Paraeducator Lead

Paraeducator Lead

Salary

$24.27 - $29.29 Hourly

Location

Conejo Valley Unified School District - Thousand Oaks, CA

Job Type

School Term - varies by school site

Job Number

26-378-1

Division

Instructional and Student Services

Department

Student Support Services

Opening Date

07/24/2026

Closing Date

8/6/2026 11:59 PM Pacific

Salary Schedule Range

53

• Description
• Benefits
• Questions

RECRUITMENT DETAILS

APPLICATION PROCESS

Complete the on-line application by clicking the "Apply" link above. Do not abbreviate job titles for yourself or employers. All pertinent employment with a Temporary Agency must indicate frequency and length of assignment. Prior to submitting your application, verify it reflects all relevant experience and education.

EXAMINATION PROCESS

1.Training and Experience Evaluation - Pass/Fail

Applications will be screened for best qualified applicants to compete in the competitive examination process.

For those passing the Training and Experience Evaluation

2.General Fitness Exam

The General Fitness Exam will consist of an on-line multiple choice examination assessing fundamental knowledge for the position.

For those passing the General Fitness / Performance Examination:

3.Structured Oral Interview

The Structured Oral Interview will be before a panel and contain questions that assess technical knowledge, experience, and ones general fitness for successful performance in the position.

A total score will be computed using weighted scores on all testing components. Applicants must receive a passing score on the oral examination to be placed on the 6 month-long eligibility list. The top 3 ranks (scores) on the eligibility list are eligible for the hiring interview for each vacancy in this classification within the life of the list.

ESSENTIAL DUTIES/RESPONSIBILITIES

Positions assigned to the Paraeducator Lead job class are distinguished from Paraeducator I. II and III job classes by the emphasis on knowledge and ability to serve as a peer mentor and implementation support resource for paraeducators and instructional staff by modeling effective classroom practices, behavioral support strategies, de-escalation procedures, data collection systems, and student support techniques. Paraeducator Lead assists school teams in promoting consistent implementation of behavior intervention plans, classroom systems, instructional accommodations, and evidence-based behavioral practices across classrooms, programs, and school site implementing methodologies including, but not limited to: Applied Behavior Analysis (ABA), Discrete Trial Training, Pivotal Response Training (PRT), Social Stories, PECS, and TEACCH, de-escalation strategies.

• Model effective instructional and behavioral support strategies for paraeducators and classroom staff; provide in-the-moment coaching, peer mentorship, and implementation support to promote consistency and fidelity of behavioral and instructional practices.
• Assist school teams with maintaining consistent implementation of behavioral supports, instructional accommodations, classroom procedures, reinforcement systems, and student support plans across staff, classrooms, and educational settings.
• Provide direct instructional, behavioral, communication, adaptive, developmental, academic, and social emotional support to individual and small groups of students in a variety of educational settings; implement individualized instructional strategies, accommodations, and supports as directed by certificated staff and District behavior specialists.
• Implement behavior intervention plans (BIPs), safety plans, classroom behavior systems, and instructional accommodations according to approved procedures; utilize reinforcement systems, visual supports, prompting strategies, structured routines, antecedent interventions, and deescalation techniques to promote student engagement, independence, and success.
• Support students during classroom activities, transitions, social interactions, community-based instruction, field trips, and other non-classroom settings; assist students in developing appropriate behavioral, communication, social, and functional life skills.
• Observe and manage student behavior according to approved procedures; respond appropriately to behavioral escalation utilizing District-approved crisis prevention, intervention, and de-escalation strategies; assist with the implementation of approved safety procedures as necessary.
• Support the orientation and training of newly assigned paraeducators as directed; demonstrate behavioral, instructional, communication, and classroom support techniques and assist staff in implementing established procedures.
• Assist with the preparation, organization, and maintenance of instructional materials, visual schedules, behavioral support materials, reinforcement systems, classroom resources, and related student support tools.
• Assist with coordination of paraeducator support coverage including break coverage and behavioral and instructional support assignments as directed by site or program administration; provide classroom and student support during staff absences, transitions, or periods requiring additional assistance.
• Observe, monitor, collect, maintain, summarize, and input student behavioral and instructional data according to District-approved procedures; prepare related records, logs, notes, and reports and maintain confidentiality of sensitive and privileged information.
• Monitor student progress and implementation of behavioral support strategies, instructional accommodations, and classroom support systems; communicate behavioral trends, implementation concerns, student progress, and support needs to supervising teachers, District behavior specialists, administrators, and other appropriate personnel.
• Assist with maintaining continuity and consistency of behavioral, instructional, and classroom support services; support implementation fidelity of student support plans, classroom systems, and District behavioral support initiatives.
• Assure the health and safety of students by following established health, safety, crisis response, and emergency procedures; implement approved safety plans and report significant behavioral, safety, staffing, or program concerns to appropriate supervisory personnel according to District procedures.
• Collaborate with teachers, administrators, District behavior specialists, related service providers, specialists, paraeducators, and other staff to support student success and effective program implementation.
• Attend and participate in a variety of meetings, workshops, in-service trainings, professional development activities, and District behavioral support initiatives to maintain current knowledge of behavior intervention, autism, communication supports, trauma-informed practices, crisis prevention, evidence-based instructional strategies, and related areas as assigned.
• Maintain current certifications and qualifications related to District-approved crisis prevention and intervention procedures; perform duties in accordance with District policies, applicable laws and regulations, and professional ethical standards.
• Direct students in group activities and other instructional settings as assigned.
• Assure the health and safety of students by following health and safety practices and procedures; administer First Aid and CPR.
• Participate in student assessments as directed.
• Maintains confidentiality of student information in accordance with legal requirements and policies.
• Performs other related duties as required.

