Special Education Teacher jobs at Griswold Public Schools - 39 jobs

Special Education Date Available: 2025-2026 School Year Union: Stamford Education Association (SEA) Salary: $52,922 to $128,332 Step Placement is based on education and experience as outlined in Article 4(D) of the SEA Contract. About Stamford Public Schools: The mission of Stamford Public Schools (SPS) is to provide an education that cultivates productive habits of mind, body and heart in every student. Our vision is for SPS to be a learning organization that continuously improves its effective, innovative and transformational teaching and learning. We will challenge, inspire and prepare all students to be productive contributing members of society. SPS strives to hire exceptional, diverse, and passionate teachers who help us achieve our mission and vision. If you share our commitment to Success for ALL, we would love for you to become a part of our learning community! To learn more about our district, our individual schools, and why you should choose Stamford Public Schools, please Click Here! General Statement: A competent Special Education Teacher understands growth and development, demonstrates knowledge of what is to be taught and facility in the basic skills and helps students to develop positive self-concepts. The Special Education Teacher stimulates the independence of each student as a learner, effectively assess student needs and progress, and plans instruction to achieve selected objectives, involving those appropriate for exceptional students. The Special Education Teacher accomplishes these objectives through effective communication with students, parents, and colleagues and through the use of appropriate techniques and materials in a positive climate where time, space and equipment are effectively organized for instruction. In addition, the Special Education Teacher meets professional responsibility for continuing growth and fosters cooperative involvement with parents and the community. See job description attached at the bottom right of the posting for: Major Responsibilities Knowledge, Skills, and Abilities Qualifications Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions. Application Procedures: Online application is required and must be filled out completely even if attaching a resume. “See attached resume” is not acceptable. Only submitted applications of candidates who meet the stated posting requirements will be considered. Required Application Documents: To be considered for this position, please provide the following: A cover letter outlining your interest and qualifications. A current resume. Two (2) or more letters of reference, dated within the last two years. Internal candidates must submit at least one letter from their current supervisor. External candidates may submit a letter from either a current or recent supervisor. The filling of this position is based upon continued funding in the Board of Education budget. Attachment(s): Special Education Teacher.pdf

Special Education Date Available: 2025-2026 School Year Union: Stamford Education Association (SEA) Salary: $52,922 to $128,332 Step Placement is based on education and experience as outlined in Article 4(D) of the SEA Contract. About Stamford Public Schools: The mission of Stamford Public Schools (SPS) is to provide an education that cultivates productive habits of mind, body and heart in every student. Our vision is for SPS to be a learning organization that continuously improves its effective, innovative and transformational teaching and learning. We will challenge, inspire and prepare all students to be productive contributing members of society. SPS strives to hire exceptional, diverse, and passionate teachers who help us achieve our mission and vision. If you share our commitment to Success for ALL, we would love for you to become a part of our learning community! To learn more about our district, our individual schools, and why you should choose Stamford Public Schools, please Click Here! General Statement: The STEPS Program provides academic, social, and emotional programming for academically curious students. STEPS students are more successful in a therapeutic setting, and the program includes both academic teachers and social workers to support student progress. STEPS Students participate in small-group academic sessions, individual counseling, and groups counseling. The experiential Friday curriculum provides project-based learning through a variety of opportunities to build community and support students in their academic engagement. A competent Special Education Teacher understands growth and development, demonstrates knowledge of what is to be taught and facility in the basic skills and helps students to develop positive self-concepts. The Special Education Teacher stimulates the independence of each student as a learner, effectively assess student needs and progress, and plans instruction to achieve selected objectives, involving