : "Lawrence, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Collaboration", "Conflict resolution", "Individual instruction", "Group instruction", "Self-advocacy", "Child development", "Language acquisition", "Instruction design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Planning", "Organizing", "Decision making", "Prioritizing work", "Professional manner", "Positive attitude", "Good judgment", "Professional dress", "Professional appearance", "Customer service" ], "hardSkillsList" : [ "Physical restraint technique", "Tube feeding", "Diapering", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education assistance, Behavioral intervention, Student integration", "majorSkillsList" : [ "Special education assistance", "Behavioral intervention", "Student integration" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist students with self-advocacy, Assist students in using technology, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with instruction follow through, Assist in IEP development, Assist in IEP implementation, Demonstrate knowledge of district resources, Assist with planning community based instruction, Assist with implementation of community based instruction, Maintain confidentiality of information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Accept responsibility for travel between buildings, Accept responsibility for travel between assignments, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff; 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assignments, Assist with medical needs, Assist with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Comply with USD 259 guidelines", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment (Title School), Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, Other special skills, In service, training or coursework in first aide, In service, training or coursework in symptoms of child abuse, In service, training or coursework in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Special Education High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Assist in managing classroom routines", "createdAt" : "2026-06-14T20:47:31.689", "lastUpdated" : "2026-06-16T00:45:42.694", "ingestTimestamp" : "2026-06-14T20:47:31.689", "mongoId" : "6949b14570f0b99d588271ac", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical restraint technique", "Tube feeding", "Diapering", "Physical transfers", "Special education assistance", "Behavioral intervention", "Student integration", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Collaboration", "Conflict resolution", "Individual instruction", "Group instruction", "Self-advocacy", "Child development", "Language acquisition", "Instruction design", "IEP development", "Community based instruction", "Confidentiality", "Professional rapport", "Planning", "Organizing", "Decision making", "Prioritizing work", "Professional manner", "Positive attitude", "Good judgment", "Professional dress", "Professional appearance", "Customer service", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "NCI (Nonviolent Crisis Intervention)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 50, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271c0", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level, part-time Special Education Paraeducator roles in the United States, adjusted for the specific location and industry." }, "location" : "Benton Elementary School", "locations" : [ "Benton Elementary School", "338 S. Woodchuck Lane", "67209" ], "certifications" : [ "First aide", "Symptoms of child abuse", "Symptoms and signs of illness" ], "timestamp" : "2026-06-16T05:32:46.443", "fingerprint" : "a698e2205cc5814ab4c0548fdd5343597d62a0f7e2e4e4db9a3f94b00864c306", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=42113", "externalId" : "42113", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Positive self-esteem development", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Questioning techniques", "Discussion techniques", "Student engagement", "Student progress evaluation", "Instruction planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Work prioritization", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Confidentiality", "Customer service" ], "hardSkillsList" : [ "Typing skills", "Braille interlining", "Physical activity stamina", "Manual dexterity", "Physical ability", "Physical restraint technique" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Typing skills", "level" : "intermediate" }, { "name" : "Braille interlining", "level" : "intermediate" }, { "name" : "Physical activity stamina", "level" : "intermediate" }, { "name" : "Manual dexterity", "level" : "intermediate" }, { "name" : "Physical ability", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical classroom setup, Assist in technology integration, Use slate and/or stylus, Assist students with low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share information with teacher, Assist with instruction planning, Assist with instruction design, Score tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in student discipline, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist and supervise students, Demonstrate typing skills, Demonstrate ability to interline Braille, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff; Working with diverse population; Tact and diplomacy; Friendly, professional manner; Quick, responsive service", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Sign language modalities; Braille; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "sign-language-modalities", "braille", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Sign language modalities", "Braille", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Minimum 20 hours in-service annually; Minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Conflict resolution; Make decisions; Use good judgment", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Limited travel between schools, Limited travel to central offices", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service/training in first aide, In-service/training in symptoms of child abuse, In-service/training in symptoms/signs of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Knowledge of other special skills, Ability to conform to proper standards of professional dress", "qualificationsPreferred" : "Minimum of 48 accredited college credits verifiable with transcript", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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"industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry-level Para Special Education High Incidence position in South High School, United States, adjusted for part-time employment." }, "location" : "South High School", "locations" : [ "South High School", "701 W. 33rd S.", "67217" ], "timestamp" : "2026-06-16T01:53:16.877", "fingerprint" : "ef88f13abdfd8e3108fc5ae19dd33bb1cb5fabef20418153d7e2983aba2cdb84", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=98173", "externalId" : "98173", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Setup classroom for instruction, Integrate technology into classroom, Participate in effective teaming, Provide individual instruction, Provide group instruction, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Make decisions, Prioritize assignments, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Child development; Language acquisition; Individual Education Plan", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "child-development", "language-acquisition", "individual-education-plan" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "In-service training", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Stamina, Travel between buildings, Travel to central offices, Physical restraint technique", "qualificationsBasic" : "High School Diploma or GED, 48 accredited college credits or state approved assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of other special skills, In service training in first aide, In service training in symptoms of child abuse, In service training in symptoms and signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:42:36.727", "lastUpdated" : "2026-06-16T01:53:16.877", "ingestTimestamp" : "2026-06-14T20:42:36.727", "mongoId" : "69fd35614c40e2acd1b31efd", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Child development", "Language acquisition", "Individual Education Plan", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 16, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882711a", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education Low Incidence position in Curtis Middle School, United States, adjusted for part-time employment." }, "location" : "Curtis Middle School", "locations" : [ "Curtis Middle School", "1031 S. Edgemoor", "67218" ], "timestamp" : "2026-06-16T04:59:16.482", "fingerprint" : "72fb2c547879eb8820ba8579066ca1f36506e9287a08a9cb7f3019f34bab6bd7", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88393", "externalId" : "88393", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional planning", "Material preparation", "Learning centers", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making" ], "hardSkillsList" : [ "Physical activity", "Physical transfers", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Dressing", "Medical needs care" ], "softSkillsList" : [ "Conflict resolution" ], "hardSkills" : [ { "name" : "Physical activity", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Medical needs care", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Conflict resolution" } ], "majorSkills" : "Special education, Instructional assistance, Behavioral intervention", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Setup classroom for projects, Setup classroom for activities, Integrate technology into classroom, Assist students using low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Follow through on instruction, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning IEP, Maintain confidentiality of student information, Maintain confidentiality of staff information, Model appropriate behavior for students, Develop professional rapport with teacher, Develop professional rapport with staff, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Care for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration with staff; Collaboration with teacher; Collaboration with support staff; Collaboration with parents; Collaboration with students", "domainKnowledge" : "Special education; Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; Nonviolent Crisis Intervention", "domainList" : [ "special-education", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Document occurrences; Chart student behavior; Make reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Defuse situations; Make decisions", "specialRequirements" : "Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to professional dress, Conform to professional appearance", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment, Pass Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms of illness, Knowledge of sign language modalities, Literacy of Braille, Knowledge of NCI, Literacy of other special skills", "qualificationsPreferred" : "Knowledge of low vision equipment, Knowledge of adaptive magnifying equipment, Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavioral intervention. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:40:19.199", "lastUpdated" : "2026-06-16T04:59:16.482", "ingestTimestamp" : "2026-06-14T20:40:19.199", "mongoId" : "6949b14570f0b99d5882711a", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Physical activity", "Physical transfers", "Tube feeding", "Self-care", "Hygiene", "Toileting", "Diapering", "Dressing", "Medical needs care", "Conflict resolution", "Special education", "Instructional assistance", "Behavioral intervention", "Record keeping", "Behavior management", "Classroom safety", "Student integration", "Instructional planning", "Material preparation", "Learning centers", "IEP planning", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 37, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271b4", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 100000.0, "max" : 150000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the entry-level seniority for a Para Special Education Low Incidence role in India, with adjustments for the education industry and part-time employment." }, "location" : "Truesdell Middle School", "locations" : [ "Truesdell Middle School", "2464 S. Glenn", "67217" ], "timestamp" : "2026-06-16T05:19:12.038", "fingerprint" : "a3caa47ebc9ba8722d55b0279db4abd5b5e1370f922c45573b8a90efd9b973f5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=58591", "externalId" : "58591", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining" ], "hardSkillsList" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "hardSkills" : [ { "name" : "Physical restraint technique", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "majorSkills" : "Special education, Instructional assistance, Behavior intervention, Student supervision", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavior intervention", "Student supervision" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Manage classroom procedures, Assist in interventions, Redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Assist with physical classroom setup, Integrate technology into classroom, Use low vision equipment, Assist students with adaptive magnifying equipment, Participate in effective teaming, Participate in collaboration, Participate in conflict resolution, Participate in communication, Provide individual instruction, Provide group instruction, Provide instruction to regular education students, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students with questioning techniques, Assist students with discussion techniques, Assist with student engagement, Assist students with curriculum, Assist students with integration, Evaluate student progress, Share progress information with teacher, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Score tests, Keep records, Make reports as required, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning for IEP, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to student needs, Demonstrate sensitivity to staff needs, Demonstrate sensitivity to parent needs, Communicate with students, Communicate with parents, Communicate with instructional staff, Communicate with support staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for student's medical needs, Assist students with basic needs, Assist students with self-care, Assist students with hygiene, Assist students with feeding, Assist students with tube feeding, Assist students with toileting, Assist students with diapering, Assist students with dressing, Assist students with physical transfers, Supervise students to assigned areas, Supervise students from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with staff; Working with diverse population; Handle situations with tact; Handle situations with diplomacy; Interact with colleagues", "domainKnowledge" : "Special education; Individual Education Plan (IEP); Low vision equipment; Adaptive magnifying equipment; Braille; Sign language modalities; NCI (Nonviolent Crisis Intervention)", "domainList" : [ "special-education", "individual-education-plan-iep", "low-vision-equipment", "adaptive-magnifying-equipment", "braille", "sign-language-modalities", "nci-nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "NCI (Nonviolent Crisis Intervention)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "Acquire in-service hours", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Intervene to defuse situations; Make decisions; Use good judgment", "specialRequirements" : "Ability to use slate and/or stylus, Manual dexterity, Physical ability, Stamina for full day, Work in various weather conditions, React immediately to emergency, Use of physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Conform to proper standards of professional dress, Conform to proper standards of appearance, Comply with equipment use guidelines", "qualificationsBasic" : "48 accredited college credits or pass state assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in symptoms and signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Knowledge of Braille, Literacy of Braille, Knowledge of NCI, Literacy of NCI, Knowledge of other special skills, Literacy of other special skills", "qualificationsPreferred" : "Minimum of 20 hours of in-service annually, Minimum of 10 in-service hours after 3 years", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education, Instructional assistance, Behavior intervention, Student supervision. Supervise students in class. Manage classroom routines", "createdAt" : "2026-06-14T20:40:11.109", "lastUpdated" : "2026-06-16T05:19:12.038", "ingestTimestamp" : "2026-06-14T20:40:11.109", "mongoId" : "6949b14570f0b99d588271b4", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "100k-150k", "hasSalary" : false, "allSkills" : [ "Physical restraint technique", "Self-care", "Hygiene", "Feeding", "Tube feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Special education", "Instructional assistance", "Behavior intervention", "Student supervision", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instructional planning", "Material preparation", "Learning centers", "Confidentiality", "Professional rapport", "Prioritization", "Organization", "Decision making", "Typing skills", "Braille material interlining", "Individual Education Plan (IEP)", "Low vision equipment", "Adaptive magnifying equipment", "Braille", "Sign language modalities", "NCI (Nonviolent Crisis Intervention)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 41, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827119", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for entry-level Special Education Paraeducators in Wichita, Kansas, adjusted for part-time employment." