About this role
High School Special Education Paraprofessional LOCATION: Hamilton High School REPORTS TO: Building Principal FLSA Status: Nonexempt SCHEDULE: Part-Time, School-Year WEEKLY HOURS: Monday-Friday approximately 32 hours per week (when students are in session) SALARY: Class III Support Staff Pay Schedule ($16.92/hour Base) SUMMARY: The Special Education Paraprofessional provides instructional, behavioral, social, and physical support to students with disabilities in general and special education settings. Working under the direction of certified staff, this position assists in implementing Individualized Education Programs (IEPs), supports student access to the curriculum, and helps maintain a safe, inclusive, and supportive learning environment. The role includes both academic intervention support and assistance with daily living skills as needed. ESSENTIAL FUNCTIONS: Essential functions are the core responsibilities required to perform this role. These duties ensure students with disabilities receive appropriate instructional, behavioral, and physical support in accordance with their Individualized Education Programs (IEPs) and applicable state and federal regulations, including MARSE and IDEA. The Special Education Paraprofessional is also responsible for other duties as assigned to meet the evolving needs of students and the district. Instructional Support and IEP Implementation:
• Assist teachers in delivering individualized and small-group instruction aligned to student IEP goals.
• Implement accommodations and modifications as directed by certified staff.
• Support student participation in general education and special education settings.
• Reinforce learning concepts and provide guided practice and feedback.
• Assist with classroom preparation, instructional materials, and organization.
Student Support and Behavioral Assistance:
• Support positive student behavior and reinforce classroom and school-wide expectations.
• Assist in implementing positive behavior support plans (PBSP) as directed.
• Model appropriate social interactions and support the development of social-emotional skills.
• Encourage student independence while providing appropriate levels of support.
Physical and Personal Care Support:
• Assist students with disabilities according to individualized needs, which may include:
• Mobility support (lifting, positioning, transferring)
• Feeding assistance
• Toileting and personal hygiene
• Maintain student dignity and safety during all personal care tasks.
Assessment and Data Collection:
• Assist with data collection related to IEP goals, behavior tracking, and progress monitoring.
• Support implementation of instructional and behavioral plans using data-informed practices.
• Communicate observations and student progress to teachers and staff.
Student Supervision and Safety:
• Supervise students in classrooms and across school environments, including hallways, cafeteria, playground, assemblies, and arrival/dismissal.
• Maintain a safe and structured environment for all students.
• Respond appropriately to student needs, including crisis situations, following district protocols.
Collaboration and Communication:
• Work collaboratively with teachers, special education staff, related service providers, and administrators.
• Follow directions from certified staff and building leadership.
• Keep teachers informed of student needs, concerns, and progress.
• Maintain confidentiality in accordance with FERPA, Board policy, and district expectations.
Other functions of the job include, but are not limited to the following:
• Adhere to all District policies, procedures, and Board guidelines.
• Participate in staff meetings, professional development, and training as assigned.
• Establish and maintain effective working relationships with students, staff, and families.
• Demonstrate professionalism, reliability, and effective communication.
• Perform other related duties as assigned by the Building Principal or district administration.
KNOWLEDGE, SKILLS, AND ABILITIES: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Knowledge:
• Basic understanding of child development and learning needs.
• Awareness of special education practices, IEP implementation, and behavior supports.
• Understanding of district procedures, policies, and student confidentiality requirements.
Skills:
• Ability to support individualized and small-group instruction.
• Strong interpersonal and communication skills.
• Classroom management and behavior support techniques.
• Ability to follow instructional plans and directions from certified staff.
Abilities:
• Ability to build positive relationships with students, staff, and families.
• Ability to remain flexible and responsive to student needs.
• Ability to maintain confidentiality and professionalism at all times.
• Ability to problem-solve and adapt in dynamic educational environments.
QUALIFICATIONS:
• Minimum of 18 years of age.
• High school diploma or high school equivalency diploma required.
• Ability to read, understand, and implement instructional materials.
• Ability to perform duties with awareness of district and Board of Education policies.
PREFERRED QUALIFICATIONS:
• Experience working with students with disabilities.
• Training or experience in behavior intervention or de-escalation strategies (e.g., CPI)
• First Aid/CPR certification.
PHYSICAL REQUIREMENTS: While performing the duties of this job, the employee is frequently required to sit, stand, walk, talk, hear, read, operate a computer or other instructional devices, reach with hands or arms, and may occasionally push, lift, or move up to 35+ pounds. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the Special Education Paraprofessional:
• Requires verbal communication for the effective exchange of information.
• May be required to work in both indoor and outdoor environments throughout the year.
• Requires vision abilities such as close vision, distance vision, color vision, peripheral vision, depth perception, and the ability to adjust focus.
• May be required to travel between district buildings and, when necessary, to professional development activities outside the district.
WHO ARE WE? Hamilton Community Schools is a rural district in West Michigan, located south of Holland and east of Saugatuck. Our well-maintained district includes one preschool learning center (Sandyview), three elementary schools (Bentheim, Blue Star, and Hamilton Elementary), one middle school, one high school, and the Hamilton Virtual School. Despite covering a large area of 135 square miles, Hamilton retains a small-town feel. As one of the 18 member public school districts within the Ottawa Intermediate School District (OAISD), Hamilton Community Schools employs 400 staff members and serves over 2,400 full-time students, along with 1,100 non-public students across various programs and formats. Renowned throughout the state, our district is celebrated for balancing a small-town atmosphere with educational innovation, catering to the needs of every learner. With a strong focus on K-12 academics, work-based learning, athletics, and the arts, Hamilton is a destination district. WE are HAWKEYES!
Why Hamilton? APPLICATION PROCEDURES: Submit an application using the online application system. Deadline to apply: The search committee will review applications until the position is filled. Any questions can be sent to Mitch Bosch, Principal. [email protected] EQUAL OPPORTUNITY EMPLOYER Hamilton Community Schools is an equal opportunity employer and will provide equal employment opportunities to all employees and applicants for employment without regard to race, religion, sex, national origin, age, color, height, weight, marital status, familial status, gender, sexual orientation, gender identity, disability or veteran status with applicable state and federal laws. DISTRIBUTION: Internal / External