those appropriate for exceptional students. The Special Education Teacher accomplishes these objectives through effective communication with students, parents, and colleagues and through the use of appropriate techniques and materials in a positive climate where time, space and equipment are effectively organized for instruction. In addition, the Special Education Teacher meets professional responsibility for continuing growth and fosters cooperative involvement with parents and the community. See job description attached at the bottom right of the posting for: Major Responsibilities Knowledge, Skills, and Abilities Qualifications Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions. Application Procedures: Online application is required and must be filled out completely even if attaching a resume. “See attached resume” is not acceptable. Only submitted applications of candidates who meet the stated posting requirements will be considered. Required Application Documents: To be considered for this position, please provide the following: A cover letter outlining your interest and qualifications. A current resume. Two (2) or more letters of reference, dated within the last two years. Internal candidates must submit at least one letter from their current supervisor. External candidates may submit a letter from either a current or recent supervisor. The filling of this position is based upon continued funding in the Board of Education budget. Attachment(s): Special Education Teacher.pdf

Reading Teacher Date Available: Immediate Union: Stamford Education Association (SEA) Salary: $52,922 to $128,332 Step Placement is based on education and experience as outlined in Article 4(D) of the SEA Contract. About Stamford Public Schools: The mission of Stamford Public Schools (SPS) is to provide an education that cultivates productive habits of mind, body and heart in every student. Our vision is for SPS to be a learning organization that continuously improves its effective, innovative and transformational teaching and learning. We will challenge, inspire and prepare all students to be productive contributing members of society. SPS strives to hire exceptional, diverse, and passionate teachers who help us achieve our mission and vision. If you share our commitment to Success for ALL, we would love for you to become a part of our learning community! To learn more about our district, our individual schools, and why you should choose Stamford Public Schools, please Click Here! General Statement: The Specialized Reading Support Teacher is well versed in the science of reading, is able to analyze assessment data to identify at-risk students, and delivers instruction with a high level of fidelity, matched to the frequency and intensity required for students to achieve mastery of grade level skills. Through effective identification and delivery of instruction, the Specialized Reading Support Teacher is able to support students requiring more intensive tier 2 and 3 level instruction, in addition to supporting those requiring explicit instruction in targeted skills to achieve Tier 1 instructional goals. The Specialized Reading Support Teacher should be diagnostic and prescriptive, delivering instruction that meets the specific needs of the student based on careful and continuous assessment, and analysis of both formal and informal assessment data to drive instructional decisions and next steps. The Specialized Reading Support Teacher works with the MTSS Coach and the teaching and learning department to develop interventions with aligned resources to provide culturally responsive instruction that is effective and actively engages all learners, including second language learners and those with learning differences. The Specialized Reading Support Teacher is supervised by the building principal. See job description attached at the bottom right of the posting for: Major Responsibilities Knowledge, Skills, and Abilities Qualifications Note: Teachers dually certified in TESOL, Bilingual Education or ESL, with experience in Sheltered Instruction or fluency in a language other than English, will be given preference for all Stamford Public School positions. Application Procedures: Online application is required and must be filled out completely even if attaching a resume. “See attached resume” is not acceptable. Only submitted applications of candidates who meet the stated posting requirements will be considered. Required Application Documents: To be considered for this position, please provide the following: A cover letter outlining your interest and qualifications. A current resume. Two (2) or more letters of reference, dated within the last two years. Internal candidates must submit at least one letter from their current supervisor. External candidates may submit a letter from either a current or recent supervisor. The filling of this position is based upon continued funding in the Board of Education budget.