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-16T02:12:14.237", "fingerprint" : "b0b0c21372ee7fde412387d5e322e66f3f4add0b21612db6a9478d7fff6a35cd", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88493", "externalId" : "88493", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "technicalSkills" : "SMART boards, IPads, Computers, Copiers, Scanners, Fax machine", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Physical setup", "Technology integration", "Effective teaming", "Conflict resolution", "Individual instruction", "Group instruction", "Student feedback", "Student engagement", "Student progress evaluation", "Instructional planning", "Instructional material preparation", "Learning center preparation", "IEP planning", "Confidentiality maintenance", "Professional rapport development", "Sensitivity to needs", "Prioritization", "Organization", "Decision making", "Work prioritization", "Customer service" ], "hardSkillsList" : [ "Self-care assistance", "Hygiene assistance", "Feeding assistance", "Tube feeding", "Toileting assistance", "Diapering assistance", "Physical transfers" ], "softSkillsList" : [ "Diplomacy" ], "hardSkills" : [ { "name" : "Self-care assistance", "level" : "intermediate" }, { "name" : "Hygiene assistance", "level" : "intermediate" }, { "name" : "Feeding assistance", "level" : "intermediate" }, { "name" : "Tube feeding", "level" : "intermediate" }, { "name" : "Toileting assistance", "level" : "intermediate" }, { "name" : "Diapering assistance", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Diplomacy" } ], "majorSkills" : "Special education assistance, Student behavior management, Crisis intervention, Instructional support", "majorSkillsList" : [ "Special education assistance", "Student behavior management", "Crisis intervention", "Instructional support" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document student occurrences, Provide feedback for positive self-esteem, Supervise school activities off campus, Implement student behavior plans, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in implementing technology, Use low vision equipment, Assist students with magnifying equipment, Participate in teaming skills, Provide individual instruction, Provide group instruction, Assign to regular classroom program, Provide feedback to students, Provide feedback to teachers, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share student progress information, Assist with designing instruction, Assist with planning instruction, Assist with follow through, Assist with scoring tests, Keep records, Make reports, Prepare instructional materials, Prepare learning centers, Assist in IEP planning, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours annually, Assist students to and from buses, Assist drivers until departure time, Assist in transportation of students, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with physical transfers, Supervise students to and from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with teacher; Rapport with other staff", "domainKnowledge" : "Special education; Low incidence disabilities; Individual Education Plan (IEP); Braille; Sign language modalities; Nonviolent Crisis Intervention (NCI)", "domainList" : [ "special-education", "low-incidence-disabilities", "individual-education-plan-iep", "braille", "sign-language-modalities", "nonviolent-crisis-intervention-nci" ], "domainSpecificKnowledge" : [ "Special education", "Low incidence disabilities", "Individual Education Plan (IEP)", "Braille", "Sign language modalities", "Nonviolent Crisis Intervention (NCI)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required (after 3 years)", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Physical restraint technique use, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Full day physical activity, Limited travel between schools, Travel to central offices, Conform to proper standards of professional dress, Conform to appearance standards", "qualificationsBasic" : "48 accredited college credits or pass assessment, Pass the Physical Capacity Test (PCP), In-service training in first aide, In-service training in symptoms of child abuse, In-service training in signs of illness, Knowledge of various sign language modalities, Literacy of various sign language modalities, Braille literacy, NCI (Nonviolent Crisis Intervention) knowledge, Other special skills knowledge", "qualificationsPreferred" : "Typing skills, Ability to interline Braille material", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Skills: Special education assistance, Student behavior management, Crisis intervention, Instructional support. Supervise students in class. 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Cypress", "67207" ], "timestamp" : "2026-06-16T04:41:23.596", "fingerprint" : "c9520fa53263ad605858234ee77f94025c307bb26efe54ae5bc6e15c2a8b80fb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=82571", "externalId" : "82571", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Wichita", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "37.6922361,-97.3375448" } ], "locationText" : "Wichita, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Behavioral intervention, Student support", "majorSkillsList" : [ "Special education", "Behavioral intervention", "Student support" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect student behavior, Assess crisis situations, Defuse crisis situations, Document student occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with regular education students, Provide feedback to students, Provide feedback to teachers, Assist students with questioning, Assist students with discussion, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Exhibit expressive communication, Assist with child development, Assist with language acquisition, Assist students with integration, Design instruction, Follow through on instruction, Develop Individual Education Plan, Implement Individual Education Plan, Demonstrate knowledge of district resources, Plan community based instruction, Implement community based instruction, Maintain confidentiality of information, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize work, Organize work, Respond to demands, Attend staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist students from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education students; Regular education students; Individual Education Plan (IEP); District resources; Community based instruction; Student medical needs; Child development; Language acquisition", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education-students", "regular-education-students", "individual-education-plan-iep", "district-resources", "community-based-instruction", "student-medical-needs", "child-development", "language-acquisition" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education students", "Regular education students", "Individual Education Plan (IEP)", "District resources", "Community based instruction", "Student medical needs", "Child development", "Language acquisition" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquire 20 hours in-service annually; Acquire 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Skills: Special education, Behavioral intervention, Student support. Supervise students in class. 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SONAL BHUCHAR ELEMENTARY (160)
5503 THOMPSONS FERRY ROAD
MISSOURI CITY, 77459

" ], "certifications" : [ "Texas Educational Aide Certification" ], "timestamp" : "2026-06-16T01:01:06.807", "fingerprint" : "c7a8d3336cdd01af887abee56aff45e2b807552b867d41fcd192adbdea78dcb5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=183987", "externalId" : "183987", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Missouri City", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6185669,-95.5377215" } ], "locationText" : "Missouri City, Texas, United States", "minimumEducation" : "Associate's", "coreResponsibilities" : "Provide instructional support, Work with individual students, Work with small groups, Reinforce skills introduced by teacher, Assist with record keeping, Assist with preparation of instructional materials, Assist with development of instructional materials, Assist with other classroom tasks, Provide coverage for classroom teacher, Operate classroom instructional equipment, Work cooperatively with substitute teachers, Participate in committees, Attend campus meetings, Attend district meetings, Assist with supervision of students, Perform housekeeping chores, Sanitize student work areas, Sanitize instructional materials, Provide for basic needs of students, Attend continuing professional education courses, Implement strategies, Receive in-class coaching, Perform clerical tasks, Type correspondence, Copy materials, Assist in safe movement of students, Assist in orderly movement of students", "domainKnowledge" : "Child Development", "domainList" : [ "child-development" ], "domainSpecificKnowledge" : [ "Child Development" ], "communicationSkills" : "Oral communication; Written communication", "continuousLearning" : "Continuing professional education courses; In-class coaching", "specialRequirements" : "Lifting less than 40 pounds, Occasional walking, Occasional standing, Occasional sitting, Occasional bending, Occasional stooping, Occasional kneeling, Occasional crouching, Occasional crawling, Use hands to finger, Use hands to handle objects, Use hands to feel objects, Reach with hands, Talk or hear, Close vision, Color vision, Adjust focus, Prolonged hours, Irregular hours, Maintain emotional control", "qualificationsBasic" : "48 college hours or passing score on Para Professional Assessment, Texas Educational Aide Certification", "qualificationsPreferred" : "Child Development Associate credential, Experience working with elementary age children, Knowledge of the learning process", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Pre-Kindergarten Aide will assist students and the classroom teacher by performing related tasks and support classroom instruction under the direct supervision of the teacher, building administrator or appropriate supervisor. Position Description Essential Duties and Responsibilities Provide instructional support for the classroom teacher Work with individual students and/or small groups to reinforce skills introduced by the teacher Assist with record keeping, preparation and development of instructional materials and other classroom tasks Provide coverage for the classroom teacher when necessary Operate a variety of classroom instructional equipment, including but not limited to computers, audio/visual and video equipment Work cooperatively with substitute teachers in providing instruction and assistance to students Participate in various committees and attend required campus and/or district meetings Assist with supervision of students before, during, and after school on the playground, lunchroom and during any school-sponsored activity occurring during the school day Perform housekeeping chores such as, sanitizing student work areas and instructional materials Provide for basic needs of students who are not able to care for themselves including but not limited to toileting and feeding Attend required continuing professional education courses, implement strategies, and receive in-class coaching with a master teacher (30-hour minimum of professional development) Perform clerical tasks such as typing correspondence, copying materials, etc. Assist in the safe and orderly movement of all students to and from the classroom Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or will be required to obtain once hired Child Development Associate credential preferred Effective interpersonal and communication skills, both orally and in writing Experience working with elementary age children and knowledge of the learning process preferred Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. TEXAS-MISSOURI CITY", "summaryDescription" : "Pre-Kindergarten Aide - Sonal Bhuchar Elementary School 2025-2026. Provide instructional support. Work with individual students", "createdAt" : "2026-06-14T19:46:53.114", "lastUpdated" : "2026-06-16T01:01:06.807", "ingestTimestamp" : "2026-06-14T19:46:53.114", "mongoId" : "6960822e0937eae70e9c7f13", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Child Development", "Texas Educational Aide Certification" ], "skillCount" : 2, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69d10ff92beec4dd3dd7886a", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 100000.0, "max" : 150000.0, "currency" : "INR", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the entry-level seniority, part-time employment type, and education industry in India." }, "location" : "Truesdell Middle School", "locations" : [ "Truesdell Middle School", "2464 S. Glenn", "67217" ], "timestamp" : "2026-06-16T00:46:59.417", "fingerprint" : "e1fc744050578e25d853ea1ee436fc9e9818d45181356eee849720fd75764274", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=95993", "externalId" : "95993", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Behavior management", "Record keeping", "Crisis intervention", "Community based instruction" ], "hardSkillsList" : [ "Child development", "Language acquisition" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavioral intervention", "majorSkillsList" : [ "Special education", "Student support", "Behavioral intervention" ], "coreResponsibilities" : "Supervise students in class, Assist in managing classroom routines, Assist in interventions to redirect behavior, Assess crisis situations, Intervene to defuse situations, Document occurrences, Provide feedback for positive self-esteem, Supervise school activities, Implement student behavior plan, Assist students to and from assigned areas, Assist in physical setup of classroom, Assist in integration of technology, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear oral communication, Exhibit expressive oral communication, Exhibit clear written communication, Exhibit expressive written communication, Assist with child development, Assist with language acquisition, Assist students with integration, Assist with designing instruction, Assist with follow through, Assist in development of IEP, Assist in implementation of IEP, Demonstrate knowledge of district resources, Assist with planning community instruction, Assist with implementation of community instruction, Maintain high level of confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline of student, Prioritize and organize work, Organize work, Make decisions, Prioritize work, Respond to demands, Attend staff meetings, Participate in staff meetings, Attend PLCs, Participate in PLCs, Attend parent conferences, Participate in parent conferences, Acquire in-service hours, Assist students to and from buses, Assist drivers until departure, Accept responsibility for travel, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Conflict resolution; Professional rapport with staff; Working with diverse population; Friendly customer service; Responsive customer service", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP); Child development; Language acquisition; Regular education classroom integration", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep", "child-development", "language-acquisition", "regular-education-classroom-integration" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "Child development", "Language acquisition", "Regular education classroom integration" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquires 20 hours in-service annually; 10 in-service hours required after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Respond to demands", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Physical stamina, Travel between buildings, Travel between assignments, Caring for medical needs, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "High School Diploma or GED equivalent, 48 accredited college credits or pass state assessment", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service/training in first aide, In service/training in symptoms of child abuse, In service/training in symptoms/signs of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Skills: Special education, Student support, Behavioral intervention. Supervise students in class. 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Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T20:48:25.201", "lastUpdated" : "2026-06-15T07:05:27.966", "ingestTimestamp" : "2026-06-14T20:48:25.201", "mongoId" : "696082060937eae70e9c77c8", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827150", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimated salary is based on the market baseline for an Entry-level Para Special Education High Incidence position in Enterprise, United States, with adjustments for part-time employment." }, "location" : "Enterprise Elementary School", "locations" : [ "Enterprise Elementary School", "3605 S. Gold", "67217" ], "timestamp" : "2026-06-16T08:19:04.672", "fingerprint" : "a63adc1a699deb1acae8750e428e212b41940f5b91dce10fcca964465e0c50bb", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86911", "externalId" : "86911", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Enterprise", "state" : "Kansas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.9027780,-97.1169620" } ], "locationText" : "Enterprise, Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T20:39:58.216", "lastUpdated" : "2026-06-16T08:19:04.672", "ingestTimestamp" : "2026-06-14T20:39:58.216", "mongoId" : "6949b14570f0b99d58827150", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271bf", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "market baseline, entry seniority, and part-time employment adjustments for a Special Education Paraeducator in Benton Elementary School, United States" }, "location" : "Benton Elementary School", "locations" : [ "Benton Elementary School", "338 S. Woodchuck Lane", "67209" ], "timestamp" : "2026-06-16T01:37:13.492", "fingerprint" : "96f01c9fc8612b4981f014455a2d9d0c4a2e7f872e72d7f4411895a4c4595902", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=35371", "externalId" : "35371", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T19:46:49.606", "lastUpdated" : "2026-06-16T01:37:13.492", "ingestTimestamp" : "2026-06-14T19:46:49.606", "mongoId" : "6949b14570f0b99d588271bf", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827160", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "salary" : { "min" : 28000.0, "max" : 38000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in the United States, adjusted for part-time employment." }, "location" : "Coleman Middle School", "locations" : [ "Coleman Middle School", "1544 N. Governeour", "67206" ], "timestamp" : "2026-06-16T06:51:54.880", "fingerprint" : "1dbca28a4ccda30bbd6d80c4a93c1acf262a3731c689a9decc34ac3c0e58fa99", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86171", "externalId" : "86171", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "remoteFriendly" : false, "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year)", "createdAt" : "2026-06-14T18:48:23.492", "lastUpdated" : "2026-06-16T06:51:54.880", "ingestTimestamp" : "2026-06-14T18:48:23.492", "mongoId" : "6949b14570f0b99d58827160", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 28000, "salaryAnnualMax" : 38000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f16", "title" : "Aide Special Education (Behavior Support Services)", "industry" : "Education", "salary" : { "min" : 38000.0, "max" : 52000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for an Entry-level Aide Special Education in Sugar Land, United States, adjusted for the education industry." }, "location" : "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "locations" : [ "TEXAS-SUGAR LAND-OYSTER CREEK ELEMENTARY SCHOOL", "
OYSTER CREEK ELEMENTARY SCHOOL (138)
16425 MELLOW OAK LANE
SUGAR LAND, 77498

" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T08:35:47.376", "fingerprint" : "900036288949f1d48f29628b8e0fcd1bed9dd4b80acb1bcc424f19155ea42b8f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=184007", "externalId" : "184007", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Sugar Land", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.6196787,-95.6349463" } ], "locationText" : "Sugar Land, Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis" ], "hardSkillsList" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training" ], "hardSkills" : [ { "name" : "Positive Behavior Support", "level" : "intermediate" }, { "name" : "IEP implementation", "level" : "intermediate" }, { "name" : "Behavior intervention plans", "level" : "intermediate" }, { "name" : "Crisis intervention training", "level" : "intermediate" } ], "majorSkills" : "Behavior Support, IEP Implementation, Student Support", "majorSkillsList" : [ "Behavior Support", "IEP Implementation", "Student Support" ], "coreResponsibilities" : "Provide support services, Assist teacher and staff, Implement/document students' IEP, Maintain safe environment, Provide consistent expectations, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement academic/functional lessons, Execute behavioral strategies, Collect and analyze data, Monitor progress towards IEP goals, Assist students with personal care, Implement lesson plans, Participate in implementing IEPs, Collaborate with general education teachers, Prepare behavioral/instructional materials, Conduct daily social skills training, Monitor student behaviors, Record service implementation, Conduct instructional activities", "teamCollaboration" : "Collaborate with student personnel; Collaborate with school personnel; Collaborate with classroom teacher; Collaborate with general education teachers", "domainKnowledge" : "Emotional and behavioral disabilities; Special education; ARD documentation; IEP goals; Behavior intervention plans", "domainList" : [ "emotional-and-behavioral-disabilities", "special-education", "ard-documentation", "iep-goals", "behavior-intervention-plans" ], "domainSpecificKnowledge" : [ "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Behavior intervention plans" ], "toolProficiency" : [ "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Crisis intervention", "specialRequirements" : "Work outside 25 percent, Exposure to inclement weather, Exposure to bodily fluids, Physically restrain students, Lift up to adult size student, Respond to risk behavior, Maintain emotional control, Rationally detach during interruptions", "outcomesObjectives" : "Monitor progress towards IEP goals", "qualificationsBasic" : "48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS-SUGAR LAND", "summaryDescription" : "Aide Special Education (Behavior Support Services). Skills: Behavior Support, IEP Implementation, Student Support. Provide support services. Assist teacher and staff", "createdAt" : "2026-06-14T05:52:39.531", "lastUpdated" : "2026-06-15T08:35:47.376", "ingestTimestamp" : "2026-06-14T05:52:39.531", "mongoId" : "6960822e0937eae70e9c7f16", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 38000, "salaryAnnualMax" : 52000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "Positive Behavior Support", "IEP implementation", "Behavior intervention plans", "Crisis intervention training", "Behavior Support", "IEP Implementation", "Student Support", "Behavior Support Services", "Instructional Activities", "Social Skills Training", "Data Collection", "Data Analysis", "Emotional and behavioral disabilities", "Special education", "ARD documentation", "IEP goals", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification", "Microsoft Office" ], "skillCount" : 19, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a30735ff292fd229c001a83", "title" : "Special Education Teacher", "company" : "KIPP St. Louis", "industry" : "Education Management", "salary" : { "min" : 50500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "St. Louis, MO, United States", "locations" : [ "St. Louis", "MO", "United States" ], "timestamp" : "2026-06-16T09:41:40.318", "fingerprint" : "d1ff38befac26fba6a0d7a0483c6ac1fa4d2f7a9ac66b8063c1a143c4a0eb8e8", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/KIPP/744000132222940-special-education-teacher-26-27-school-year-", "externalId" : "744000132222940", "industryFunction" : { }, "structuredLocations" : [ { "city" : "St. Louis", "state" : "Missouri", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.6254063,-90.1900090" } ], "locationText" : "St. Louis, Missouri, United States", "employmentType" : "FULL_TIME", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "remoteFriendly" : false, "rawDescription" : "Who we are: KIPP St. Louis is a part of a national network of free, open-enrollment, public charter schools offering a choice to families and children in St. Louis city. As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. As an equal opportunity employer, we hire without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status or disability.", "summaryDescription" : "Special Education Teacher at KIPP St. Louis", "postedDate" : "2026-06-15T14:58:26.000", "createdAt" : "2026-06-16T01:32:49.133", "lastUpdated" : "2026-06-16T09:41:40.318", "ingestTimestamp" : "2026-06-16T01:32:49.133", "mongoId" : "6a30735ff292fd229c001a83", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 50500, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ ], "skillCount" : 0, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.8888889, "daysOld" : 0, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a306cb3f292fd229cfd567a", "title" : "Special Education Teacher", "company" : "KIPP St. Louis", "industry" : "Education Management", "salary" : { "min" : 50500.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : false }, "location" : "St. Louis, MO, United States", "locations" : [ "St. Louis", "MO", "United States" ], "timestamp" : "2026-06-16T10:19:02.789", "fingerprint" : "5e1e6b2dccd5deb31a3541076f1777689e84b4f2b136d065ec41c01b54901308", "source" : "smartrecruiters", "language" : "en", "applyUrl" : "https://jobs.smartrecruiters.com/KIPP/744000132222940-special-education-teacher-26-27-school-year-", "externalId" : "744000132222940", "industryFunction" : { }, "structuredLocations" : [ { "city" : "St. Louis", "state" : "Missouri", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "38.6254063,-90.1900090" } ], "locationText" : "St. Louis, Missouri, United States", "employmentType" : "FULL_TIME", "experienceMinYears" : 0, "experienceMaxYears" : 2, "experienceLevel" : "entry", "remoteFriendly" : false, "rawDescription" : "Who we are: KIPP St. Louis is a part of a national network of free, open-enrollment, public charter schools offering a choice to families and children in St. Louis city. As the largest charter school system in the city, we are driven and committed to our mission, vision, and equity statement. Mission: Together with families and communities, we create joyful, academically excellent schools that prepare students with the skills and confidence to pursue the paths they choose—college, career, and beyond—so they can lead fulfilling lives and build a more just world. Vision: Every child grows up free to create the future they want for themselves and their communities. KIPP St. Louis currently educates over 2,000 students.Today, our St. Louis network consists of two middle schools, three elementary schools, and a high school. What makes KIPP St. Louis unique? We believe that our educators are proving what's possible in urban education each and every day, by inspiring students and helping them discover the joy of learning. KIPP schools support our educators to help students achieve academic excellence, building the skills and confidence they need to succeed. Together, we are raising the bar for every student, every day. The Special Education Teacher (K–12) at KIPP St. Louis is a dedicated educator who ensures students with diverse learning needs achieve strong outcomes through individualized, standards-aligned instruction. They design and implement IEPs, differentiate curriculum, and use data to monitor progress and adjust supports to meet student goals. In partnership with general education teachers, service providers, and families, they help create inclusive, supportive learning environments. Ultimately, this role is critical to ensuring all students have access to high-quality instruction and the opportunity to thrive academically and socially. We are looking for Elementary and High School Special Education Teachers. Position type: Full-time, Exempt, 10-Month Reporting & Collaboration * Direct Manager : Principal * Direct Reports : None * Key Collaborators: Assistant Principal, Instructional Coach, Teachers, and Regional Support Inputs: What will I be doing in my day-to-day work? Grade-Level Rigor & Access * Plan and deliver instruction that ensures students with diverse learning needs access grade-level standards through appropriate accommodations and modifications * Develop, implement, and monitor Individualized Education Programs (IEPs) aligned to rigorous academic goals * Design and execute tasks that require analysis, justification, and application, while providing scaffolds that maintain rigor * Anticipate learning gaps and provide targeted interventions to support access and mastery of content What will I be evaluated on? Instruction ensures students with IEPs consistently access grade-level content with appropriate supports. Student work reflects growth toward IEP goals and increased independence with rigorous tasks. Student Engagement * Design lessons where students actively engage in thinking, discussion, reading, writing, and problem-solving with necessary supports * Facilitate inclusive academic discourse using differentiated strategies and language supports * Promote independence, self-advocacy, and meaningful participation in the general education setting Students demonstrate active engagement and increasing independence, using supports to explain, justify, and build on ideas. Culture of Learning * Establish a structured, inclusive classroom environment with clear routines, high expectations, and behavioral supports * Implement systems that maximize instructional time and support focus, persistence, and independence * Build strong relationships with students and families to support academic, behavioral, and social-emotional growth The classroom reflects a safe, structured, and inclusive environment where students take academic risks and persist through challenges. Assessment for Learning * Embed frequent checks for understanding and monitor progress toward IEP and grade-level goals * Analyze data to adjust instruction, provide interventions, and ensure student growth * Provide timely, actionable feedback to support student improvement and goal attainment Instruction is data-driven, with clear progress toward IEP goals and grade-level standards through ongoing monitoring and intervention cycles. Outcomes & Accountability: Professional Practice & Contribution * Progress toward IEP goals and individualized benchmarks * Growth on literacy, math, and standardized assessments (DIBELS, i-Ready, MAP, EOC, etc.) * Demonstrated ability to increase access to Tier 1 instruction and improve outcomes for students with disabilities Student Achievement & Growth * K-2: DIBELS proficiency and growth in early literacy * K-8: i-Ready Reading and Math growth and proficiency * 3-8: Missouri Assessment Program (MAP) performance * 9-12: End-of-Course (EOC) exam results in tested subjects * 9-12: AP exam participation, performance, and pass rates (where applicable) * Demonstrated ability to translate strong Tier 1 instruction into measurable student outcomes What skills should I already bring, i.e., what should I already have a track record around? * Proven ability to support students with diverse learning needs and drive measurable growth * Strong classroom management with inclusive and structured environments * Experience using data to inform instruction and interventions * Ability to collaborate effectively across teams and with families * Strong communication and advocacy skills What should I know a lot about already, i.e., what should I have expertise in? * IEP development, implementation, and compliance * Differentiated instruction, accommodations, and modifications * Progress monitoring and data-driven intervention cycles * Strategies for inclusion and co-teaching models * Classroom systems that support both academic and behavioral success ## Qualifications What you bring to the table: Required * Bachelor’s degree in education or related content area * Minimum of 2+ years of successful classroom teaching experience * K-12 Cross Categorical/ Mid Mod certification * Demonstrated commitment to improving outcomes for historically underserved students * Strong communication, collaboration, and problem-solving skills Preferred * State teaching certification * Experience in a high-performing, data-driven school environment * Track record of driving significant student achievement gains * Experience with standards-aligned curricula and assessment systems * Leadership experience within a grade level, content team, or school initiative ## Additional Information What we bring to the table: KIPP St. Louis is committed to pay equity and to ensuring that we do not unintentionally perpetuate historic wage gaps that persist due to individual negotiations. As a result, salaries are not negotiated. We are transparent about salaries in our job postings so that candidates can make an informed decision before beginning the hiring process. The starting salary for first-year teachers with a bachelor’s degree is $50,500. We are a fast-paced, energetic team and family with passionate people who are leading a movement, and to cultivate their best working environment, we provide the following: * $0 deductible healthcare plan option, including medical, vision, and dental. * Employer-Paid Short-Term Disability. * $50,000 life insurance policy at no cost to the employee. * Retirement plan through PSSRSSL with an employer match up to 14% and an optional 403b as a supplement to our pension program * Public Service student loan forgiveness program qualified employer. * Ongoing professional development. Generous time off: * Paid leave for illness, personal days, bereavement, jury duty, and military-related leave * Paid parental leave for new families * Paid holidays, as well as a one-week Thanksgiving break, a two-week winter break, a week-long spring break * Wellness days provided throughout the year KIPP St. Louis is committed to creating a diverse, equitable and inclusive environment for all our students, families, teachers, staff and community members. 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Lincoln", "67207" ], "timestamp" : "2026-06-15T06:45:55.606", "fingerprint" : "66a2690af604e8e81d049f3ac0158d1164c9edfafed35d72a6d22b385205676a", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=85251", "externalId" : "85251", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Sign language modalities", "Braille literacy", "Nonviolent Crisis Intervention" ], "hardSkills" : [ { "name" : "Sign language modalities", "level" : "intermediate" }, { "name" : "Braille literacy", "level" : "intermediate" }, { "name" : "Nonviolent Crisis Intervention", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student supervision, Behavioral intervention, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student supervision", "Behavioral intervention", "Instructional assistance" ], "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Special education; Individual Education Plan; Low vision equipment; Adaptive magnifying equipment; Medical needs; Self-care; Hygiene; Feeding; Toileting; Diapering; Dressing; Physical transfers; Braille material; Daily lessons", "domainList" : [ "special-education", "individual-education-plan", "low-vision-equipment", "adaptive-magnifying-equipment", "medical-needs", "self-care", "hygiene", "feeding", "toileting", "diapering", "dressing", "physical-transfers", "braille-material", "daily-lessons" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan", "Low vision equipment", "Adaptive magnifying equipment", "Medical needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Dressing", "Physical transfers", "Braille material", "Daily lessons" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior; Keep records; Make reports", "continuousLearning" : "Minimum of 20 hours in-service annually; Minimum of 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Make decisions; Prioritize work; Organize work", "specialRequirements" : "Manual dexterity, Physical ability, Stamina for full day, Physical activity, Work in various weather, React immediately to emergency, Use of physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Typing skills, Interline Braille material, Limited travel between schools, Travel to central offices, Assist with transportation of students, Caring for student's medical needs, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers", "qualificationsBasic" : "Pass the Physical Capacity Test, In-service in first aide, In-service in symptoms of child abuse, In-service in symptoms of illness, In-service in signs of illness, Knowledge of sign language modalities, Literacy of sign language modalities, Knowledge of Braille, Literacy of Braille, Knowledge of NCI, Literacy of NCI, Knowledge of other special skills, Literacy of other special skills, 48 accredited college credits, Pass state approved assessment", "qualificationsPreferred" : "Minimum of 48 accredited college credits, Pass a state approved assessment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). 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machine" ], "skillCount" : 31, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882717b", "title" : "Para Special Education Low Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "market baseline, seniority tier, and key adjustments" }, "location" : "McCollom Elementary School", "locations" : [ "McCollom Elementary School", "1201 Waddington", "67212" ], "timestamp" : "2026-06-15T06:53:32.760", "fingerprint" : "875e2a1f4d0784740671e9753c610feb9e8cd9cba0cd350d23f55badce0b6bed", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=81591", "externalId" : "81591", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Kansas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Kansas, United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instruction", "Student engagement", "Student progress", "Instructional planning", "Material preparation", "Confidentiality", "Professional rapport", "Sensitivity", "Prioritization", "Organization", "Decision making", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Confidentiality", "Customer service" ], "hardSkillsList" : [ "Low vision equipment", "Adaptive magnifying equipment", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention", "Typing skills", "Braille material interlining", "First aid", "Child abuse 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to assigned areas, Facilitate integration efforts, Assist in physical setup, Integrate technology into classroom, Use low vision equipment, Assist students with magnifying equipment, Participate in effective teaming, Provide individual instruction, Provide group instruction, Assign to regular classroom, Provide feedback to students, Assist students through questioning, Assist students through discussion, Assist with student engagement, Assist students with integration, Evaluate student progress, Share information with teacher, Assist with designing instruction, Assist with planning instruction, Follow through on instruction, Assist with scoring tests, Keep records, Make reports, Demonstrate knowledge of district resources, Prepare instructional materials, Prepare learning centers, Assist in planning IEP, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Maintain professional rapport, Demonstrate sensitivity to needs, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize work, Organize work, Make decisions, Meet daily demands, Exhibit professional manner, Exhibit positive attitude, Use good judgment, Make decisions on assignments, Display professionalism, Display confidentiality, Conform to professional dress, Conform to professional appearance, Understand company mission, Understand company purpose, Understand company goals, Respond appropriately to customer needs, Maintain positive attitude with colleagues, Interact with customers, Interact with colleagues, Provide quick customer service, Provide responsive customer service, Perform assigned duties, Work scheduled hours, Receive approved leave, Obtain prior approval for deviations, Report to work dressed appropriately, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation of students, Assist in caring for medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist and supervise students, Assist students to assigned areas, Assist students from assigned areas, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Collaboration; Professional rapport with staff; Staff meetings; PLCs; Parent conferences", "domainKnowledge" : "Special