Paraeducator - Community Transition/Job Coach
Positions may be filled on a full-time or part-time basis, depending on
candidate preference and organizational needs.
Location: TBD
Purpose Statement
The job of Paraeducator - Community Transition/Job Coach is done for the purpose/s of assisting participating students in developing life and social skills. This includes the implementation of high-quality instruction, behavior intervention, and daily care for students with extensive learning, communication, behavioral, and personal care needs in their vocational and learning environment. This position works under the direction of special education teachers and related service providers to deliver individualized supports, promote student independence, ensure safety, and maintain a structured and responsive learning and work environment. The paraeducator role contributes to inclusive and specialized settings by implementing IEP-aligned strategies, collecting data, supporting communication needs, and assisting with personal care and behavioral supports to ensure each student can access their educational program, in the areas of daily living, independent living and employment.
Essential Functions
- Adapts job/work site activities to individual's unique needs and abilities for the purpose of ensuring program success.
- Assists students requiring daily care/personal procedures (e.g. toileting, diapering, administering medications, seizure protocol, lifting, positioning, etc.) for the purpose of providing appropriate care and/or developing student's daily living activities and behavioral skills.
- Communicate with student, coordinator, and work site for the purpose of ensuring a positive work experience for all involved.
- Evaluates student to employer job matches for the purpose of ensuring program success by monitoring job requirements versus student skills.
- Help student develop pre-vocational, vocational skills for the purpose of transferring these skills to their area of employment.
- Implements vocational / life skills instruction and behavioral plans, as assigned for the purpose of assisting in meeting special education students needs, developing new skills and providing a consistent and safe environment.
- Intervenes calmly and purposefully in difficult and/or crisis situations, following emergency safety intervention policies and procedures for the purpose of creating a safe environment for students and adults and complying with district, state and federal regulations.
- Maintains a wide variety of records, schedules, files, rosters, etc. (e.g. weekly work assignments, trip calendars, activity logs, etc.) for the purpose of documenting and/or providing reliable information.
- Maintains a professional appearance and behavior for the purpose of being a positive representative of the school district.
- Monitors program participant activities for the purpose of developing student life and social skills.
- Organizes onsite activities and off-site trips (e.g. morning chores, exercise activities, cultural site visits, etc.) for the purpose of exposing students to an independent living and life skills environment.
- Supports assigned students and employer participants (e.g. arranging work schedules, coordinating transportation, etc.) for the purpose of ensuring program and student success.
- Trains program participants in appropriate social skills and work behavior for the purpose of ensuring student success in community and work environment.
- Transports self and individual/small groups of students in district vehicles for the purpose of meeting scheduling requirements of field trips and life skills activities.
- Tutors students in daily living and vocational skills for the purpose of enhancing their readiness for employment.
Other Functions
- Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.
- Participates in in-service workshops and training for the purpose of receiving and/or conveying information related to job functions.
Job Requirements: Minimum Qualifications
Knowledge, Skills and Abilities
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; understand written procedures, write routine documents, and speak clearly; and solve practical problems. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: working with persons with disabilities.
SKILLS are required to perform single, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including pertinent software applications; and preparing and maintaining accurate records.
ABILITY is required to schedule activities and/or meetings; gather and/or collate data; and use basic, job-related equipment. Flexibility is required to work with others in a variety of circumstances; work with data utilizing defined and similar processes; and operate equipment using defined methods. Ability is also required to work with a wide diversity of individuals; work with a variety of data; and utilize job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data may require independent interpretation; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: maintaining confidentiality; communicating with persons of varied backgrounds; building effective relationships; being observant, perceptive and persuasive; displaying patience and self control; being attentive to detail; adhere to district policies; and regular attendance except when allowed leave.
Responsibility
Responsibilities include: working under direct supervision using standardized routines; providing information and/or advising others; operating within a defined budget. Utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to affect the organization’s services.
Work Environment
The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, frequent climbing and balancing, some stooping, kneeling, crouching, and/or crawling, and significant fine finger dexterity. Generally the job requires 15% sitting, 40% walking, and 45% standing. The job is performed under minimal temperature variations under conditions with exposure to risk of injury and/or illness and in a clean atmosphere.
Experience: Job related experience is desired.
Education (Preferred):
Education: High School diploma or equivalent.
Equivalency:
Required Testing
None Specified
Certificates and Licenses
Valid Driver’s License & Evidence of Insurability
Continuing Educ./Training
None Specified
Clearances
Kansas Bureau of Investigation
Kansas Department of Children and Families
Physical Exam/TB Screening
FLSA Status
Non Exempt
Approval Date
07/01/25
Pay Grade
9