Support Staff/Specialty Program Paraeducator Additional Information: Show/Hide Specialty Program Paraeducator SAILS Program Timothy Edwards Middle School Description: South Windsor Public Schools is seeking a paraeducator who will work in the Social, Academic, Inclusion, and Life Skills (SAILS) program at Timothy Edwards Middle School. It is classified as a nine and one-half (9.5) months, 31.25 hours per week. The SAILS program is designed for students who require services related to a variety of educational, physical and medical needs and follows an inclusion model. Students receive specialized instruction with a practical application for language arts and mathematics as appropriate, as well as instruction in vocational and independent living skills; along with attending classes in the general education setting for other academic classes, specials, and electives. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Previous experience working with school age children in a special education program is desired. Assistance with toileting and lifting may be required. Applicant must possess an associate's degree, two years of college credits, or have passed the ParaPro exam. Salary: Entry rate is $23.81 per hour with incremental increases (see below). Prior experience in a comparable role will be considered. Benefits are offered. 2025-2026 Entry 12 Months 18 Months 24 Months $23.81 $25.09 $26.38 $27.66 Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Support Staff/Specialty Program Paraeducator Additional Information: Show/Hide Specialty Program Paraeducator Intensive Preschool Outreach Program (IPOP) Pleasant Valley Elementary School Description: South Windsor Public Schools is seeking a paraeducator who will work in the Intensive Preschool Outreach Program (IPOP) at Pleasant Valley Elementary School. It is classified as a nine and one-half (9.5) months, 19.5 hours per week. IPOP is a specialized version of the preschool outreach program (POP) for our youngest learners, aged 3-5, who require a systematic teaching approach using research-based practices to teaching and behavior intervention such as Applied Behavior Analysis and Augmentative and Alternative Communication methods. Skills are broken down, repeated often, and performance is reinforced to maximize skill acquisition for students who have difficulty learning in the typical POP classrooms. Learning opportunities are provided both in small groups and on an individual basis, with a higher staff to student ratio. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Previous experience working with school age children in a special education program is desired. Assistance with toileting and lifting may be required. Applicant must possess an associate's degree, two years of college credits, or have passed the ParaPro exam. Salary: Entry rate is $19.56 per hour with an increase to $20.74 per hour after 6 months. Prior experience in a comparable role will be considered. Benefits are not offered. Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity, or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Support Staff/Specialty Program Paraeducator Specialty Program Paraeducator SAILS Program Timothy Edwards Middle School Description: South Windsor Public Schools is seeking a paraeducator who will work in the Social, Academic, Inclusion, and Life Skills (SAILS) program at Timothy Edwards Middle School. It is classified as a nine and one-half (9.5) months, 31.25 hours per week. The SAILS program is designed for students who require services related to a variety of educational, physical and medical needs and follows an inclusion model. Students receive specialized instruction with a practical application for language arts and mathematics as appropriate, as well as instruction in vocational and independent living skills; along with attending classes in the general education setting for other academic classes, specials, and electives. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21 st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Previous experience working with school age children in a special education program is desired. Assistance with toileting and lifting may be required. Applicant must possess an associate's degree, two years of college credits, or have passed the ParaPro exam. Salary: Entry rate is $23.81 per hour with incremental increases (see below). Prior experience in a comparable role will be considered. Benefits are offered. 2025-2026 Entry 12 Months 18 Months 24 Months $23.81 $25.09 $26.38 $27.66 Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Support Staff/Specialty Program Paraeducator Specialty Program Paraeducator Intensive Preschool Outreach Program (IPOP) Pleasant Valley Elementary School Description: South Windsor Public Schools is seeking a paraeducator who will work in the Intensive Preschool Outreach Program (IPOP) at Pleasant Valley Elementary School. It is classified as a nine and one-half (9.5) months, 19.5 hours per week. IPOP is a specialized version of the preschool outreach program (POP) for our youngest learners, aged 3-5, who require a systematic teaching approach using research-based practices to teaching and behavior intervention such as Applied Behavior Analysis and Augmentative and Alternative Communication methods. Skills are broken down, repeated often, and performance is reinforced to maximize skill acquisition for students who have difficulty learning in the typical POP classrooms. Learning opportunities are provided both in small groups and on an individual basis, with a higher staff to student ratio. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21 st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Previous experience working with school age children in a special education program is desired. Assistance with toileting and lifting may be required. Applicant must possess an associate's degree, two years of college credits, or have passed the ParaPro exam. Salary: Entry rate is $19.56 per hour with an increase to $20.74 per hour after 6 months. Prior experience in a comparable role will be considered. Benefits are not offered. Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity, or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Elementary School Teaching Long Term Substitute Elementary Classroom Teacher Pleasant Valley Elementary School Description: South Windsor Public Schools is seeking a long term substitute Grade 2 teacher at Pleasant Valley Elementary School beginning around March 6, 2026 and continue for the remainder of the 2025-2026 school year. The long term substitute per diem rate is $275.96 for candidates that hold a valid certification. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21 st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Candidates must possess a Connecticut certification in (013) Elementary, Grades K - 6 or (305) Elementary, Grades 1 - 6 Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation, certification and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Elementary School Teaching Long Term Substitute Elementary Classroom Teacher Pleasant Valley Elementary School Description: South Windsor Public Schools is seeking a long term substitute Grade 3 teacher at Pleasant Valley Elementary School beginning around March 21, 2026 and continue for the remainder of the 2025-2026 school year. The long term substitute per diem rate is $275.96 for candidates that hold a valid certification. South Windsor is a diverse community of approximately 27,000 citizens and more than 5,100 public school students. The district values this diversity, and has worked to create a districtwide culture of equity and social consciousness. SWPS is comprised of four elementary schools, one middle school (6-8), and one high school (9-12), all of which cultivate and support culturally responsive classrooms and learning communities. The ongoing work of our teachers and staff includes the creation of enriching experiences that expand the depth of knowledge for students beyond today's classroom in order to produce graduates with the 21 st century skills needed to make them college or career ready. If you are someone who believes in the power of a high-quality education, who champions equity and inclusion, and who is ready to be part of an exceptional team working to prepare students to achieve their own personal excellence in a complex global society, then we hope you'll consider joining South Windsor Public Schools. We invite applicants to join a team of exemplary teachers, administrators, and support staff working to shape an exciting time in the South Windsor community. Qualifications: Candidates must possess a Connecticut certification in (013) Elementary, Grades K - 6 or (305) Elementary, Grades 1 - 6 Apply online at *************************** under the District Information link. Please include all materials (cover letter, resume, three letters of recommendation, certification and transcripts) that are required for the application process. Written references must match those listed on the application. Open until filled. The South Windsor Board of Education will not make employment decisions (including decisions related to hiring, assignment, compensation, promotion, demotion, disciplinary action and termination) on the basis of race, color, religion, age, sex, marital status, sexual orientation, national origin, alienage, ancestry, disability, pregnancy, genetic information, veteran status, gender identity or expression or status as a victim of domestic violence, or any other basis prohibited by state and federal law, except in the case of a bona fide occupational qualification.

Paraeducators/Special Education Paraeducators Date Available: 2025-2026 School Year Closing Date: Until Filled Oakwood Collaborative School a Stamford/CES Partnership Program Description: Stamford Public Schools is Partnering with Cooperative Educational Services to expand in-district programming for students requiring increased support based on their individual needs. Cooperative Educational Services (C.E.S.) is certified and approved by the Developmental Therapy Institute to provide training and consultation using the methods and materials to implement Developmental Therapy and Teaching (DTT). C.E.S has operated highly regarded schools for students with Autism and other Developmental Disorders for more than thirty years. These schools are presently known as the Oakview Schools. This partnership will allow for SPS students to engage in C.E.S.'s Developmental Therapy and Teaching within their community. Classes will be small and the school day is highly structured, predictable, and highly focused on social communication and emotional regulation as foundations for learning and relating. Classrooms have at least one teacher and four paraeducators. Learning is occurring in small groups, with individual instruction as well. Data is taken to drive educational decision making. Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy. Purpose: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) for students in specialized programs, including those with Autism and other Developmental Disorders, with the overarching goal of promoting student independence and autonomy. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or CES administrator in consultation with SPS administrator. STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor. Guide & implement sensory diets under the supervision of the teacher, occupational therapist, and/or administrator. Implement behavioral intervention plans under the supervision of a teacher, Board Certified Behavior Analyst (BCBA), and/or administrator. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Participation in the documentation of school health based services. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting). Assist with the supervision of students during emergency drills, assemblies, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Apply instructional practices consistent with CES programs and the DTT approach, grounded in a multidisciplinary developmental framework. Ongoing professional development and training will be provided. Attends and participates in agency /staff meetings and all announced inservice/ workshop activities as requested by the administrator or his/ her designee. Obtain and maintain PMT (Physical Management Training) certification and occasionally may have to implement approved physical intervention strategies. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support students. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. Ability to establish and maintain cooperative and effective working relationships. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team. Ability to lift and carry a minimum of 40 pounds Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. Hear and speak to exchange information in person and on the telephone. Ability to observe, listen and speak to students. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR & DAY: Length of day will be 7.5 hours daily (7:55 AM to 3:55 PM). Additional 1 hour daily will be paid. Length of year will include the standard school year plus 4 weeks of ESY. ESY staff day is 8:15am-2:15am COMPENSATION: 33,271.00 - 48,177.00 (Schedule 4) Step Placement is based on education and experience as outlined in the Paraeducator Contract.