education; Individual Education Plan; Low vision; Braille; Sign language; Nonviolent Crisis Intervention", "domainList" : [ "special-education", "individual-education-plan", "low-vision", "braille", "sign-language", "nonviolent-crisis-intervention" ], "domainSpecificKnowledge" : [ "Special education", "Individual Education Plan", "Low vision", "Braille", "Sign language", "Nonviolent Crisis Intervention" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Documenting occurrences; Charting student behavior; Making reports", "continuousLearning" : "20 hours in-service annually; 10 in-service hours required", "problemSolvingSkills" : "Conflict resolution; Assess crisis situations; Defuse situations; Make decisions; Use good judgment", "specialRequirements" : "Manual dexterity, Physical ability, Stamina for full day, Work in various weather, React immediately to emergency, Use of physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Physical demands, Caring for medical needs, Basic needs assistance, Self-care, Hygiene, Feeding, Tube feeding, Toileting, Diapering, Dressing, Physical transfers, Assist students to buses, Assist students from buses, Assist drivers until departure, Assist in transportation, Assist with additional duties", "qualificationsBasic" : "48 accredited college credits, Pass state approved assessment, Pass Physical Capacity Test, In-service training, Knowledge of sign language, Knowledge of Braille, Knowledge of NCI", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped Low Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher or other staff Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Uses a slate and/or stylus or have a willingness to learn these skills Assists students in using low vision equipment Assists students with adaptive magnifying equipment Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with the integration into regular education classroom Evaluates student progress on work assignments and shares information with teacher Assists the teacher with the designing and/or planning of instruction and follow through Assists with scoring tests, keeping records and making reports as required by the teacher Demonstrates knowledge of district resources Prepares instructional materials and/or learning centers Assists in the planning for the Individual Education Plan (IEP) Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Attend sand participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Possesses the manual dexterity, physical ability and stamina for a full day of physical activity Assists and supervise students to and from assigned areas Demonstrates typing skills Demonstrates the ability to interline all Braille material for tests and daily lessons Additional Duties: Assists with additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 50 pounds; Be able to lift and carry up to 100 pounds with assistance Be able to demonstrate good finger dexterity Knowledge, Skills, and Abilities: Extensive knowledge and experience working with students who demonstrate the need for intensive services in one or more of the categorical areas listed above Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Proficient problem solving skills Demonstrated acumen in completing tasks and dealing with situations related to the essential functions of the position Extensive knowledge and practice setting up structured environments Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Must pass the Physical Capacity Test (PCP) Requires in-service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness Requires knowledge and literacy of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) and/or other special skills FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education Low Incidence (2025-2026 School Year). Supervise students in class. Assist in managing routines", "createdAt" : "2026-06-14T09:29:13.360", "lastUpdated" : "2026-06-15T06:53:32.760", "ingestTimestamp" : "2026-06-14T09:29:13.360", "mongoId" : "6949b14570f0b99d5882717b", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Low vision equipment", "Adaptive magnifying equipment", "Sign language modalities", "Braille", "Nonviolent Crisis Intervention", "Typing skills", "Braille material interlining", "First aid", "Child abuse symptoms", "Illness symptoms", "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication", "Teaming skills", "Conflict resolution", "Instruction", "Student engagement", "Student progress", "Instructional planning", "Material preparation", "Confidentiality", "Professional rapport", "Sensitivity", "Prioritization", "Organization", "Decision making", "Professional manner", "Positive attitude", "Good judgment", "Professionalism", "Customer service", "Special education", "Individual Education Plan", "Low vision", "Sign language", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 43, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a59f", "title" : "Teacher Elementary Early Childhood Special Education", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Elementary Early Childhood Special Education Teacher in Texas, USA, with adjustments for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Education Agency certification", "Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "timestamp" : "2026-06-15T08:39:30.109", "fingerprint" : "b9357ee34ddad6369b5ce87828bab2a03723affa81bbbcb5cfb03939ff7693ac", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186474", "externalId" : "186474", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "employmentType" : "FULL_TIME", "professionalSkills" : [ "Human development", "Disability knowledge" ], "hardSkillsList" : [ "Lesson planning", "Curriculum implementation", "Student assessment", "Data collection", "Behavior intervention" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "Curriculum implementation", "level" : "intermediate" }, { "name" : "Student assessment", "level" : "intermediate" }, { "name" : "Data collection", "level" : "intermediate" }, { "name" : "Behavior intervention", "level" : "intermediate" } ], "majorSkills" : "Special Education, Early Childhood, IEP development", "majorSkillsList" : [ "Special Education", "Early Childhood", "IEP development" ], "coreResponsibilities" : "Provide instruction in academic skills, Provide instruction in behavior skills, Provide instruction in communication skills, Provide instruction in independent living skills, Provide instruction in social skills, Provide instruction in personal care skills, Collaborate with parents, Collaborate with students, Collaborate with school personnel, Collaborate with community personnel, Develop Individual Educational Plan goals, Develop Individual Educational Plan objectives, Plan appropriate curriculum, Implement appropriate curriculum, Document ongoing student progress, Maintain accurate records, Administer student assessment, Analyze student assessment, Develop Present Levels of Academic And Functional Performance, Develop annual goals, Develop objectives, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Use adaptive technology, Use assistive technology, Execute behavioral strategies, Intervene using behavior strategies, Provide school health services, Assist students with personal care, Conduct instructional activities, Conduct professional activities, Safeguard confidentiality, Prepare paperwork for ARD meetings, Participate in ARD meetings, Participate in professional development", "teamCollaboration" : "Work collaboratively with parents; Work collaboratively with students; Work collaboratively with school personnel; Work collaboratively with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Student disabilities; Behavior intervention plans; Adaptive technology; Assistive technology; School health services; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "texas-pre-kindergarten-guidelines", "student-disabilities", "behavior-intervention-plans", "adaptive-technology", "assistive-technology", "school-health-services", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Document student progress; Maintain records; Support logs; Service logs; Data collection; Progress updates; Lesson plans", "continuousLearning" : "Professional development activities", "problemSolvingSkills" : "Behavior intervention", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Exposure to elements, Exposure to inclement weather, Lifting and positioning students, Hands-on intervention, Physical restraint, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Exposure to bodily fluids, Exposure to illnesses, May work prolonged hours, May work irregular hours, Maintain emotional control", "outcomesObjectives" : "Develop clear IEP goals; Develop measurable IEP objectives; Achieve skill development; Achieve skill mastery", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials and equipment. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to district testing and informal criterion-referenced assessments Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. Assist students with personal care services (e.g., feeding cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Conduct instructional or other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS", "summaryDescription" : "Teacher Elementary Early Childhood Special Education. Skills: Special Education, Early Childhood, IEP development. Provide instruction in academic skills. Provide instruction in behavior skills", "createdAt" : "2026-06-14T09:36:27.475", "lastUpdated" : "2026-06-15T08:39:30.109", "ingestTimestamp" : "2026-06-14T09:36:27.475", "mongoId" : "69ce5e5f9bc74574cb67a59f", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "Curriculum implementation", "Student assessment", "Data collection", "Behavior intervention", "Special Education", "Early Childhood", "IEP development", "Human development", "Disability knowledge", "Texas Pre-Kindergarten Guidelines", "Student disabilities", "Behavior intervention plans", "Adaptive technology", "Assistive technology", "School health services", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Education Agency certification", "Special Education Certification EC-12", "Special Education Specialist Certification EC-12", "De-Escalation/Restraint Certification (CPI)" ], "skillCount" : 23, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271be", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in Griffith Elementary School, United States, adjusted for part-time employment." }, "location" : "Griffith Elementary School", "locations" : [ "Griffith Elementary School", "1802 S. Bluff", "67218" ], "timestamp" : "2026-06-15T09:58:17.496", "fingerprint" : "5076e19ee027e20717e64994d85680412ca7e908e40e190696adcfc1855be76f", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=23949", "externalId" : "23949", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical setup", "Community based instruction", "Medical needs", "Self-care", "Hygiene", "Feeding", "Toileting", "Diapering", "Dressing", "Physical transfers" ], "softSkillsList" : [ "Teaming skills", "Conflict resolution", "Effective teaming", "Decision making", "Professional manner", "Good judgment", "Confidentiality", "Sensitivity", "Diplomacy", "Customer service" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical setup", "level" : "intermediate" }, { "name" : "Community based instruction", "level" : "intermediate" }, { "name" : "Medical needs", "level" : "intermediate" }, { "name" : "Self-care", "level" : "intermediate" }, { "name" : "Hygiene", "level" : "intermediate" }, { "name" : "Feeding", "level" : "intermediate" }, { "name" : "Toileting", "level" : "intermediate" }, { "name" : "Diapering", "level" : "intermediate" }, { "name" : "Dressing", "level" : "intermediate" }, { "name" : "Physical transfers", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Teaming skills" }, { "name" : "Conflict resolution" }, { "name" : "Effective teaming" }, { "name" : "Decision making" }, { "name" : "Professional manner" }, { "name" : "Good judgment" }, { "name" : "Confidentiality" }, { "name" : "Sensitivity" }, { "name" : "Diplomacy" }, { "name" : "Customer service" } ], "majorSkills" : "Special education, Instructional assistance, Behavior management", "majorSkillsList" : [ "Special education", "Instructional assistance", "Behavior management" ], "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Communication with staff; Professional rapport with staff; Teaming skills", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic behavior skills; Adaptive behavior skills; Special education; High incidence disabilities; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-behavior-skills", "adaptive-behavior-skills", "special-education", "high-incidence-disabilities", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic behavior skills", "Adaptive behavior skills", "Special education", "High incidence disabilities", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff; Letter communication; Phone communication; Email communication; Fax communication; Personal contact communication", "documentationSkills" : "Record keeping; Document occurrences; Chart student behavior", "continuousLearning" : "20 hours in-service annually; 10 in-service hours after 3 years", "problemSolvingSkills" : "Assess crisis situations; Intervene to defuse situations; Redirect behavior; Make decisions", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Travel between buildings, Travel between assignments, Caring for medical needs, Basic needs assistance, Physical transfers", "qualificationsBasic" : "48 college credits or pass assessment, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, Knowledge of special skills, In service in first aide, In service in child abuse symptoms, In service in illness symptoms", "qualificationsPreferred" : "Minimum of 48 college credits, Pass a state approved assessment", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Paraeducator -Special Education, High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student’s medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259’s guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company’s mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Governeour", "67206" ], "timestamp" : "2026-06-15T09:38:42.771", "fingerprint" : "a98df049b55f317ae1691421aac61e76a4c739f8fefb088454468804298fe6a5", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=88333", "externalId" : "88333", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Crisis intervention", "Teaming skills", "Collaboration", "Conflict resolution", "Communication", "Instruction design", "IEP development", "District resource knowledge", "Community instruction planning", "Confidentiality", "Professional rapport", "Sensitivity to needs", "Prioritization", "Organization", "Flexibility", "Responsiveness", "Decision making", "Prioritize work" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical restraint technique" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical restraint technique", "level" : "intermediate" } ], "majorSkills" : "Special education support, Student behavior management, Instructional assistance", "majorSkillsList" : [ "Special education support", "Student behavior management", "Instructional assistance" ], "coreResponsibilities" : "Supervise students in class, Manage classroom routines, Assist in interventions, Redirect behavior, Assess crisis situations, Defuse situations, Document occurrences, Provide feedback for self-esteem, Supervise school activities, Implement student behavior plan, Assist students to assigned areas, Facilitate integration efforts, Setup classroom for instruction, Integrate technology into classroom, Provide individual instruction, Provide group instruction, Assist with student engagement, Assist students with self-advocacy, Assist students in using technology, Exhibit clear communication, Assist with child development, Assist with language acquisition, Assist students into regular education, Assist with designing instruction, Assist with IEP development, Plan community based instruction, Maintain confidentiality, Model appropriate behavior, Develop professional rapport, Demonstrate sensitivity, Communicate with students, Communicate with parents, Communicate with staff, Observe student behavior, Chart student behavior, Assist in discipline, Prioritize and organize work, Be flexible and responsive, Participate in staff meetings, Participate in PLCs, Participate in parent conferences, Acquire in-service hours, Assist students to buses, Assist drivers until departure, Assist in transportation of students, Accept responsibility for travel, Care for student's medical needs, Assist students with basic needs, Assist with self-care, Assist with hygiene, Assist with feeding, Assist with tube feeding, Assist with toileting, Assist with diapering, Assist with dressing, Assist with physical transfers, Assist with additional duties", "teamCollaboration" : "Effective teaming skills; Work with teachers; Work with support staff; Work with administrators; Work with parents; Professional rapport with staff; Work with diverse population; Handle situations with tact; Handle situations with diplomacy; Interact with customers; Interact with colleagues", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Special education students; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "special-education-students", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Special education students", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Letter communication; Phone communication; Email communication; Fax communication; Personal contact", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Acquire in-service hours", "problemSolvingSkills" : "Make decisions; Prioritize work; Use good judgment", "specialRequirements" : "Work in various weather, React immediately to emergency, Use physical restraint technique, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Travel between buildings, Travel between assignments, Assist with medical needs, Assist with basic needs", "qualificationsBasic" : "High School Diploma or GED, 48 college credits or pass assessment, Minimum 20 hours in-service annually, Minimum 10 in-service hours after 3 years", "qualificationsPreferred" : "Knowledge of sign language modalities, Knowledge of Braille, NCI certification, First aid training, Child abuse symptoms training, Illness symptoms training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Specifics: This position works a total of 30 hours per week (.75 FTE) Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). 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Collaborate with colleagues", "domainKnowledge" : "Special education; 21st-century curriculum; State Standards; Common Core Standards", "domainList" : [ "special-education", "21st-century-curriculum", "state-standards", "common-core-standards" ], "domainSpecificKnowledge" : [ "Special education", "21st-century curriculum", "State Standards", "Common Core Standards" ], "toolProficiency" : [ "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Progress Reports", "specialRequirements" : "Travel required, Face to face attendance required, Attend events in person, Travel to support testing", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet academic accountability goals", "qualificationsBasic" : "Georgia teaching license, Knowledge of State Standards, Knowledge of Common Core Standards, Ability to stand for up to 90 minutes, Ability to supervise students, Ability to pass criminal background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "About the Team ACCEL Schools is seeking highly-qualified Virtual Teachers who are dedicated to providing a superior education for all students! We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Georgia. About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face to face state testing annually Perform other duties as assigned About You Current Georgia teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-BL1", "summaryDescription" : "Virtual Special Education Teacher at Virtual Preparatory Academy of Georgia. 