Student Center Educational Support Professional (Teaching Assistant/Paraprofessional)

Position: Student Center Educational Support Professional (Teaching Assistant/Paraprofessional) Under the direction of the Classroom Teacher and/or Adjustment Counselor and in collaboration with Student Support Service Liaisons, the Student Center ESP is responsible for assisting students when they are struggling with emotional regulation. They help them access coping strategies in order to support their transition back into the classroom. Support from the Student Center ESP can take place in the Student Center and/or in the classroom. The Student Center ESP works with students throughout the day in a variety of areas that could include management of academics, social emotional regulation, organization and behavior. The Student Center ESP works with students in all three grades and works closely with the Counseling Department and building administration to support students. Organizational Scope: Reporting directly to building based administration and the adjustment counselor, and working under the terms of the collective bargaining agreement with Westford Education Association/Unit E, the Educational Support Professional (ESP) advances the mission of WPS by developing curious lifelong learners who are responsible, empathetic members of the community, demonstrating innovation through a wide variety of opportunities within inclusive, joyful learning environments that embrace their variability and honor their diversity. Position Responsibilities: The ESP plays a vital role in supporting students'' academic, social, and emotional growth within the educational setting. The ESP works closely with certified teachers to foster a positive and inclusive learning environment where all students can thrive. All ESPs are expected to communicate effectively with their cooperating teacher regarding student progress, behavior, and any concerns. As with all members of the school community, ESPs must maintain confidentiality of student information in accordance with school policies and legal requirements. Instructional support may include, but not limited to:

• providing one-on-one, small group or whole group instruction to students with and without special needs, reinforcing lessons and adapting materials as directed by the teacher;
• assisting students with completing assignments, projects, and activities, offering guidance and encouragement.;
• implementing instructional strategies and accommodations, as directed by the teacher;
• utilizing assistive technology and other specialized equipment to support student learning;
• reading tests aloud, taking notes, and providing other accommodations as directed by the teacher; and
• helping students develop organizational and study skills.

Behavioral support may include, but not limited to:

• assisting the implementation of positive behavior support plans and strategies;
• monitoring and redirecting student behavior, promoting a positive and safe learning environment;
• helping students develop social skills and appropriate interactions with peers; and
• providing support during behavioral crisis, following established protocols and training.

Overall classroom management support may include, but not limited to:

• assisting the teacher with classroom management, organization, and preparation of materials;
• helping set up instructional materials, visual aids, and equipment;
• maintaining a clean, safe, and orderly classroom environment; and
• supervising students during transitions, lunch, recess, and other non-instructional times.

In addition to the core responsibilities of ESPs as outlined above, the specialized ESP''s listed have additional duties described below. In some cases personal Adaptive Daily Living Skills care such as supporting personal hygiene, feeding, dressing is required. Based on the level of care required, an ESP may be asked to assist with physical transfer and positioning of students, as directed by therapists and with proper training. Job Qualifications: The ideal candidate will hold a high school diploma. Further formal education such as an associates or bachelor degree or demonstrate professional training is preferred. The candidate should possess:

• solid communication skills and demonstrate interpersonal skills;
• an ability to relate well with students, staff, administrators, parents/caregivers and the community.
• patience, empathy, and a genuine interest in working with students with and without special needs;
• understanding of the unique needs of students with disabilities;
• ability to work independently and as part of a team;
• ability to maintain confidentiality; and
• willingness to participate in required training, such as behavior management techniques.

Physical Demands: Physical demands vary in keeping with the assignment and age of the students, but the position generally requires the ability to walk and stand on tile flooring, occasionally lift up to 25 pounds, and bend/twist regularly at the waist, knees and neck. Some ESPs may be required to assist students with mobility, including lifting and transferring (with training). Depending on the assignment, much of the work is performed in a typical classroom environment. This may include everyday discomforts and distractions typical of a school setting, such as proximity to students and colleagues, temperature variations, frequent interruptions and moderate noise. Must be able to assist in the protection of students and school property, and assist in fire and other emergencies drills as required by law and School Committee policy. Terms of Employment: The Educational Support Professional is a Westford Public Schools Unit E position. Terms of employment, including evaluation and salary are covered by the provisions of the Unit E collective bargaining agreement currently in effect.