Paraeducators/Special Education Paraeducators Date Available: 2025 - 2026 School Year The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION - PreK PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLE OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor. Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities. Guide sensory diets, activity schedules and discreet trials. Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Participation in the documentation of school health based services. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting). Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. Ability to establish and maintain cooperative and effective working relationships. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team. Ability to lift and carry a minimum of 40 pounds Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. Hear and speak to exchange information in person and on the telephone. Ability to observe, listen and speak to students. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $__ to $__ Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: 2025 -2026 School Year The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION for Medically Fragile and Moderately to Severely Disabled Students TEAM - Together Everyone Achieves More This program currently services students that are medically fragile and require nursing care. Students require adaptive equipment, specialized augmentative communication, and assistive technology in order to access their educational environment. Art and music therapy are provided to support the student's ability to become connected to their environment. Students are assigned to the TEAM class as well as a general education class in order to support inclusive opportunities and maintain a relationship with their community. Related services can include speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, and augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting, diapering). Guide activities of daily living, sensory diets, OT/PT programs. Ability to assist with physical transfers into wheelchairs, standers and other adaptive equipment. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Willingness to assist and monitor medically fragile students supervised by nurse (training provided as needed). Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must lift and/or move with proper transfer techniques, students from standers, beds, walkers, wheelchairs, etc. as a team. Must be capable of participating in the Side by Side lift of students, as trained, with two people assisting, not to exceed 120 pounds; and capable of participating in the Upper Lower Body Lift of students, as trained, with two people assisting not to exceed 120 pounds. The employee may occasionally be required to lift and/or move up to 40 pounds. Strength and stamina to lift and move students and engage in strenuous physical activities. Must possess mobility to work in a classroom using specialized educational materials like medical equipment and a computer Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $26,014.00 to $43,867.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: 2025.2026 School Year The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION for Medically Fragile and Moderately to Severely Disabled Students TEAM - Together Everyone Achieves More This program currently services students that are medically fragile and require nursing care. Students require adaptive equipment, specialized augmentative communication, and assistive technology in order to access their educational environment. Art and music therapy are provided to support the student's ability to become connected to their environment. Students are assigned to the TEAM class as well as a general education class in order to support inclusive opportunities and maintain a relationship with their community. Related services can include speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, and augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting, diapering). Guide activities of daily living, sensory diets, OT/PT programs. Ability to assist with physical transfers into wheelchairs, standers and other adaptive equipment. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Willingness to assist and monitor medically fragile students supervised by nurse (training provided as needed). Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must lift and/or move with proper transfer techniques, students from standers, beds, walkers, wheelchairs, etc. as a team. Must be capable of participating in the Side by Side lift of students, as trained, with two people assisting, not to exceed 120 pounds; and capable of participating in the Upper Lower Body Lift of students, as trained, with two people assisting not to exceed 120 pounds. The employee may occasionally be required to lift and/or move up to 40 pounds. Strength and stamina to lift and move students and engage in strenuous physical activities. Must possess mobility to work in a classroom using specialized educational materials like medical equipment and a computer Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $26,014.00 to $43,867.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: 2025-2026 School Year Closing Date: Until Filled The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION for Medically Fragile and Moderately to Severely Disabled Students TEAM - Together Everyone Achieves More This program currently services students that are medically fragile and require nursing care. Students require adaptive equipment, specialized augmentative communication, and assistive technology in order to access their educational environment. Art and music therapy are provided to support the student's ability to become connected to their environment. Students are assigned to the TEAM class as well as a general education class in order to support inclusive opportunities and maintain a relationship with their community. Related services can include speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, and augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting, diapering). Guide activities of daily living, sensory diets, OT/PT programs. Ability to assist with physical transfers into wheelchairs, standers and other adaptive equipment. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Willingness to assist and monitor medically fragile students supervised by nurse (training provided as needed). Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must lift and/or move with proper transfer techniques, students from standers, beds, walkers, wheelchairs, etc. as a team. Must be capable of participating in the Side by Side lift of students, as trained, with two people assisting, not to exceed 120 pounds; and capable of participating in the Upper Lower Body Lift of students, as trained, with two people assisting not to exceed 120 pounds. The employee may occasionally be required to lift and/or move up to 40 pounds. Strength and stamina to lift and move students and engage in strenuous physical activities. Must possess mobility to work in a classroom using specialized educational materials like medical equipment and a computer Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $26,014.00 to $43,867.