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baseline for an Entry level Special Education Aide in Texas, United States, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-16T06:05:20.878", "fingerprint" : "365d4ec18c6186fb865dc6026c0728c6a3790c76d0a3741a5559c3bf72ea74db", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186332", "externalId" : "186332", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavior Support Services", "IEP implementation", "Data collection", "Data analysis", "Lesson plan implementation", "Behavior intervention 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implementation", "Student support" ], "coreResponsibilities" : "Provide academic support, Provide behavior support, Provide social support, Provide self-care support, Assist teacher and staff, Implement students' IEP, Document students' IEP, Maintain safe environment, Maintain engaging environment, Provide consistent expectations, Provide consistent routines, Utilize Positive Behavior Support strategies, Promote classroom management, Maintain therapeutic rapport, Implement Behavior Support Services Critical Elements, Implement academic lessons, Implement functional lessons, Maintain collaborative working relationship, Execute behavioral strategies, Collect data, Analyze data, Monitor progress towards IEP goals, Assist students with personal care, Implement lesson plans, Implement IEPs, Implement behavior intervention plans, Implement accommodations, Implement modifications, Align lesson plans, Prepare behavioral materials, Organize behavioral materials, Prepare instructional materials, Organize instructional materials, Conduct social skills training, Monitor student behaviors, Assist students with feeding, Assist students with cleaning, Assist students with dressing, Assist students with lifting, Assist students with positioning, Assist students with toileting, Assist students with changing, Safeguard confidentiality, Record service implementation, Conduct professional activities, Maintain written communication, Maintain oral communication, Maintain regular communication with students, Maintain regular communication with staff, Participate in professional development, Respond to risk behavior, Maintain emotional control, Rationally detach during interruptions", "teamCollaboration" : "Collaborative working relationship; Collaborate with general education teachers; Collaborate with classroom teacher; Collaborate with student personnel; Collaborate with school personnel; Collaborate with staff", "domainKnowledge" : "Emotional disabilities; Behavioral disabilities; IEP; ARD documentation; Positive Behavior Support; Crisis intervention", "domainList" : [ "emotional-disabilities", "behavioral-disabilities", "iep", "ard-documentation", "positive-behavior-support", "crisis-intervention" ], "domainSpecificKnowledge" : [ "Emotional disabilities", "Behavioral disabilities", "IEP", "ARD documentation", "Positive Behavior Support", "Crisis intervention" ], "toolProficiency" : [ "Windows", "Microsoft Office" ], "communicationSkills" : "Written communication; Oral communication", "documentationSkills" : "Record service implementation; Document IEP", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Respond to risk behavior; Maintain emotional control; Rationally detach", "specialRequirements" : "Work outside 25 percent, Exposed to elements, Inclement weather, Exposure to bodily fluids, Physically restraining students, Lift up to adult size student, Two-man lift, May work prolonged hours, May work irregular hours, Maintain emotional control under stress", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment, Proficient in Windows Operating System, Proficient in Microsoft Office applications", "qualificationsPreferred" : "Texas Educational Aide Certification, De-Escalation/Restraint Certification", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide BSS (Behavior Support Services) will provide support services in the areas of academic, behavior, social and self-care to students identified with severe emotional and behavioral disabilities, utilizing a variety of teaching techniques, materials, and equipment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the students' IEP. The incumbent will maintain an environment that is safe and engaging for all students. Position Description Essential Duties and Responsibilities Service Delivery Assist in providing consistent expectations and routines to facilitate a highly structured environment Utilize research-based Positive Behavior Support strategies to promote and maintain classroom management and therapeutic rapport with students Assist in implementing the Behavior Support Services Critical Elements as designated by the Program Manager Assist in implementing academic/functional lessons and instructional activities for multiple grade levels of students in a variety of settings Maintain a collaborative working relationship with student and school personnel Execute behavioral strategies as identified by the teacher based upon ARD documentation Assist in collecting and analyzing data in the areas of academics, behavior, social and self-care service to monitor progress towards IEP goals and objectives Assist students with personal care services - may be more than 50% of the day Understand and implement lesson plans prepared by teachers that are developmentally and age-appropriate based on the student IEP, through necessary accommodations and modifications Participate in implementing students' IEPs, including behavior intervention plans (BIPs) and accommodations/modifications of materials and curriculum Collaborate under the guidance and direction of the classroom teacher with general education teachers to align lesson plans to the general education curriculum Prepare and organize behavioral and instructional materials under the guidance and direction of the classroom teacher Conduct daily social skills training through research-based social skills curriculum under the guidance and direction of the classroom teacher In collaboration with the teacher, monitor student behaviors inside and outside both the general and special education classrooms (e.g., during class, in the hallways between classes, during assemblies, extracurricular activity meetings or events, fire drills or other group activities) Assist students with personal care services (e.g. feeding, cleaning, dressing, lifting, positioning, transitioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Safeguard confidentiality with regard to students with disabilities in the areas of behavioral and academic performance Record service implementation on approved logs (inclusive support, accommodation logs) Conduct instructional and other professional activities consistent with the requirements of state and federal law Teacher Support Maintain effective and timely written and oral communication with staff or other school personnel Maintain regular communication with students and appropriate staff members Participate in appropriate professional development Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information The employee will be required to work outside 25 percent of the time and may be exposed to the elements and inclement weather. This position may have exposure to bodily fluids and the employee must be capable of physically restraining students when necessary following the approved de-escalation/restraint techniques. The employee may be required to lift up to an adult size student using a 2-man lift for personal care needs. The BSS para will demonstrate the ability to respond to risk behavior using nonverbal, verbal, and physical approaches, through the use of the district-approved crisis intervention training. The applicant must possess the ability to maintain emotional control and rationally detach during frequent behavioral interruptions, both verbally and physically, that can become highly stressful situations. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "High School: Aide Special Education Behavior Support Services (BSS) 2026-2027. Skills: Behavior Support, IEP implementation, Student support. Provide academic support. 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Millwood", "67217" ], "certifications" : [ "KSDE certification in school psychology" ], "timestamp" : "2026-06-15T08:59:13.232", "fingerprint" : "d73037205d42dae28315918d14f8d26e8c4ca0b21a0ab49b97db261323931c21", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=75033", "externalId" : "75033", "industryFunction" : { }, "structuredLocations" : [ { "workMode" : "onsite" } ], "locationText" : "", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "technicalSkills" : "SMART boards, Scoring software, Microsoft Word, Microsoft Outlook", "professionalSkills" : [ "Behavior management", "Parent counseling", "Diagnostic consultation" ], "hardSkillsList" : [ "Psychological testing", "Behavioral assessment", "Individual evaluation", "Re-evaluations" ], "softSkillsList" : [ "Confidentiality", "Tact", "Diplomacy" ], "hardSkills" : [ { "name" : "Psychological testing", "level" : "intermediate" }, { "name" : "Behavioral assessment", "level" : "intermediate" }, { "name" : "Individual evaluation", "level" : "intermediate" }, { "name" : "Re-evaluations", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Confidentiality" }, { "name" : "Tact" }, { "name" : "Diplomacy" } ], "majorSkills" : "School psychology, Psychological testing, Behavioral assessment", "majorSkillsList" : [ "School psychology", "Psychological testing", "Behavioral assessment" ], "teamCollaboration" : "Child Study Team; School staff; Community professionals", "domainKnowledge" : "School psychology; Special education programs; Child study team; Mental health", "domainList" : [ "school-psychology", "special-education-programs", "child-study-team", "mental-health" ], "domainSpecificKnowledge" : [ "School psychology", "Special education programs", "Child study team", "Mental health" ], "toolProficiency" : [ "SMART boards", "Scoring software", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Verbal communication; Written communication", "problemSolvingSkills" : "Decision making", "specialRequirements" : "Limited travel between schools, Work outdoors during activities, Work in school building environments", "qualificationsBasic" : "Master's in School Psychology, KSDE certification in school psychology", "qualificationsPreferred" : "Education Specialist degree, 2-3 Years experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: School Psychologist - Elementary Position Specifics: This position is based at Kelly Elementary 4 days, and AMAC float 1 day. Position Function: The School Psychologist is primarily responsible to the Principals of assigned schools for providing psychological services to pupils, staff members, and patrons as directed by the Building Principal. The School Psychologist is also responsible to the Coordinator of Psychological Services for program development and diagnostic consultation. Essential Performance Responsibilities: Makes observations of children in various school settings, identifies and interprets significant behavioral patterns to appropriate staff members, and suggests procedures to be followed in dealing with these children Participates in the screening, pre-assessment, identification, placement, follow-up, and review of pupils for special education programs Administers individual psychological tests and other assessment instruments as may be needed for comprehensive individual pupil evaluations, and re-evaluations Interprets test results and observations of individual pupils to staff members concerned and relates these to classroom activities and procedures Participates as a member of Child Study Team Consults with Principals and school staff in the improvement of educational programs Participates in the referral of children to other appropriate agencies for further study and/or assistance when appropriate, and acts as a liaison between the school and community professionals providing psychiatric and psychological services Supports the mental health of pupils through individual and/or group psychological counseling, behavior management, and parent counseling Additional Duties: Assists with additional duties as assigned by Supervisor. Equipment: This position may require the ability to use SMART boards, scoring software, and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with WPS guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Work in standard office and school building environments Ability to work outdoors during outdoor student activities Additional demands upon request of Supervisor Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization, for the purpose of giving and obtaining information Basic computer proficiency and the ability to effectively use Microsoft Word and Outlook which will be determined and validated by testing Use of good judgment to make decisions on recurring assignments Ability to communicate effectively with a supervisor when their discretion is needed Displays a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Masters in School Psychology required KSDE certification in school psychology - required. Education Specialist degree preferred 2-3 Years experience preferred FLSA Status: Exempt", "summaryDescription" : "Psychologist-Elementary (2025-2026 School Year). Skills: School psychology, Psychological testing, Behavioral assessment", "createdAt" : "2026-06-14T01:51:42.566", "lastUpdated" : "2026-06-15T08:59:13.232", "ingestTimestamp" : "2026-06-14T01:51:42.566", "mongoId" : "6949b14570f0b99d58827193", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryBand" : "200k+", "hasSalary" : false, "allSkills" : [ "Psychological testing", "Behavioral assessment", "Individual evaluation", "Re-evaluations", "Confidentiality", "Tact", "Diplomacy", "School psychology", "Behavior management", "Parent counseling", "Diagnostic consultation", "Special education programs", "Child study team", "Mental health", "KSDE certification in school psychology", "SMART boards", "Scoring software", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 22, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Junior", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6a3066c0f292fd229cfb5571", "title" : "Virtual Special Education Teacher", "company" : "ACCEL Schools", "industry" : "Education", "salary" : { "min" : 60000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Virtual Special Education Teacher in the United States, adjusted for the education industry and company size." }, "location" : "Virtual Preparatory Academy of Georgia", "locations" : [ "Virtual Preparatory Academy of Georgia" ], "certifications" : [ "Georgia teaching license" ], "timestamp" : "2026-06-16T10:21:05.540", "fingerprint" : "72cb48f9fd32fb056c8ac795aad00a58497e9ab8b4f756778d5be21d05eeed88", "source" : "greenhouse", "language" : "en", "applyUrl" : "https://job-boards.greenhouse.io/accelschools/jobs/7773667003", "externalId" : "7773667003", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Georgia", "country" : "United States", "continent" : "na", "workMode" : "hybrid" } ], "locationText" : "Georgia, United States", "technicalSkills" : "Microsoft Office, Word, Outlook", "professionalSkills" : [ "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching" ], "hardSkillsList" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Data analysis" ], "hardSkills" : [ { "name" : "Live lesson delivery", "level" : "intermediate" }, { "name" : "Course setup", "level" : "intermediate" }, { "name" : "Student progress monitoring", "level" : "intermediate" }, { "name" : "Data analysis", "level" : "intermediate" } ], "majorSkills" : "Special Education, Virtual instruction, Student achievement", "majorSkillsList" : [ "Special Education", "Virtual instruction", "Student achievement" ], "coreResponsibilities" : "Serve as teacher of record, Provide primary instruction, Meet student achievement goals, Meet culture goals, Meet academic accountability goals, Deliver live lessons, Complete course setup, Monitor student progress, Provide feedback, Grade assignments daily, Track student contact, Maintain student contact, Create Progress Reports, Review student data, Differentiate instruction, Utilize best practices, Create classroom environment, Integrate culturally responsive practices, Implement school-wide culture, Communicate with families, Incorporate technology skills, Plan non-instructional activities, Implement non-instructional activities, Attend events in person, Collaborate with colleagues, Communicate with colleagues, Travel for state testing, Perform other duties", "teamCollaboration" : "Collaborate with Principal; Collaborate with colleagues", "domainKnowledge" : "Special Education; 21st-century curriculum; State Standards; Common Core Standards", "domainList" : [ "special-education", "21st-century-curriculum", "state-standards", "common-core-standards" ], "domainSpecificKnowledge" : [ "Special Education", "21st-century curriculum", "State Standards", "Common Core Standards" ], "toolProficiency" : [ "Learning Management System" ], "communicationSkills" : "Written communication; Verbal communication", "documentationSkills" : "Progress Reports", "specialRequirements" : "Travel required, Face to face attendance required, Stand for 90 minutes, Supervise students, Pass background checks", "outcomesObjectives" : "Meet student achievement goals; Meet culture goals; Meet academic accountability goals", "qualificationsBasic" : "Georgia teaching license, Knowledge of State Standards, Knowledge of Common Core Standards, Ability to manage confidential information, Ability to stand for 90 minutes, Ability to supervise students, Pass federal and state background checks", "qualificationsPreferred" : "Two years' experience teaching, Experience working in multi-cultural setting", "remoteFriendly" : true, "workSiteFlexibility" : "Flexible", "rawDescription" : "About the Team ACCEL Schools is seeking highly-qualified Virtual Teachers who are dedicated to providing a superior education for all students! We are seeking teachers who are excited to create a rigorous and nurturing classroom environment that prioritizes student learning and social-emotional development. ACCEL Schools uses a cutting-edge 21st-century curriculum, which can be accessed online and through a variety of traditional methods. Please note – while this is an online school position and all instruction occurs virtually, travel and face to face attendance will be required several times per year to support in person state testing and student events. Eligibility: Open to residents of Georgia. About the Opportunity Serve as the teacher of record and primary instructor in all core content areas and grade levels Relentlessly work to meet all goals related to student achievement and culture as well as state specific academic accountability goals Deliver highly effective live lessons via web conference based on student need, rooted in research-based instructional practices Complete course set up for each course within the Learning Management System Monitor student progress in asynchronous courses and provide feedback/grade assignments daily Track and maintain contact with each student Collaborate with Principal to create and deliver Progress Reports of Students Review student level data frequently to inform instructional program adjustments Differentiate instruction to meet the needs of all students Utilize research-based best practices in both synchronous and asynchronous instruction Create a joyful, caring, and loving classroom environment for all students Integrate culturally responsive teaching practices into daily lessons and interactions with students, parents, and colleagues Implement school-wide culture expectations and norms, inside the classroom and beyond Communicate regularly with families regarding the academic and social-emotional growth of their child Incorporate 21st century technology skills into daily classroom practice and team settings Participate in the planning and implementation of non-instructional activities such as social events and field trips and attend these events in person Collaborate and communicate effectively, humbly, and respectfully with all colleagues Travel to support required face to face state testing annually Perform other duties as assigned About You Current Georgia teaching license in appropriate content area Knowledge of State Standards and Common Core Standards Preferred two years’ experience teaching High level of comfort working in a growth-focused coaching environment based on frequent observations, debriefs, action planning, and progress monitoring High quality written and verbal communication skills High proficiency in Microsoft Office products including Word and Outlook Ability to properly manage confidential information Ability to stand for up to 90 minutes at a time Ability to supervise students in all school settings Ability to pass federal and state criminal background checks Experience working in a multi-cultural setting preferred About Us “We believe that every child should be able to be anything they want in life, regardless of their birthplace and circumstances.” – Ron Packard, CEO & Founder ACCEL Schools is a network of 80+ high-performing, public charter schools serving PK-12 students. We proudly advocate for school choice and work to address educational inequities throughout the United States. Our schools are inclusive and widely differ to reflect the unique values of the many urban, suburban, and rural communities we serve. Our brick-and-mortar, virtual, and hybrid schools specialize in closing educational gaps and offer innovative models such as career-technical education, sports training, bilingual programming, and more. We have been recognized and praised by legislators, authorizers, and researchers for providing exceptional education options to students in historically under-resourced communities. We offer the following benefits: Compensation and Benefits: The compensation and benefits information below is accurate as of the date of this posting. The Company reserves the right to modify this information at any time, with or without notice, subject to applicable law.   