• 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 (IEP); to
assist students in performing their academic, daily living and health care activities; to assist
teacher of routine clerical tasks. Demonstrate capacity to operate independently with minimal
input from the teacher.
Candidates must complete an on-line application which requires transcript of credits.

REQUIRED QUALIFICATIONS:

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

EDUCATION:

• 60 credits in early childhood OR the ability to pass the parapro test

EXPERIENCE:

• 6 months experience with preschool children

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

EXPERIENCE:

• Previous experience and record of effectiveness in similar roles.

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 in stressful situations
• Ability to work well with young children, staff and parents; good verbal and written communication skills; maintain confidentiality
• Computer proficiency to include basic abilities in using the district’s Google platform
• Ability to operate standard office machines
• Ability to organize and prioritize workload and to work with minimum supervision

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 in 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, provide 1:1 and/or small group instruction tailored to student IEP goals.
• Assist the development of instructional materials and maintenance of the classroom.
• Proactively collect and monitor data related to academic and behavioral goals, demonstrating initiative and accountability while utilizing district-approved tools and systems.
• Assist in modifying curriculum to meet individual learning needs.
• Implement positive behavior intervention plans for students who display challenging behaviors including verbal and physical aggression.
• Actively monitor and respond to problem behaviors according to the student’s positivebehavior intervention plan and district crisis intervention policy.
• Act in accordance with district crisis intervention policy while implementing, ASPENprotocols, first aide, CPR (training provided).
• Model and maintain use of de-escalation strategies to support students in behavioral and emotional distress.
• Transfer and/or lift non-ambulatory students to assist them in the performance of theirdaily 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, diapering, feeding, dressing suctioning, etc) to ensure their functioning in a school environment.
• Perform and act in accordance with training as required by the health office.
• Accompany students as they transition across campus including but not limited to arrival and dismissal.
• 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 in the maintenance of student files and to provide classroom materials.
• Perform Medicaid billing in school programs (training provided).
• Participate in various meetings to share information and/or improve one’s skills and/or knowledge.
• Solicit feedback for continuous improvement and participate in professional learning and district led professional development.
• Collaborate with the SPED team focused on meeting student IEP goals.
• 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 in stressful situations
• Ability to work well with young children, staff and parents; good verbal and written communication skills; maintain confidentiality
• Computer proficiency to include basic abilities in using the district’s Google platform
• Ability to operate standard office machines
• Ability to organize and prioritize workload and to work with minimum supervisio

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 in 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