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: 2025 - 2026 School Year The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic) ASD - Autism Spectrum Disorder This program is specifically designed for students who have a diagnosis of Autism Spectrum Disorder. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting. The ASD classrooms focus on delivering instruction while utilizing ABA methodology with BCBA supervision. Classrooms have at least one teacher and four paraeducators. Learning is occurring in small groups, with individual instruction as well. Data is taken to drive educational decision making. Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLE OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor. Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities. Guide sensory diets, activity schedules and discreet trials. Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Participation in the documentation of school health based services. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting). Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. Ability to establish and maintain cooperative and effective working relationships. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team. Ability to lift and carry a minimum of 40 pounds Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. Hear and speak to exchange information in person and on the telephone. Ability to observe, listen and speak to students. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $26,014.00 to $43,867.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: 2025-2026 School Year The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION for Medically Fragile and Moderately to Severely Disabled Students TEAM - Together Everyone Achieves More This program currently services students that are medically fragile and require nursing care. Students require adaptive equipment, specialized augmentative communication, and assistive technology in order to access their educational environment. Art and music therapy are provided to support the student's ability to become connected to their environment. Students are assigned to the TEAM class as well as a general education class in order to support inclusive opportunities and maintain a relationship with their community. Related services can include speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, and augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting, diapering). Guide activities of daily living, sensory diets, OT/PT programs. Ability to assist with physical transfers into wheelchairs, standers and other adaptive equipment. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Willingness to assist and monitor medically fragile students supervised by nurse (training provided as needed). Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as Applied Behavior Analysis (ABA) or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must lift and/or move with proper transfer techniques, students from standers, beds, walkers, wheelchairs, etc. as a team. Must be capable of participating in the Side by Side lift of students, as trained, with two people assisting, not to exceed 120 pounds; and capable of participating in the Upper Lower Body Lift of students, as trained, with two people assisting not to exceed 120 pounds. The employee may occasionally be required to lift and/or move up to 40 pounds. Strength and stamina to lift and move students and engage in strenuous physical activities. Must possess mobility to work in a classroom using specialized educational materials like medical equipment and a computer Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $26,014.00 to $43,867.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Paraeducators/Special Education Paraeducators Date Available: Immediate Closing Date: Untill Filled The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION (GENERAL) PURPOSE: To serve as an integral member of the instructional team to provider services to individual student(s) in accordance with the goals/objectives identified by the Individual Education Plan (IEP). SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator. EXAMPLES OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Collect data on student progress, under the direction of the teacher, for individual students or groups of students. Follow student schedule(s), as written by certified staff, i.e. administrators, teachers, related service providers, etc. and seek clarification as needed. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Foster independence in students through implementation of Independence goal(s) and other strategies Assist with daily living needs, such as feeding and bathroom accommodations. Assist with organization and on-task behavior Implement behavior intervention plans under the direction of a certified staff member. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. Help students master equipment or instructional materials assigned by teacher. Assist other students in an inclusion classroom. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Participate in professional development training programs, as required. Perform other related duties, as assigned. Maintain the same high level of ethical behavior and sensitivity of information about students as is expected of a certified teacher. Exhibit a clear understanding of the IEP information as it pertains to their role as an implementer. Distribute and collect workbooks, papers, and other materials for instruction as needed. KNOWLEDGE, SKILLS & ABILITIES: Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibits proficiency in basic reading, math, writing, and speaking English. Must possess or be willing to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Must exhibit good judgment, patience, tact, and courtesy. Utilizes and maintains ethical practices for confidential communication about students. Ability to establish and maintain cooperative and effective working relationships. MINIMUM Qualifications: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move up to 40 pounds. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. EMPLOYEE GROUP: Paraeducators of Stamford Association WORK YEAR: As per Bargaining Agreement COMPENSATION: $25,461.00 to $43,314.00 Step Placement is based on education and experience as outlined in the Paraeducator Contract. Application Procedures: Online application is required. Internal Applicants: Please upload a cover letter (summarizing your interest in and qualifications for the position) and resume as part of your Internal Application.