The annual starting salary for this position is between $50,000 – $55,000 annually. Factors which may affect starting pay within this range may include geography/market, skills, education, experience and other qualifications of the successful candidate. Life benefits – time & peace of mind Paid time off Retirement contributions Optional Basic Life and AD&D insurance Voluntary life insurance (employee, spouse, child) Discounted childcare at Early Learning Academies locations Health benefits – stay well & thrive Medical, dental, and vision insurance Employee Assistance Program Voluntary short-term disability insurance Voluntary long-term disability insurance Career benefits – keep growing Career advancement opportunities throughout Accel Schools and our strong network of 4,000+ instructors and education professionals EQUAL EMPLOYMENT OPPORTUNITY It is our policy to abide by all federal, state and local laws prohibiting employment discrimination based solely on a person’s race, color, religious creed, sex, national origin, ancestry, citizenship status, pregnancy, childbirth, physical disability, mental and/or intellectual disability, age, military status, veteran status (including protected veterans), marital status, registered domestic partner or civil union status, familial status, gender (including sex stereotyping and gender identity or expression), medical condition, genetic information, sexual orientation, or any other protected status except where a reasonable, bona fide occupational qualification exists. #LI-BL1", "summaryDescription" : "Virtual Special Education Teacher at ACCEL Schools. Skills: Special Education, Virtual instruction, Student achievement. Serve as teacher of record. Provide primary instruction", "postedDate" : "2026-06-15T23:29:34.630", "createdAt" : "2026-06-15T23:29:34.630", "lastUpdated" : "2026-06-16T10:21:05.540", "ingestTimestamp" : "2026-06-15T23:29:34.630", "mongoId" : "6a3066c0f292fd229cfb5571", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 60000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Live lesson delivery", "Course setup", "Student progress monitoring", "Data analysis", "Special Education", "Virtual instruction", "Student achievement", "Instructional practices", "Instructional program adjustments", "Culturally responsive teaching", "21st-century curriculum", "State Standards", "Common Core Standards", "Georgia teaching license", "Learning Management System" ], "skillCount" : 15, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "daysOld" : 0, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d58827197", "title" : "Technology Education Teacher (2025-2026 School Year)", "company" : "Coleman Middle School", "industry" : "Education", "salary" : { "min" : 55000.0, "max" : 75000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-level Technology Education Teacher in Coleman Middle School, United States, adjusted for industry and seniority." }, "location" : "Coleman Middle School", "locations" : [ "Coleman Middle School", "1544 N. Governeour", "67206" ], "certifications" : [ "Kansas State teaching license", "Technology Education Endorsement" ], "timestamp" : "2026-06-16T02:16:50.643", "fingerprint" : "8eeacb7eedfebf18c33935fdb0ae055dbb99f2937a9b27102038370dbfc7a335", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=77793", "externalId" : "77793", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "FULL_TIME", "technicalSkills" : "Microsoft Outlook", "professionalSkills" : [ "Time management", "Interpersonal skills" ], "hardSkillsList" : [ "Teaching methods", "Educational pedagogy" ], "hardSkills" : [ { "name" : "Teaching methods", "level" : "intermediate" }, { "name" : "Educational pedagogy", "level" : "intermediate" } ], "majorSkills" : "Technology Education, Gaming Concepts", "majorSkillsList" : [ "Technology Education", "Gaming Concepts" ], "coreResponsibilities" : "Teach Explorations in Technology 1, Teach Gaming Concepts, Facilitate learning, Maintain academic progress, Maintain discipline, Maintain student records, Provide classroom education, Implement classroom education, Instruct through lectures, Instruct through discussions, Instruct through demonstrations, Emphasize safe shop practices, Provide safety instruction, Ensure equipment is safe, Contact CTE office for repairs, Participate in advisory committee meetings, Establish clear objectives, Communicate objectives to students, Collaborate with staff, Communicate with staff, Create tests, Administer tests, Grade tests, Evaluate student progress, Establish classroom rules, Enforce classroom rules, Maintain classroom order, Observe student progress, Evaluate student progress, Prepare student progress reports, Discuss student problems with parents, Discuss student problems with staff, Discuss student progress with parents, Discuss student progress with staff, Participate in faculty meetings, Participate in professional meetings, Participate in educational conferences, Participate in teacher training workshops, Observe school district policies, Enforce school district policies, Assist with additional duties", "teamCollaboration" : "Work with parents; Work with students; Collaborate with staff; Work with diverse population; Interact with colleagues", "domainKnowledge" : "Federal laws regarding education; State laws regarding education; Student information systems", "domainList" : [ "federal-laws-regarding-education", "state-laws-regarding-education", "student-information-systems" ], "domainSpecificKnowledge" : [ "Federal laws regarding education", "State laws regarding education", "Student information systems" ], "toolProficiency" : [ "Student information system" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Student records; Student progress reports", "continuousLearning" : "Teacher training workshops; Educational conferences", "specialRequirements" : "Respond rapidly in emergencies, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Lift up to 20 pounds, Limited travel between schools, Travel to central offices", "outcomesObjectives" : "Meet needs of all students", "qualificationsBasic" : "Kansas State teaching license, Middle School level license, Technology Education Endorsement", "qualificationsPreferred" : "Classroom teaching experience", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Technology Educ-Middle Position Function: Teaches and facilitates learning for Explorations in Technology 1 & Gaming Concepts maintaining academic progress, discipline, and records for students at the middle school grade level. Works with parents and students to provide and implement classroom education to meet the needs of all students. Essential Performance Responsibilities: Instructs through lectures, discussions and demonstrations in one or more courses of the Exploration in Technology 1, and Gaming Concepts covering all competencies associated with these courses Emphasizes safe shop practices through safety instruction on equipment, safety tests and documentation of those actions Ensures that all equipment is in safe operating condition, contacting the Career and Technical Education office for work order repairs as needed Participates in pathway advisory committee meetings coordinated by the Career and Technical Education Office Establishes clear objectives for all lessons, units and projects, and communicate those objectives to students Collaborates and communicates with staff to meet the educational needs of students Creates, administers, and grades tests to evaluate student progress Establishes and enforces rules and procedures which help to maintain order in the classroom Observes, evaluates, and prepares reports on the progress of students Discusses students' problems and progress with parents and staff Participates in faculty and professional meetings, educational conferences, and teacher training workshops Observes, enforces and is directed by the policies, rules, and regulations adopted by the school district Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Complies with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Must be able to respond rapidly in emergency situations Must be able to stand for long periods of time, bend, twist balance, stoop, climb steps, reach overhead, lift up to 20 pounds Knowledge, Skills, and Abilities: Knowledge of current teaching methods and educational pedagogy Knowledge of applicable federal and state laws regarding education and students Ability to maintain a classroom of approximately 25 to 28 students Ability and patience to work interactively with students Skill in organization, time management, communication, and interpersonal skills Ability to deliver teaching instruction in accordance with improved curriculum and standards Excellent skills in verbal and written communication Ability to understand the individual needs of each student Ability to effectively use Microsoft Outlook and the student information system Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Current Kansas State teaching license at Middle School level Technology Education Endorsement preferred Classroom teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Technology Education Teacher (2025-2026 School Year) at Coleman Middle School. Skills: Technology Education, Gaming Concepts. Teach Explorations in Technology 1. Teach Gaming Concepts", "createdAt" : "2026-06-14T19:45:53.546", "lastUpdated" : "2026-06-16T02:16:50.643", "ingestTimestamp" : "2026-06-14T19:45:53.546", "mongoId" : "6949b14570f0b99d58827197", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 55000, "salaryAnnualMax" : 75000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Teaching methods", "Educational pedagogy", "Technology Education", "Gaming Concepts", "Time management", "Interpersonal skills", "Federal laws regarding education", "State laws regarding education", "Student information systems", "Kansas State teaching license", "Technology Education Endorsement", "Student information system" ], "skillCount" : 12, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d588271c2", "title" : "Positive Behavior Support Special Education Teacher (2025-2026 School Year)", "company" : "Enterprise Elementary School", "industry" : "Education", "salary" : { "min" : 65000.0, "max" : 85000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "Market baseline for a Mid-seniority Special Education Teacher in Enterprise, United States, adjusted for the education industry." }, "location" : "Enterprise Elementary School", "locations" : [ "Enterprise Elementary School", "3605 S. Gold", "67217" ], "certifications" : [ "Kansas teaching license", "Master's in special education", "Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained", "Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required" ], "timestamp" : "2026-06-15T09:37:19.718", "fingerprint" : "f8820ae19772f1adc34c23a34ec48dba460d32ce5fbbde233ca0673e70518c20", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=49511", "externalId" : "49511", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Enterprise", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "31.3151708,-85.8552161" } ], "locationText" : "Enterprise, United States", "employmentType" : "FULL_TIME", "minimumEducation" : "Master's", "professionalSkills" : [ "Student assessment", "Curriculum development", "Instructional strategies", "Behavioral intervention", "Data analysis" ], "hardSkillsList" : [ "IEP development", "Behavior management", "Differentiated instruction", "Classroom structure", "Student data collection", "Record keeping" ], "softSkillsList" : [ "Professional manner", "Good judgment", "Confidentiality" ], "hardSkills" : [ { "name" : "IEP development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Differentiated instruction", "level" : "intermediate" }, { "name" : "Classroom structure", "level" : "intermediate" }, { "name" : "Student data collection", "level" : "intermediate" }, { "name" : "Record keeping", "level" : "intermediate" } ], "softSkills" : [ { "name" : "Professional manner" }, { "name" : "Good judgment" }, { "name" : "Confidentiality" } ], "majorSkills" : "Positive Behavior Support, Special Education, IEP implementation, Student instruction", "majorSkillsList" : [ "Positive Behavior Support", "Special Education", "IEP implementation", "Student instruction" ], "coreResponsibilities" : "Plan instruction for student learning, Facilitate student learning, Provide instruction for student learning, Follow student IEPs, Ensure curriculum-based instruction, Participate on pre-assessment teams, Diagnose student needs, Initiate student assessments, Schedule student assessments, Attend IEP meetings, Work with multi-disciplinary team, Diagnose student learning structures, Implement IEP for each student, Define daily expectations, Structure daily expectations, Communicate daily expectations, Communicate with parents, Communicate with staff, Communicate with stakeholders, Report student in-puts, Report student data, Negotiate schedules, Provide differentiated instruction, Control classroom behavior, Teach individual behavior, Adapt course content, Adjust reading levels, Discern learning styles, Assist students in achieving objectives, Work with students individually, Work with students in small groups, Present learning opportunities, Support regular classroom teachers, Prepare events, Display reinforcement activities, Evaluate student progress, Plan assessments for evaluation, Design subject-based reinforcement, Design grading system, Collect student data, Enter student data, Report student progress, Provide positive role model, Teach classroom structure, Teach classroom rules, Teach classroom routines, Teach classroom procedures, Teach classroom expectations, Design classroom rules for interaction, Design systems for handling behavior, Prepare physical condition of classroom, Maintain clean classroom, Maintain organized classroom, Keep daily records, Supervise paraprofessionals, Manage job duties", "teamCollaboration" : "Multi-disciplinary team; Regular education staff; Special education staff; Other stakeholders; Internal and external customers; Department supervisor", "domainKnowledge" : "Special education; Positive Behavior Support; Individual Education Program (IEP); Least restrictive learning environment; Adaptive Level (High Incident)", "domainList" : [ "special-education", "positive-behavior-support", "individual-education-program-iep", "least-restrictive-learning-environment", "adaptive-level-high-incident" ], "domainSpecificKnowledge" : [ "Special education", "Positive Behavior Support", "Individual Education Program (IEP)", "Least restrictive learning environment", "Adaptive Level (High Incident)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Communicate with parents; Communicate with staff; Communicate with stakeholders; Communicate with Supervisor; Communicate effectively", "documentationSkills" : "Keep daily records; Enter student data", "problemSolvingSkills" : "Make decisions; Prioritize work", "specialRequirements" : "Limited travel between schools, Good physical health, Lift students, Dress students, Position students, Work outdoors, Respond rapidly", "qualificationsBasic" : "Kansas teaching license, Master's in special education, Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained, Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required", "qualificationsPreferred" : "Prior teaching experience preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Special Education Teacher – Positive Behavior Support (IR) Position Function: The person filling this position plans, leads, facilitates, and provides instruction for maximum student learning in his/her least restrictive learning environment. This position follows each student’s standards-based Individual Education Program (IEP) to ensure appropriate curriculum-based instruction. Essential Performance Responsibilities: Plans according to state standards and student IEPs Participates, as appropriate, on pre-assessment teams to determine necessity for comprehensive student evaluation; initiates, schedules, and attends IEP meetings; works with multi-disciplinary team to diagnose need; structures/implements IEP for each student identified Defines, structures, and communicates daily expectations according to state standards and IEP including, but not limited to, course goals, objectives, learning methods, and activities Communicates with parents, regular education staff members, special education staff members, and other appropriate stakeholders on course instructional strategies and objectives, students’ grasp of material, outcomes and perspectives for applications of materials learned Receives and reports student progress; in-puts student data via computer; negotiates schedules and communicates with all pertinent participants (administration, parents, staff, students, etc.) Provides differentiated instruction