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EI
Technical Training Co-op
Entegris, Inc.
Colorado Springs, CO
- $31,533 USD / year
In this role, you will support the APS Technical Training team in the development, administration, and continuous improvement of employee training programs for the Colorado Springs site.…
Added just now
EI
Entegris Leadership Development Program - Engineering
Entegris, Inc.
Colorado Springs, CO
- $31,533 USD / year
Jump start your Engineering Career at Entegris. Our Entegris Leadership Development Program (ELDP) is uniquely designed to provide new to market and entry-level engineers meaningful…
Added just now
EI
Entegris Leadership Development Program - Engineering
Entegris, Inc.
Colorado Springs, CO
- $31,533 USD / year
Jump start your Engineering Career at Entegris. Our Entegris Leadership Development Program (ELDP) is uniquely designed to provide new to market and entry-level engineers meaningful…
Added just now
EI
Senior Specialist, Technical Training
Entegris, Inc.
Colorado Springs, CO
- $31,533 USD / year
The Senior Technical Training Specialist applies expertise in adult learning principles, instructional design, facilitation, performance consulting, and training program management to…
Added 2 mins ago
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Remote, United States
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Manager, Solutions Delivery (55983)
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Remote, United States
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Colliers Engineering & Design
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Principal Architect - Data Centers
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New Bedford Public School District

Para Educator: Building Based - 4724

New Bedford, MA, United States

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Job details

Apply by: Nov 30, 2026
Posting language: English
Posted: Oct 30, 2026

Original job description

Para-Educator – Building Based

We are deeply committed to an inclusive curriculum and school community that reflects the diversity of our student population. We strive to have the highest quality educators and encourage applications from candidates representing a broad range of skills and diverse backgrounds. We seek candidates who are dedicated to inclusion and have a clear interest in being part of the richness of diversity that the New Bedford Public Schools community has to offer.

Summary:

Building Based Para-Educator provide positive and nurturing supports to students in the school setting. Supports may include attending to students’ physical, person, academic, and/or social emotional needs. Through collaboration, Para-Educators assist the teacher in daily instruction, appropriately managing the classroom environment, and are instrumental in supporting students in meeting their academic, social and behavioral goals.

Responsibilities:

The Para-Educator will work under the direction and guidance of the special education/general education teacher, administration, and school-based personnel in supporting student’s growth and achievement including students’ IEP goals and objectives.
Assisting students in their learning across content areas in individual, small group, and whole group settings based on building needs/Administrative direction.
Building based Para-Educators may support students at any grade level within the building they are assigned to.
Assisting students in self-regulation and management of emotions and behavior to maximize student learning including, but not limited to, implementing and supporting behavior plans and classroom management programs.
Provide sensory support to students as needed. Sensory supports may include, but are not limited to, implementing and supporting sensory plans, providing students sensory breaks, and supporting students in the use of sensory equipment.
Assisting and supporting students in communication between peers, school staff, etc. including the use of assistive technology.
Supporting students transitions during arrival and dismissal, between subjects/classes in school, and between activities.
Para-Educator will provide support in the development of social, emotional, and behavioral skills with individuals or group of students.
May be asked to review student IEPs on an as needed basis to ensure students’ needs are understood and being met
May provide personal care assistance to students including but not limited to toileting/diapering, feeding, physical lifting of students for hygiene and body positioning changes.
Other duties related to support of students as directed by Administration.

Program/Role specific duties:

The following programs/role classifications have specific duties in addition to the duties listed above.

ABA Embedded: Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and behavioral assistance in classroom setting and specialized services including but not limited to ABA/speech/physical/adaptive physical/occupational/sensory integration therapy
Behavior Intervention Programs (BRIDGE, ELEVATE, RISE): Programs that facilitate intensive socio-emotional/behavioral and academic interventions primarily in a substantially separate, special education classroom. Classrooms may be at one or multiple grade levels. Students may need social, academic and behavioral assistance.
Deaf and Hard of Hearing: Staff use ASL (American Sign Language) to support students. Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social, communication assistance and academic interventions.
Dual Language: Staff will communicate with students in Spanish and English. Students may need social, academic and grade level behavioral assistance.
Empower: Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc.
Pre-Kindergarten/Kindergarten: Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc. Students may need social, academic and grade level behavioral assistance.
Substantially Separate: Classrooms may be at one or multiple grade levels. Students’ needs may include personal care activities such as toileting, transporting, lifting, feeding, etc..
Supportive Academics: Classrooms may be at one or multiple grade levels. Students’ needs may include academic support, social assistance and academic interventions.

Qualifications:

Minimum of 48 college credits; or Passed the Para Pro test
Experience working with children; in an educational setting preferred
Experience with and/or the ability to become CPI trained if necessary
Experience working with children with Special Education services preferred
Passion to work with school aged children

Terms of Employment:

Reports to: School Principal
Rate: In accordance with the Paraprofessional contract found here
Work Year: School year

The New Bedford Public Schools do not discriminate on account of age, race, color, sex, gender identity, gender expression, ancestry, religion, national origin, sexual orientation, military status, genetics, or disability that does not prohibit performance of essential job functions in employment for potential employees. New Bedford Public Schools encourages people with multilingual skills, particularly in Cape Verdean Creole, Portuguese and/or Spanish, to apply. Every available opportunity will be taken in order to assure that each applicant is selected on the basis of qualifications, merit and ability.

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