Substitute/Per Diem Substitute Paraeducator JOB DESCRIPTION - SUBSTITUTE SPECIAL EDUCATION PARAEDUCATORS PURPOSE: To serve as an integral member of the instructional team to provider services to individual student(s) in accordance with the goals/objectives identified by the Individual Education Plan (IEP). SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator. EXAMPLE OF DUTIES & RESPONSIBILITIES: Work with individual students or small groups of students, under the supervision of a certified teacher, to reinforce learning of materials or skills initially introduced by the teacher. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Assist the teacher in devising special strategies for reinforcing material or skills based on a sympathetic understanding of individual students, their needs, interests, and abilities. Follow student schedule, as written by certified staff, i.e. administrators, teachers, resource, etc. and seek clarification as needed. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials. Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Check notebooks, correct papers, and supervise testing and make-up work, as assigned by the teacher. Provides support for student(s) disability and goals (IEP) as assigned by certified staff, and maintains strict confidentiality of the same. Assist with daily living needs, such as feeding and bathroom accommodations. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist the teacher in drill work, large group reading, or storytelling. Exhibits a clear understanding of the IEP information as it pertains to their role as an implementer. Ability to assist nurse or other staff member with procedures required by learners who have special health care needs, i.e. assisting with toileting needs with another adult present. Alert the teacher(s) regarding any problem or special information related to an individual student. Maintain the same high level of ethical behavior and sensitivity of information about students as is expected of a certified teacher. Help students master equipment or instructional materials assigned by teacher. Guide independent study, enrichment work, and remedial work set as assigned by the teacher. Distribute and collect workbooks, papers, and other materials for instruction as needed. Assist in providing a well-organized, smoothly functioning school environment. Talk to and attempt to calm student(s) who as distressed. Assist other students in an inclusion classroom. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibits proficiency in basic reading, math, writing, and speaking English. Must possess or be willing to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Must exhibit good judgment, patience, tact, and courtesy. Utilizes and maintains ethical practices for confidential communication about students. MINIMUM Qualifications: Pass the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college. Must meet NCLB compliance requirements, as applicable. Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students, including support of behavioral plans, strategies for autism or other identified diagnoses, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move up to 10 pounds. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. 2025-2026 School Year Daily Substitute Paraeducator Rate - as of 01/01/2026: $111.00 per day

Substitute/Long-Term Substitute Paraeducator Date Available: 08/27/2025 The filling of this position is based upon continued funding in the Board of Education budget. POSITION TITLE: PARAEDUCATOR - SPECIAL EDUCATION - Autism Spectrum Disorder (ASD) & Specialized Programs (e.g. CORE, PreK, and Therapeutic) ASD - Autism Spectrum Disorder This program is specifically designed for students who have a diagnosis of Autism Spectrum Disorder. Students enrolled in this class have difficulties with behavior, social skills, and learning in a general education setting. The ASD classrooms focus on delivering instruction while utilizing ABA methodology with BCBA supervision. Classrooms have at least one teacher and four paraeducators. Learning is occurring in small groups, with individual instruction as well. Data is taken to drive educational decision making. Related services can include BCBA, speech therapy, social skills, occupational therapy, and physical therapy. PURPOSE: To serve as an integral member of the student support team to provide services to students in accordance with the goals/objectives identified by the Individual Education Plan (IEP) in programs for students in specialized programs, including those with Autistic Spectrum Disorder (ASD), with the overarching goal of promoting student independence and autonomy. SUPERVISION RECEIVED: Certified Staff Professional(s) and/or appropriate Administrator EXAMPLE OF DUTIES & RESPONSIBILITIES: STUDENT SUPPORT DUTIES & RESPONSIBILITIES: Support students in increasing capacity to perform tasks independently by using strategies that gradually release responsibilities to students. Work with students, under the supervision of a certified teacher, to reinforce behavior and communication skills of students initially introduced by the teacher/supervisor. Assist