based on the student’s individual level of functioning and preferred/necessary learning modalities Controls classroom and teaches individual behavior through classroom structure, routine, communication opportunities, and individualized behavior methods; adapts and adjusts course content and reading levels to specify skills to be taught; discerns learning styles and means of building memory and study skills; assists individual students in achieving academic, daily living, and social skills learning objectives by working with them individually and in small groups Presents various learning opportunities appropriate to each student’s IEP including, but not limited to, classroom structure, multi-media, assistive technology, alternative communication opportunities, support of regular classroom teachers, and other presentations and/or opportunities inside or outside Prepares and displays events and reinforcement activities which encourage participation Evaluates according to state standards and student IEPs Plans assessments for evaluation to include, but not limited to, various diagnostic techniques; standardized survey and criterion-referenced test; teacher-developed oral and written tests; student personal indices (effort, potential, interests, memory) Designs subject-based reinforcement to follow assessments and student’s learning objectives (computer, lab activities, working independently or on group projects, field/community reinforcement) Designs a grading system which encourages motivation and participation; collects and enters student data in computer from charts and observations; reports progress on a regular basis as required Provides a positive role model of appropriate and respectful interactions with students and staff Develops, teaches, and reviews clear and concise classroom structure, rules, routines, procedures, and expectations individualized to student need Designs classroom rules for student interaction (courtesy and respect for belongings, space, and ideas), self-control, working independently, and appropriately gaining the floor; designs systems for handling all the behavior (from simple infractions to severe behavior) Prepares physical condition of classroom to reflect subject matter to facilitate student learning and maintains a clean and organized classroom Keeps daily records on, but not limited to, student attendance, learning and social needs, assignments, assessments and discipline; supervises paraprofessionals Manages all job duties with the mobility, agility, dexterity, and focused observation necessary to adequately perform the essential duties as described above Additional Duties Additional Duties: Assists in additional duties as assigned by supervisor Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259¿s guidelines for equipment use Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Good physical health and ability to implement behavioral strategies as well as to lift, dress, and position students as needed for self-care and safety. Works in standard office and school building environments Ability to work outdoors during outdoor student activities Additional demands upon request of Principal, Superintendent Must be able to respond rapidly in emergency situations Knowledge, Skills, and Abilities: Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company’s mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee’s supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: Kansas teaching license Master’s in special education or Enrolled in a Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required Prior teaching experience preferred FLSA Status: Exempt", "summaryDescription" : "Positive Behavior Support Special Education Teacher (2025-2026 School Year) at Enterprise Elementary School. Skills: Positive Behavior Support, Special Education, IEP implementation, Student instruction. Plan instruction for student learning. Facilitate student learning", "createdAt" : "2026-06-14T05:54:35.523", "lastUpdated" : "2026-06-15T09:37:19.718", "ingestTimestamp" : "2026-06-14T05:54:35.523", "mongoId" : "6949b14570f0b99d588271c2", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 65000, "salaryAnnualMax" : 85000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "IEP development", "Behavior management", "Differentiated instruction", "Classroom structure", "Student data collection", "Record keeping", "Professional manner", "Good judgment", "Confidentiality", "Positive Behavior Support", "Special Education", "IEP implementation", "Student instruction", "Student assessment", "Curriculum development", "Instructional strategies", "Behavioral intervention", "Data analysis", "Special education", "Individual Education Program (IEP)", "Least restrictive learning environment", "Adaptive Level (High Incident)", "Kansas teaching license", "Master's in special education", "Special Ed Degree program with plan of study on file with District and Special Ed Waiver obtained", "Licensed in the State of Kansas to teach at the Adaptive Level (High Incident). - K-12 level required", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 32, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.7777778, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "69ce5e5f9bc74574cb67a53b", "title" : "Aide Special Education Early Childhood Special Education (ECSE)", "industry" : "Education", "salary" : { "min" : 35000.0, "max" : 45000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the 2024-2025 market baseline for an Entry-level Early Childhood Special Education Aide in Texas, USA, adjusted for the education industry." }, "location" : "TEXAS", "locations" : [ "TEXAS" ], "certifications" : [ "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "timestamp" : "2026-06-15T08:25:30.660", "fingerprint" : "4cabd9354ec6b93e1f242fd2ab53cc3e2d7ca2f070add59f824108a715ce3793", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=186655", "externalId" : "186655", "industryFunction" : { }, "structuredLocations" : [ { "state" : "Texas", "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "Texas, United States", "technicalSkills" : "Windows Operating System, Microsoft Office, Microsoft Word, Microsoft Excel, Microsoft PowerPoint", "professionalSkills" : [ "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Personal care services", "School health services", "Service implementation recording", "Behavior data collection", "Student information confidentiality" ], "hardSkillsList" : [ "G-tube feedings", "Administering medications" ], "hardSkills" : [ { "name" : "G-tube feedings", "level" : "intermediate" }, { "name" : "Administering medications", "level" : "intermediate" } ], "majorSkills" : "Special education support, Early childhood education, Student safety, Behavior intervention", "majorSkillsList" : [ "Special education support", "Early childhood education", "Student safety", "Behavior intervention" ], "coreResponsibilities" : "Provide direct support to students, Implement Individualized Education Plan, Document student's Individualized Education Plan, Maintain a safe environment, Maintain an engaging environment, Interact with students, Ensure student safety, Ensure student engagement, Assist with classroom management, Maintain alert attention, Supervise students at all times, Execute behavioral strategies, Intervene using behavior strategies, Implement academic lessons, Implement functional lessons, Assist students with personal care, Provide school health services", "teamCollaboration" : "Assist teacher and staff; Collaboration with teacher", "domainKnowledge" : "Early Childhood Special Education; Individualized Education Plan; Least restrictive environment; ARD documents; Physical restraint strategies; Bodily fluids exposure; Childhood illnesses", "domainList" : [ "early-childhood-special-education", "individualized-education-plan", "least-restrictive-environment", "ard-documents", "physical-restraint-strategies", "bodily-fluids-exposure", "childhood-illnesses" ], "domainSpecificKnowledge" : [ "Early Childhood Special Education", "Individualized Education Plan", "Least restrictive environment", "ARD documents", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses" ], "communicationSkills" : "Verbal communication; Written communication", "documentationSkills" : "Service implementation recording; IEP target data collection; Behavior data collection", "continuousLearning" : "Attendance at conferences; Professional development", "problemSolvingSkills" : "Behavior intervention strategies", "specialRequirements" : "Work outside up to 25%, Exposure to elements, Inclement weather, Lifting and positioning students, Controlling behaviors, Aggression intervention, Self-injurious behavior intervention, Disruptive behavior intervention, Self-stimulatory behavior intervention, Potential exposure to bodily fluids, Frequent childhood illnesses", "qualificationsBasic" : "Minimum of 48 college hours, Passing score on Para Professional Assessment", "qualificationsPreferred" : "Texas Educational Aide Certification preferred, De-Escalation/Restraint Certification preferred", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Aide Special Education ECSE (Early Childhood Special Education), will provide direct support/services to students with disabilities in a variety of educational settings in order to access the curriculum in the students' least restrictive environment. The incumbent will assist teacher and staff in performing a variety of tasks by implementing and/or documenting the student's Individualized Education Plan, including academics, behavior, communication, social and personal care skills. The incumbent will maintain an environment that is safe and engaging for all students. The Preschool Programs for Children with Disabilities (PPCD) include a range of services available for children who are ages 3-5. The PPCD program generally serves students with significant cognitive, behavioral, communication and/or physical disabilities. The students may require full assistance to care for their daily needs. Position Description Essential Duties and Responsibilities Service Delivery Interact with students in a variety of settings to ensure student safety and engagement (e.g., hallways, classroom, restroom, playground, arrival / departure) Assist with classroom management by maintaining alert attention regarding supervision of students at all times in a variety of settings Execute behavioral strategies as identified by the teacher based upon ARD documents (e.g., reinforcements, consequences, contingencies) Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Implement academic/functional lessons under the guidance and direction of the teacher in a variety of settings (e.g., large group, small group, or independent practice) Assist students with personal care services (e.g., feeding, cleaning, dressing, lifting, positioning, transitioning, toileting, changing) – may be more than 50% of the work day Under the supervision of the nurse and classroom teacher, provide school health services such as G-tube feedings, administering medications, etc. Compliance Record service implementation on approved logs (e.g., inclusive support logs, accommodation logs) Routinely collect data on IEP targets and behavior (skills development and mastery) in collaboration with the teacher Maintain confidentiality of student information Teacher Support Prepare instructional materials under the guidance and direction of the teacher Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Minimum of 48 college hours or passing score on the Para Professional Assessment of Knowledge and Skills Test Texas Educational Aide Certification preferred or required to obtain once hired De-Escalation/Restraint Certification preferred or required to obtain once hired (district-provided training) Proficient in using Windows Operating System as well as Microsoft Office applications (Microsoft Word, Excel, and PowerPoint) Ability to effectively communicate information and ideas both verbally and in writing Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in the classroom, community setting, offices, work stations, and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. The position requires lifting and positioning students, controlling certain behaviors through hands-on behavior intervention strategies and approved physical restraint strategies. Paraprofessionals are expected to intervene with students' behavior, which can include aggression, self-injurious, disruptive, and self-stimulatory behaviors. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties, as well as potential exposure to bodily fluids and frequent childhood, pre-teen, and teen illnesses. This position is funded by grant funds. This position may be discontinued if grant funds are no longer available. TEXAS", "summaryDescription" : "Aide Special Education Early Childhood Special Education (ECSE). Skills: Special education support, Early childhood education, Student safety, Behavior intervention. Provide direct support to students. Implement Individualized Education Plan", "createdAt" : "2026-06-14T01:37:46.467", "lastUpdated" : "2026-06-15T08:25:30.660", "ingestTimestamp" : "2026-06-14T01:37:46.467", "mongoId" : "69ce5e5f9bc74574cb67a53b", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 35000, "salaryAnnualMax" : 45000, "salaryBand" : "30k-50k", "hasSalary" : true, "allSkills" : [ "G-tube feedings", "Administering medications", "Special education support", "Early childhood education", "Student safety", "Behavior intervention", "Behavioral strategies implementation", "Academic lesson implementation", "Functional lesson implementation", "Personal care services", "School health services", "Service implementation recording", "Behavior data collection", "Student information confidentiality", "Early Childhood Special Education", "Individualized Education Plan", "Least restrictive environment", "ARD documents", "Physical restraint strategies", "Bodily fluids exposure", "Childhood illnesses", "Texas Educational Aide Certification", "De-Escalation/Restraint Certification" ], "skillCount" : 23, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6949b14570f0b99d5882711b", "title" : "Para Special Education High Incidence (2025-2026 School Year)", "industry" : "Education", "salary" : { "min" : 25000.0, "max" : 35000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for an Entry level Para Special Education High Incidence position in Allison Traditional Magnet Middle School, United States, with adjustments for part-time employment." }, "location" : "Allison Traditional Magnet Middle School", "locations" : [ "Allison Traditional Magnet Middle School", "221 S. Seneca", "67213" ], "timestamp" : "2026-06-15T07:34:33.141", "fingerprint" : "da1dff242755c1fc783f11edd3d6a5dd7082a5a486de18dd358f3d00c2dfe48b", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa308.taleo.net/careersection/ex/jobdetail.ftl?job=86552", "externalId" : "86552", "industryFunction" : { }, "structuredLocations" : [ { "country" : "United States", "continent" : "na", "workMode" : "onsite" } ], "locationText" : "United States", "employmentType" : "PART_TIME", "minimumEducation" : "High School Diploma or GED equivalent", "professionalSkills" : [ "Instructional assistance", "Record keeping", "Behavior management", "Classroom safety", "Communication" ], "hardSkillsList" : [ "Child development", "Language acquisition", "Physical setup", "Crisis intervention", "Physical restraint" ], "hardSkills" : [ { "name" : "Child development", "level" : "intermediate" }, { "name" : "Language acquisition", "level" : "intermediate" }, { "name" : "Physical setup", "level" : "intermediate" }, { "name" : "Crisis intervention", "level" : "intermediate" }, { "name" : "Physical restraint", "level" : "intermediate" } ], "majorSkills" : "Special education, Student support, Behavior management", "majorSkillsList" : [ "Special education", "Student support", "Behavior management" ], "teamCollaboration" : "Effective teaming skills; Collaboration; Conflict resolution; Professional rapport with teacher; Professional rapport with staff", "domainKnowledge" : "Cognitive disabilities; Communication disabilities; Social disabilities; Behavioral disabilities; Emotional disabilities; Academic instruction; Adaptive behavior skills; Individual Education Plan (IEP)", "domainList" : [ "cognitive-disabilities", "communication-disabilities", "social-disabilities", "behavioral-disabilities", "emotional-disabilities", "academic-instruction", "adaptive-behavior-skills", "individual-education-plan-iep" ], "domainSpecificKnowledge" : [ "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)" ], "toolProficiency" : [ "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "communicationSkills" : "Oral communication; Written communication; Communication with students; Communication with parents; Communication with staff", "documentationSkills" : "Document occurrences; Chart student behavior", "continuousLearning" : "Minimum 20 hours in-service annually; Minimum 10 in-service hours after 3 years", "problemSolvingSkills" : "Conflict resolution; Crisis intervention; Decision making; Prioritize and organize", "specialRequirements" : "Work in various weather conditions, React immediately to emergency, Use of physical restraint, Walk long distances, Stand for long periods, Bend, Twist, Balance, Stoop, Climb steps, Reach overhead, Manual dexterity, Physical ability, Travel between buildings, Travel between assignments, Assist in transportation of students, Travel between schools, Travel between central offices", "qualificationsBasic" : "48 accredited college credits or pass assessment, Knowledge of sign language modalities, Knowledge of Braille, Knowledge of NCI, In service in first aide, In service in symptoms of child abuse, In service in symptoms of illness", "qualificationsPreferred" : "Knowledge of various sign language modalities, Knowledge of Braille, Knowledge of NCI, In service training in first aide, In service training in symptoms of child abuse, In service training in symptoms of illness", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Title: Para Sped High Incidence Position Function: Under the supervision of an administrator and direction of a certificated/licensed staff, assist the teacher in the education of students including instructional assistance, organization, record keeping, and management of student behavior, classroom safety, and communication with students, support staff and parents. Students may have cognitive disabilities, communication disabilities and social, behavioral and/or emotional disabilities. Students served are in need of academic and/or adaptive behavior skills instruction. Essential Performance Responsibilities: Supervises students in class setting as directed by the teacher Assists in managing classroom routines and procedures Assists in the interventions to redirect behavior, assesses crisis situations and intervenes to defuse situations, documents any occurrences, provides feedback to develop positive self-esteem of student Assists the teacher by supervising school activities on or off campus during the course of the instructional day Assists in the implementing of student behavior plan Assists students to and from assigned areas within the building to facilitate integration efforts Assists the teacher in the physical setup of the classroom for group instruction, projects, and activities Assists in the integration of technology into the classroom Participates in effective teaming skills, collaboration, conflict resolution and communication Provides individual and/or group instruction which may include regular education students in academic areas after initial instruction by teacher Is assigned to a regular