Position Title: Instructional Paraprofessional/1:1 Aide for the 2026 Extended School Year Program (ESY)

Status: Non-Exempt, Full-Time (6 Wks.)

Reports To: Assistant Principals/Executive Director

We are looking for an Instructional Paraprofessional/1:1 Aide to join our team for ADS Extended School Year Program.

Position Summary:

The ESY Instructional Paraprofessional/1:1 Aide plays a crucial role in supporting students with mild to severe disabilities. This temporary position spans six weeks during the ESY program, where the paraprofessional collaborates closely with certified special education teachers to create an inclusive and supportive learning environment. Due to the varied and individual needs of each student, the Instructional Paraprofessional may provide a variety of support and assistance and should be flexible, adjusting to student needs.

Qualification for the Position:

• High school diploma or equivalent (Associate's degree or higher in special education or a related field is preferred).
• Approved Criminal History Review from NJ Dept. of Ed. Office of Criminal History Review.
• Previous experience working with individuals with disabilities, especially in an educational setting.
• Knowledge of instructional strategies and accommodations for students with diverse learning needs.
• Strong interpersonal and communication skills.
• Ability to collaborate effectively with a diverse team of educators and professionals.
• Patience, empathy, and a genuine interest in supporting the academic and social development of students with disabilities.
• Ability to lift and position students alone and with another person as required.
• Lifting is performed from various levels and weight can vary up to 70 pounds.
• Ability to develop and maintain effective work relationships.
• Ability to learn new tasks quickly.

Essential Duties/Responsibilities of the Position:

Student Support:

• Provide individualized assistance to students with diverse learning needs, including but not limited to physical, intellectual, and developmental disabilities.
• Implement and reinforce instructional strategies as directed by the special education teacher to meet individualized education plans (IEPs) goals.
• Foster a positive and inclusive classroom atmosphere that promotes student engagement and success.

Classroom Assistance:

• Collaborate with the special education teacher to prepare instructional materials, activities, and resources tailored to students' abilities and goals.
• Assist in classroom management and behavior intervention strategies to maintain a safe and conducive learning environment.
• Support the implementation of technology and assistive devices to enhance students' educational experiences.
• Assists with meals and snacks, toileting, and other personal care/life skill needs. This includes the lifting, positioning, and moving of students of varying sizes and abilities throughout the day either alone or in approved tandem lifts.
• Communicates with teacher, lead teacher, related services staff, assistant principals and/or executive director about areas relating to student(s).
• Prepares student work areas; ensures standards for cleanliness and hygiene are met and maintained.
• Observes the school policies and procedures. Maintains the school standards for student behavior management, child abuse and neglect, infection control, safety, emergency procedures, attendance, moral and professional conduct.
• Performs other duties as assigned

Communication and Collaboration:

• Maintain open and effective communication with special education teachers, related service providers, and other staff members to ensure a coordinated approach to student support.
• Participate in team meetings, contributing insights into student progress, challenges, and achievements.

Data Collection:

• Collect and record data on student progress and behavior, as directed by the special education teacher, to inform instructional planning and decision-making.
• Provide feedback to the special education team regarding the effectiveness of instructional strategies and interventions.

Professional Development:

• Engage in professional development opportunities provided by the school to enhance skills and knowledge related to special education and working with students with disabilities.

General Definition and Conditions of Work:

Duties performed typically in school settings. Performs instructional paraprofessional work assisting a classroom teacher or designated supervisor in maintaining an environment favorable to student learning and personal growth. Occasional movement of students in wheelchairs and other mechanical devices may be required. Occasional lifting of up to 50 pounds. Work requires stooping, kneeling, reaching, standing, walking, pushing, pulling, lifting, vocal communication for expressing or exchanging ideas, hearing to perceive information at a normal spoken word level and visual acuity for preparing and analyzing written or computer data.

Americans with Disabilities with Amendments (ADAAA) Specifications:

The demands described herein below are representative of those that must be met by an employee to successfully perform the essential functions of this job.

Proficiency Ratings Legend: O = Occasionally – May be called upon to perform from time-to-time.

R = Regularly – Commonly called upon to perform.

F = Frequently – Repeatedly called upon to perform; cannot perform job without this.

• Lifting unassisted: Up to 30 pounds, from any level. (F)
• Lifting assisted: Up to 100 pounds or more, from the any level. (F)
• Standing/Walking: Remaining on one’s feet in an upright position or moving about a work area. (F)
• Sitting: Remaining in a normal, seated position. (O)
• Bending/Stooping: Continual, intermittent flexing of the spine; bending body downward and forward by bending spine at the waist. (F)
• Crouching/Kneeling: Bending legs at knees; coming to rest on knee(s). (R)
• Crawling: Moving about on a surface on hands and knees (O)
• Pushing/Pulling: Exerting force upon an object so that the object moves away from or toward the force. (F)
• Reaching: Extending hand(s) and arm(s) in any direction. (F)
• Climbing: Ascending or descending ladders, stairs, ramps, and the like, using feet and legs, and hands and arms. (F)
• Repetitive finger/hand movements: Usage or other special equipment operated. (R)
• Precise finger/hand movements: Seizing, grasping, turning, or otherwise performing precision work with hand or hands. (R)
• Close vision: Clear vision at 20 in. or less. (R)
• Distance vision: Clear vision at 20 feet or more. (R)
• Color vision: The ability to identify and distinguish colors. (F)
• Peripheral vision: To observe an area that can be seen up/down or to the left/right, while the eyes are fixed on a given point. (F)
• Depth perception: The ability to judge distances and spatial relationships. (F)
• Focus adjustment/ability: To adjust eyes to bring an object into sharp focus. (F)
• Distinguish foreground/background sounds. (F)
• Hear high/low frequencies. (R)
• Hear/process for conversational speech. (F)
• Effective articulation. (F)
• Voice projection. (F)
• Read and write at a high school level. (F)
• Taste: The ability to distinguish different flavors. (R)
• Smell: The ability to distinguish scents. (R)
• Touch: The ability to distinguish tactually. (R)