the teacher in Applied Behavior Analysis (ABA) strategies, discreet trials and inclusion opportunities. Guide sensory diets, activity schedules and discreet trials. Implement behavioral intervention plans under the supervision of teacher, Board Certified Behavior Analyst (BCBA), and/or administrator. Record achievements and diagnostic tests, under the direction of the teacher, for individual students or groups of students. Participation in the documentation of school health based services. Assist the teacher in the handling, operation, and care of equipment used in the classroom, including media and instructional materials, assistive technology, augmentative communication devices. Assist with daily living needs, such as feeding and bathroom accommodations (i.e. toileting). Assist with the supervision of students during emergency drills, assembles, play periods, field trips, and in other non-classroom activities. Support with implementation of goals and objectives (IEP) as assigned by certified staff, and maintain strict confidentiality of the same. Serve as the chief source of information and help to any substitute teacher assigned in the absence of the regular teacher. Assist with implementation of Health Care plans for students and other medical needs. Alert the teacher(s) regarding any problem or special information related to an individual student. GENERAL/ADMINISTRATIVE DUTIES & RESPONSIBILITIES: Assist with the supervision of students during lunch, recess, arrival and dismissal, assemblies, emergency drills, play periods, field trips, and in other non-classroom activities, as assigned. Participate in professional development training programs, as required. Perform other related duties, as assigned. KNOWLEDGE, SKILLS & ABILITIES: Willingness to learn and adapt to best practice strategies for supporting students with IEPs, including encouraging independence and autonomy for students. Effective communication and interpersonal skills. Demonstrated ability to understand and follow oral and written instructions effectively. Exhibited proficiency in basic reading, math, writing, and speaking English. Possession or willingness to acquire the skills necessary to work productively with children. Appropriate reading, spelling, writing, and math skills to support student. Physical condition commensurate with the demands of, at a minimum, the essential functions of the position. Exhibited good judgment, patience, tact, and courtesy. Demonstrated use and maintenance of ethical practices for confidential communication about students. Ability to establish and maintain cooperative and effective working relationships. MINIMUM QUALIFICATIONS: Must follow the Every Student Succeeds Act (ESSA) requirements and have passed the ParaPro Assessment, hold an Associate's Degree, or have completed at least 60 credits at an approved college Must possess or be willing to acquire the skills necessary to support any specialized programs for Special Needs students. Including basic and advanced Registered Behavior Technician (RBT) training, support of behavioral plans, strategies for autism or other identified diagnoses, seclusion and restraint training, or support for treatments such as ABA or activities of daily living such as feeding and toileting. Experience/training in working with children preferred. Comfort with use of standard computer applications. Such additions and alternatives to the above qualifications as may be appropriate and acceptable. WORKING CONDITIONS: Environment: The work environment characteristics described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. This will include indoor office/classroom settings, outdoor play, recreation areas and field trip locations. Work with at-risk students of various cognitive, social-emotional, and behavioral deficits, which may include anti-social and maladaptive behaviors. Students may also have mental and/or physical disabilities which necessitate assistance in the form of eating, personal hygiene, wheelchair transfer, lifting and/or toileting. PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to perform the essential functions of this job successfully. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit for extended periods of time to view & operate computer equipment, and to stand for extended periods of time to assist student(s) and/or staff. The employee frequently is required to stand, walk, sit, bend, stoop and kneel. The employee is frequently required to reach with hands and arms. The employee must occasionally lift and/or move students with proper transfer techniques from standers, beds, walkers, wheelchairs, etc., as a team. Ability to lift and carry a minimum of 40 pounds Have the physical capacity to restrain or seclude students in an emergency situation to maintain the safety of the student or another individual. Specific vision abilities required by this job include vision, distance vision, and the ability to adjust focus. Hear and speak to exchange information in person and on the telephone. Ability to observe, listen and speak to students. Compensation: $107.00 per day. Application Procedures: Online application is required.