• Forbes named Mesa Public Schools in their list of 2024 Best Employers in Arizona.
• East Valley Tribune names Mesa Public Schools as Best Place to Work in East Valley for multiple years.

NEW HIRE EXPERIENCE:

1% of the base hourly rate granted for each year of verified like experience (within ten years) beyond the requirement, up to a ten-year maximum

NEW HIRE EDUCATION:

1% of the base hourly rate awarded for an AA or higher degree if not required for the position

JOB SUMMARY:

To assist, under direct supervision of certified teachers and specialists, in the monitoring and instruction of special education students implementing the Individual Education Plans; to assist students in performing their academic, daily living and health care activities; to relieve teacher of routine clerical tasks
Candidates must complete an on-line application

REQUIRED QUALIFICATIONS:

To be eligible for this position, an applicant must meet the following required qualifications. Verification of these required qualifications is necessary.

EDUCATION:

• Associate’s Degree or 60 college credit hours required at time of hire OR pass the ParaPro Test provided by the district

PREFERRED QUALIFICATIONS:

It is preferred that the applicant possess the following preferred qualifications; however, the following qualifications are not required to be eligible for this position.

EDUCATION:

• High school diploma or equivalent preferred

EXPERIENCE:

• Experience working with children

SKILLS & COMPETENCIES:

This section outlines the critical skills and competencies required to excel in this role, enabling effective performance, adaptability, and consistent achievement of job responsibilities.

• Models the attributes and skills of the MPS Portrait of a Graduate.
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community.
• Ability and willingness to work with special education students who may require specialized instruction to meet academic, social, and behavior goals
• Ability to work well with students, staff and parents; good verbal and written communication skills
• Ability to work well in stressful situations
• Computer proficiency to include use of basic software applications (Word, Excel, etc)
• Ability to operate standard office equipment
• Ability to organize and prioritize and to follow classroom guidelines as put forth by classroom teacher

WORK ENVIRONMENT & PHYSICAL REQUIREMENTS:

This section outlines the work environment and physical conditions associated with this role. It includes information on whether the job involves working in an office, classroom, or other settings, and if there are physical activities like standing, walking, or lifting.

• Works closely with special education teachers, general education staff, therapists, and administrators.
• May be resource rooms, inclusion settings, or self-contained classrooms.
• Supports students with disabilities, which may include intellectual, developmental, emotional, or physical disabilities.
• Each day can vary based on student needs, schedules, behavior, and support plans.
• Must be able to stand, walk, sit, bend, and kneel frequently throughout the day.
• May need to lift or assist students who have physical disabilities, including transferring students to and from wheelchairs, standing frames, or other equipment (commonly 25–50 lbs, but sometimes more).

KEY RESPONSIBILITIES:

This section outlines the primary duties and key responsibilities required for this role, detailing the essential tasks and functions necessary to perform the job successfully, with or without reasonable accommodations.

• Deliver, under teacher’s direction, classroom work/homework and/or reinforce classroom objectives, tutoring and guided practice.
• Assist the development of instructional materials and maintenance of the classroom.
• Assist in the collection of data on academic and behavior goals as instructed.
• In collaboration with certified personnel implement positive behavior intervention plans for students who display challenging behaviors including verbal and physical aggression.
• Respond to problem behaviors according to the student’s positive behavior intervention plan and district crisis intervention policy.
• Transfer and/or lift non-ambulatory students to assist them in the performance of their daily activities.
• Assist students with personal hygiene to provide for and/or develop students’ daily living activities and behavioral skills.
• Assist students who need support in addressing personal care needs due to a severe medical condition and/or physical limitations (i.e. toileting, feeding, dressing suctioning, etc) to ensure their functioning in a school environment.
• Accompany students as they transition across campus.
• Monitor individual and/or small student groups in classroom and/or on the playground to maintain a safe and positive learning environment; facilitate peer interactions.
• Maintain classroom and student equipment to ensure a safe environment.
• Model professional, safe, responsible and respectful behavior.
• Perform general clerical tasks to support the teacher (i.e. copies, materials, billing).
• Participate in various meetings to share information and/or improve one’s skills and/or knowledge.
• Regular and on-time attendance required.
• Perform other related duties, as assigned, to ensure the efficient and effective functioning of the work unit.
• Assist other personnel as may be required for the purpose of supporting them in the completion of their work activities.
• Assists with other assigned duties as appropriate to the area of assignment and Mesa Public Schools.

This section outlines the critical skills and competencies required to excel in this role, enabling effective performance, adaptability, and consistent achievement of job responsibilities.

• Models the attributes and skills of the MPS Portrait of a Graduate.
• Demonstrates commitment to the MPS Promise that every student is known by name, served by strength and need, and graduates ready for college, career and community.
• Ability and willingness to work with special education students who may require specialized instruction to meet academic, social, and behavior goals
• Ability to work well with students, staff and parents; good verbal and written communication skills
• Ability to work well in stressful situations
• Computer proficiency to include use of basic software applications (Word, Excel, etc)
• Ability to operate standard office equipment
• Ability to organize and prioritize and to follow classroom guidelines as put forth by classroom teache

This section outlines the work environment and physical conditions associated with this role. It includes information on whether the job involves working in an office, classroom, or other settings, and if there are physical activities like standing, walking, or lifting.

• Works closely with special education teachers, general education staff, therapists, and administrators.
• May be resource rooms, inclusion settings, or self-contained classrooms.
• Supports students with disabilities, which may include intellectual, developmental, emotional, or physical disabilities.
• Each day can vary based on student needs, schedules, behavior, and support plans.
• Must be able to stand, walk, sit, bend, and kneel frequently throughout the day.
• May need to lift or assist students who have physical disabilities, including transferring students to and from wheelchairs, standing frames, or other equipment (commonly 25–50 lbs, but sometimes more)