MINIMUM ENTRANCE QUALIFICATIONS

Education/Experience

High school diploma or the equivalent; completion of at least two years of study (48 semester or 60 quarter units) from an accredited college and/or university is highly desirable; AND a minimum of three (3) years of experience working with children with pervasive developmental disorders, emotional disturbance, and/or significant mental health disorders providing behavioral intervention therapy.

Licenses/Certifications/Special Requirements

• Positions in the job class may be required to participate in Registered Behavior Technician certification program for purposes of receiving the RBTTM credential with the Behavior Analysis Certification Board.
• Incumbents must obtain a valid First Aid and CPR certificate within the designated probationary period for this classification and ensure the certificate is active at all times of employment.
• Valid California Class C Driver's License

JOB COMPETENCIES: Knowledge, Skills, and Abilities

Knowledge of:

• Non-violent crisis intervention techniques, principles, and approved safety procedures.
• Behavior intervention strategies, supports, and evidence-based practices for students with behavioral, developmental, communication, and social-emotional needs.
• Applied Behavior Analysis (ABA) principles and methodologies, including discrete trial training, reinforcement systems, prompting strategies, antecedent interventions, data collection procedures, and behavior support implementation.
• Behavior intervention plans (BIPs), safety plans, classroom behavior systems, and instructional accommodations.
• Child and adolescent development principles and practices.
• Classroom procedures, instructional methods, and appropriate student conduct.
• Data collection, recordkeeping, and documentation techniques related to student progress and behavior.
• Principles of peer mentoring, coaching, and implementation support.
• District policies, procedures, and practices related to student behavior support, confidentiality, health, safety, and special education services.
• Academic skills and instructional practices related to reading, writing, and mathematics proficiency for school-age children.
• Effective communication techniques and collaborative practices for working with students, staff, families, and multidisciplinary teams.
• Specialized instructional and assistive technologies used to support student learning and communication.

Ability to:

• Implement and support behavior intervention plans, safety plans, instructional accommodations, and behavior support strategies with consistency and fidelity.
• Demonstrate, model, and reinforce effective behavioral and instructional support practices for paraeducators and other classroom staff.
• Provide peer mentorship, coaching, and implementation support while maintaining positive and productive working relationships.
• Collect, maintain, summarize, and communicate accurate behavioral and instructional data using established procedures.
• Monitor and recognize behavioral patterns, implementation concerns, and student support needs and communicate observations to appropriate personnel.
• Apply ABA principles, behavior intervention techniques, reinforcement systems, prompting strategies, and de-escalation procedures effectively.
• Employ non-violent crisis intervention techniques and approved safety procedures as appropriate.
• Exercise sound independent judgment within established policies, procedures, and guidelines.
• Coordinate and prioritize multiple responsibilities in a fast-paced educational environment.
• Adapt quickly to changing student needs, behavioral situations, staffing assignments, and educational settings.
• Communicate clearly and effectively, both orally and in writing.
• Prepare clear, concise, and accurate reports, documentation, records, and other written materials.
• Use tact, diplomacy, and professionalism when dealing with sensitive, complex, and confidential situations.
• Establish and maintain effective working relationships with students, staff, administrators, specialists, and parents.
• Recognize, respond to, and report safety concerns and potential hazards.
• Learn, understand, interpret, and apply applicable laws, regulations, policies, procedures, and professional standards.
• Learn and utilize specialized instructional, assistive, and behavioral support technologies.
• Model communication and interactions that respect and include all individuals and their languages, cultures, abilities, identities, and backgrounds.
• Maintain an appropriate work pace and effectively manage competing priorities while supporting students and staff.

Nondiscrimination in Employment

The CVUSD Governing Board is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (BP 0410). Any applicant who attempts to directly contact individual Board Members with the intent of influencing the deciaion of the Board will be considered disqualified from candidacy for this position.

BENEFITS

MEDICAL/PRESCRIPTION INSURANCE: Employees holding regular/permanent positions at 27.5 or more hours per week shall be eligible to participate in a variety of District plans. Employee contribution amount towards a premium varies based on medical plan. Family coverage is also available with an additional employee monthly paid premium. NOTE: Employees with assignments fewer than 27.5 hours per week are eligible to participate / buy-in into medical plans at full cost.

DENTAL INSURANCE: Employees holding regular/permanent positions at 30.0 or more hours per week shall be eligible to participate in the District-paid coverage for family dental insurance.

VISION CARE INSURANCE: Employees holding regular/permanent positions at 30.0 or more hours per week shall be eligible to participate in the District-paid coverage for family vision insurance.

HOLIDAYS: Up to fourteen paid holidays per year.

LIFE INSURANCE: Employees holding regular/permanent positions at 30.0 or more hours per week shall be eligible to participate in the District-paid coverage for family life insurance.

VACATION: Employees with one to three years of service earn 12 vacation days per year (employees working less than 12 months shall earn vacation on a pro rata basis). The number of vacation days earned increases with longevity up to 20 days per year after 15 years of service.

SICK LEAVE: One day per month, cumulative from year to year (employees working less than 12 months shall earn sick leave on a pro rata basis).

RETIREMENT: Employees holding regular/permanent positions at 4 or more hours daily AND at least 20 hours weekly are covered by Public Employees Retirement System (PERS) and Social Security. Contributions are made by both the employee and employer. Click to visit Public Employees Retirement System(CalPERS) website.

Employees holding positions that are fewer than 4 hours per day or 20 hours per week are enrolled in APPLE, an alternative to Social Security. Contributions are made by both the employee and employer.

SALARY STEP MOVEMENT: First day of fiscal year (July 1st) for those employees in working status at least 75% of work year.

LONGEVITY COMPENSATION: Upon completion of 7, 10, 14, 20, 24, and 29 years of service from the hire date, employees receive an additional 2 1/2% salary increase.

REPRESENTATION: Classified staff (with the exception of Campus Safety Assistants) are represented by Chapter 620, CSEA.

01

Paraeducators provide an important service in the education and well-being of our Special Education students. Some of our positions require the duties described below. In all cases, new paraprofessionals will be oriented and trained in the proper way to assist students. Answering "Yes" indicates your willingess to be trained in, and perform, these kinds of duties. (Information on this form will be used for initial screening of applicants and certification to vacant positions.) - personal care (including toileting) - lifting and positioning student (requires ability to lift 50 pounds) - correcting inappropriate behavior

• Yes
• No

02

Do you have a minimum of three (3) years of experience working with children with pervasive developmental disorders, emotional disturbance, and/or significant mental health disorders providing behavioral intervention therapy?

• Yes
• No

Required Question

Employer Conejo Valley Unified School District

Address 750 Mitchell Rd

Newbury Park, California, 91320

Phone 805-498-4557

Website http://www.conejousd.org