classroom program where special education students are assigned Provides feedback to students and teachers Assists students through the use of questioning and discussion techniques Assists with student engagement with the curriculum Assists students with self-advocacy Assists students in using technology Exhibits oral and written communication that is clear and expressive Assists with child development and language acquisition Assists students with the integration into regular education classroom Assists the teacher with the designing of instruction and follow through Assists the teacher in the development and implementation of the Individual Education Plan (IEP) Demonstrates knowledge of district resources Assists the teacher with planning and implementation of any type of community based instruction Maintains high level of confidentiality of information regarding students and staff information and issues Models appropriate behavior for students Develops and maintains a professional rapport with classroom teacher and other staff Demonstrates sensitivity to the needs of students, staff, and parents Communicates with students, parents, instructional and support staff by letter, phone, e-mail, fax or personal contact as directed by the administrator or classroom teacher Observes and charts student behavior and assist in discipline of student as instructed by the teacher. Demonstrates the ability to prioritize and organize Demonstrates flexibility and responsiveness Attends and participates in staff meetings, PLCs and parent conferences as required Acquires a minimum of 20 hours of in-service annually. After 3 years a minimum of 10 in-service hours is required. (Paras are encouraged to take advantage of in-services provided by the building or district.) Assists students to and from buses and assisting the drivers until departure time Assists in the transportation of students Accepts the responsibility for travel between buildings and assignments when necessary Assists in caring for student's medical needs when under the direct supervision of the school nurse or other appropriate professional Assists students with basic needs including but not limited to self-care, hygiene, feeding, (may include tube feeding), toileting, diapering, dressing and physical transfers Additional Duties: Assists with additional duties as assigned by supervisor. Equipment: This position may require the ability to use SMART boards and iPads in addition to basic office equipment such as computers, copiers, scanners, and fax machine. Must always comply with USD 259's guidelines for equipment use. Travel: Limited travel between schools and central offices may be required. Physical and Mental Demands: Be able to work in various weather conditions Be able to react immediately to an emergency situation for the safety and welfare of the students and staff, which may include the use of physical restraint technique Be able to walk long distances, stand for long periods, bend, twist, balance, stoop, climb steps and reach overhead Possess the manual dexterity, physical ability and stamina for a full day of physical activity Be able to see and hear well Be able to lift, carry, push and pull up to 20 pounds. Knowledge, Skills, and Abilities: Demonstrated proficiency in developing and delivering training to meet the targeted needs of the identified audience Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Ability to communicate both verbally and written in order to communicate with others inside and outside of the organization for the purpose of giving and obtaining information Ability to communicate effectively with a Supervisor when their discretion is needed Ability to perform as an effective team player Ability to plan, organize, make decisions and prioritize work to meet the daily demands of the building Exhibit a professional manner and a positive attitude Use good judgment to make decisions on recurring assignments Display a significant degree of professionalism and confidentiality Ability to conform to proper standards of professional dress and appearance Knowledge of company's mission, purpose, goals and the role of every employee in achieving each of them Interrelations: Contact with personnel within the district and with customers and vendors Will be working under the direct supervision of the department supervisor in order to complete day to day tasks Will be working with a diverse population requiring the ability to handle all situations with tact and diplomacy Must understand and respond appropriately to customer needs and maintain a positive attitude with all customers and colleagues Expected to interact with all internal and external customers in a friendly, professional manner and provide quick, responsive customer service Employee Punctuality and Appearance: In order for schools to operate effectively, employees are expected to perform all assigned duties and work all scheduled hours during each designated workday, unless the employee has received approved leave Any deviation from assigned hours must have prior approval from the employee's supervisor or building administrator All employees are required to report to work dressed in a manner that reflects a positive image of USD 259 and is appropriate for their position Qualification Profile: High School Diploma or GED equivalent required Paras working in a Title School must have a minimum of 48 accredited college credits verifiable with a transcript or pass a state approved assessment Some positions may require knowledge of various sign language modalities, Braille, NCI (Nonviolent Crisis Intervention) or other special skills Some positions require in service, training or course work in first aide, symptoms of child abuse, and/or symptoms and signs of illness FLSA Status: Non-Exempt", "summaryDescription" : "Para Special Education High Incidence (2025-2026 School Year). Skills: Special education, Student support, Behavior management", "createdAt" : "2026-06-14T00:32:55.129", "lastUpdated" : "2026-06-15T07:34:33.141", "ingestTimestamp" : "2026-06-14T00:32:55.129", "mongoId" : "6949b14570f0b99d5882711b", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 25000, "salaryAnnualMax" : 35000, "salaryBand" : "<30k", "hasSalary" : true, "allSkills" : [ "Child development", "Language acquisition", "Physical setup", "Crisis intervention", "Physical restraint", "Special education", "Student support", "Behavior management", "Instructional assistance", "Record keeping", "Classroom safety", "Communication", "Cognitive disabilities", "Communication disabilities", "Social disabilities", "Behavioral disabilities", "Emotional disabilities", "Academic instruction", "Adaptive behavior skills", "Individual Education Plan (IEP)", "SMART boards", "IPads", "Computers", "Copiers", "Scanners", "Fax machine" ], "skillCount" : 26, "jobCategory" : "general", "jobSubcategory" : "general", "seniorityLevel" : "Entry", "dataQualityScore" : 0.6666667, "hasLocation" : true, "hasGeo" : false, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 }, { "id" : "6960822e0937eae70e9c7f3d", "title" : "Teacher Special Education ECSE - Madden Elementary", "industry" : "Education", "salary" : { "min" : 58000.0, "max" : 82000.0, "currency" : "USD", "frequency" : "yearly", "is_estimated" : true, "estimation_basis" : "The estimation is based on the market baseline for a Mid-level Special Education Teacher in Richmond, United States, adjusted for the Education industry." }, "location" : "TEXAS-RICHMOND-MADDEN ELEMENTARY", "locations" : [ "TEXAS-RICHMOND-MADDEN ELEMENTARY", "
MADDEN ELEMENTARY (151)
17727 ABERMORE LANE
RICHMOND, 77407

" ], "certifications" : [ "Texas Education Agency certification", "Special Education EC-12 certification", "Special Education Specialist Certification EC-12", "CPI certification" ], "timestamp" : "2026-06-15T09:28:44.969", "fingerprint" : "ed1c3853277045cc63303e265a873de9b009a3834dc083c0601c96da2b28e9f2", "source" : "taleo", "language" : "en", "applyUrl" : "https://aa210.taleo.net/careersection/ex/jobdetail.ftl?job=180989", "externalId" : "180989", "industryFunction" : { }, "structuredLocations" : [ { "city" : "Richmond", "state" : "Texas", "country" : "United States", "continent" : "na", "source" : "llm", "workMode" : "onsite", "geo" : "29.5821811,-95.7607832" } ], "locationText" : "Richmond, Texas, United States", "professionalSkills" : [ "Curriculum development", "Instructional planning", "Data collection", "Student assessment", "Behavior intervention" ], "hardSkillsList" : [ "Lesson planning", "IEP goal development", "Behavior management", "Personal care services", "Record maintenance" ], "hardSkills" : [ { "name" : "Lesson planning", "level" : "intermediate" }, { "name" : "IEP goal development", "level" : "intermediate" }, { "name" : "Behavior management", "level" : "intermediate" }, { "name" : "Personal care services", "level" : "intermediate" }, { "name" : "Record maintenance", "level" : "intermediate" } ], "majorSkills" : "Special Education, Early Childhood, Instructional techniques, Student support", "majorSkillsList" : [ "Special Education", "Early Childhood", "Instructional techniques", "Student support" ], "coreResponsibilities" : "Provide instruction in skills, Provide services for children, Collaborate with parents, Plan and implement curriculum, Document student progress, Maintain accurate records, Administer student assessment, Analyze student assessment, Develop PLAAFP, Develop annual goals, Prepare lesson plans, Organize lesson plans, Implement lesson plans, Use adaptive technology, Use assistive technology, Execute behavioral strategies, Intervene using strategies, Provide school health services, Assist students with personal care, Conduct instructional activities, Safeguard confidentiality, Prepare ARD meetings, Participate in ARD meetings, Participate in professional development", "teamCollaboration" : "Work with parents; Work with students; Work with school personnel; Work with community personnel", "domainKnowledge" : "Texas Pre-Kindergarten Guidelines; Human development; Disabilities; Individual Educational Plan; Behavior intervention plans; ARD documents; School health services; State laws; Federal laws", "domainList" : [ "texas-pre-kindergarten-guidelines", "human-development", "disabilities", "individual-educational-plan", "behavior-intervention-plans", "ard-documents", "school-health-services", "state-laws", "federal-laws" ], "domainSpecificKnowledge" : [ "Texas Pre-Kindergarten Guidelines", "Human development", "Disabilities", "Individual Educational Plan", "Behavior intervention plans", "ARD documents", "School health services", "State laws", "Federal laws" ], "toolProficiency" : [ "Adaptive technology", "Assistive technology" ], "communicationSkills" : "Oral communication; Written communication", "documentationSkills" : "Record maintenance; Data collection", "continuousLearning" : "Professional development", "problemSolvingSkills" : "Behavior management", "specialRequirements" : "Lifting less than 40 pounds, Work outside up to 25%, Work prolonged hours, Work irregular hours, Maintain emotional control, Lifting and positioning students, Hands-on intervention, Physical restraint strategies, Intervene with aggression, Intervene with self-injurious behaviors, Intervene with disruptive behaviors, Intervene with self-stimulatory behaviors, Exposure to bodily fluids, Exposure to illnesses", "qualificationsBasic" : "Bachelor's degree in Education, Valid Teaching Certification, Valid Special Education Certification, De-Escalation/Restraint Certification", "qualificationsPreferred" : "Applied Behavior Analysis training", "remoteFriendly" : false, "workSiteFlexibility" : "Onsite", "rawDescription" : "Job Overview The Teacher Special Education Early Childhood Special Education (ECSE) will provide instruction in academic, behavior, communication, independent living, social and personal care skills to students with disabilities using a variety of teaching techniques, materials and equipment. The incumbent will provide a range of services available for children who are ages 3-5. The ECSE program generally serves students with significant cognitive, behavioral, communication, and/or physical disabilities. The students may require full assistance to care for their daily needs. Position Description Essential Duties and Responsibilities Service Delivery Work collaboratively with parents, students, and school/community personnel in the development of clear, measurable Individual Educational Plan (IEP) goals and objectives that are aligned with the Texas Pre-Kindergarten Guidelines Apply knowledge of human development and disabilities to plan and implement appropriate curriculum with appropriate accommodations, modifications and adaptations Document ongoing student progress, retain and maintain accurate records, including but not limited to support and service logs, regular data collection on IEP targets and behavior (skill development and mastery) and progress updates Administer and analyze student assessment appropriately, including but not limited to district testing and informal criterion-referenced assessments Develop Present Levels of Academic And Functional Performance (PLAAFP) and annual goals/objectives based on the results of administered student assessments Prepare, organize and implement lesson plans that are developmentally and age-appropriate based on student IEPs, including behavior intervention plans and accommodations/modifications of materials and curriculum Use appropriate adaptive and assistive technology as documented in the ARD and/or recommended by related service providers to facilitate learning, communication, mobility and positioning Execute behavioral strategies as indicated in students' ARD documents (e.g., reinforcements, consequences, contingencies). Intervene using a continuum of behavior intervention strategies, up to and including approved physical restraint when student is in danger of harming self or others Under the supervision of the nurse, provide school health services, such as G-Tube feedings, administering medications, etc. Assist students with personal care services (e.g., feeding cleaning, dressing, lifting, positioning, transitioning, toileting, changing) - may be more than 50% of the work day Compliance Conduct instructional or other professional activities consistent with the requirements of state and federal laws Safeguard confidentiality with regard to students with disabilities Prepare paperwork for and participate in Admission, Review and Dismissal (ARD) meetings Program Support Participate in appropriate on-campus and off-campus professional development activities as required or assigned Supervisory Responsibilities None Qualification Requirements To perform this job successfully, an individual must be able to perform each of the above essential duties satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or abilities, required unless otherwise stated as preferred. Reasonable accommodations may be made to enable individuals with disabilities to perform the essentials functions. Bachelor's degree in Education or related field Valid Teaching Certification Issued by Texas Education Agency appropriate to subject and grade level of assignment or demonstrate competency through the state's Texas Content Competency Worksheet (TCCW) or has received statement of eligibility Valid Special Education Certification EC-12, or Special Education Specialist Certification EC-12 De-Escalation/Restraint Certification (CPI) preferred or required to obtain once hired (district-provided training) Applied Behavior Analysis (ABA) training required within one year of hire date Ability to plan and implement lessons based on needs and abilities of students Ability to establish and maintain effective relationships with students, peers and parents Excellent communication skills, both oral and written Demonstrated knowledge of appropriate technology equipment and software programs Proven ability to apply knowledge of current research and theory to instructional programs Physical Requirements/Working Conditions The work environment characteristics and physical demands described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work is performed in classrooms, offices, work stations and meeting rooms. The position requires occasional walking, standing, sitting, bending, stooping, kneeling, crouching, crawling, and lifting/carrying work related items weighing less than 40 pounds, such as books, papers and presentation materials. The employee is regularly required to use hands to finger, handle, or feel objects, tools, or controls; reach with hands and arms; and talk or hear. Specific vision abilities required by this job include close vision, color vision, and the ability to adjust focus. Attendance at conferences and professional development is required. Work involves everyday risks and discomforts which require normal safety precautions when operating equipment or performing job duties. May work prolonged or irregular hours and must be able to maintain emotional control under stress. Additional Information Work is performed in classrooms, community settings, offices, work stations and meeting rooms. The employee will be required to work outside up to 25% of the time and will be exposed to the elements and inclement weather. This position requires lifting and positioning students, controlling certain behavior through hands-on intervention strategies and approved physical restraint strategies. Teachers are expected to intervene with students' behavior, which can include aggression, self-injurious behaviors, disruptive behaviors, and self-stimulatory behaviors. The potential exists for exposure to bodily fluids and frequent childhood, pre-teen and teen illnesses. TEXAS-RICHMOND", "summaryDescription" : "Teacher Special Education ECSE - Madden Elementary. Skills: Special Education, Early Childhood, Instructional techniques, Student support. Provide instruction in skills. Provide services for children", "createdAt" : "2026-06-14T06:39:50.600", "lastUpdated" : "2026-06-15T09:28:44.969", "ingestTimestamp" : "2026-06-14T06:39:50.600", "mongoId" : "6960822e0937eae70e9c7f3d", "processingStatus" : "llm_updated", "llmProcessingStatus" : true, "salaryAnnualMin" : 58000, "salaryAnnualMax" : 82000, "salaryBand" : "50k-75k", "hasSalary" : true, "allSkills" : [ "Lesson planning", "IEP goal development", "Behavior management", "Personal care services", "Record maintenance", "Special Education", "Early Childhood", "Instructional techniques", "Student support", "Curriculum development", "Instructional planning", "Data collection", "Student assessment", "Behavior intervention", "Texas Pre-Kindergarten Guidelines", "Human development", "Disabilities", "Individual Educational Plan", "Behavior intervention plans", "ARD documents", "School health services", "State laws", "Federal laws", "Texas Education Agency certification", "Special Education EC-12 certification", "Special Education Specialist Certification EC-12", "CPI certification", "Adaptive technology", "Assistive technology" ], "skillCount" : 29, "jobCategory" : "education", "jobSubcategory" : "support", "seniorityLevel" : "Mid", "dataQualityScore" : 0.5555556, "hasLocation" : true, "hasGeo" : true, "llmIndustry" : "Education", "llmIndustryConfidence" : 0.98 } ], "status" : 200, "message" : "aide special education resource inclusion services brazos bend elementary 2025 2026 jobs", "metadata" : { "title" : "aide special education resource inclusion services brazos bend elementary 2025 2026" }, "pagination" : { "page" : 0, "limit" : 50, "totalCount" : 47009, "totalPages" : 941, "hasNext" : true, "hasPrevious" : false } }

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