Archived listing. The details below describe a past opening.
POSITION TITLE: Paraprofessional
LOCATION: All locations
REPORTS TO: Building Principal or Assistant Director of SPED or ECE SPED Coordinator, and the Classroom Teacher
PRIMARY FUNCTION: The individual employed in this position works under the direct supervision of the school Principal/Director and certified staff to support overall student success, learning, and well-being. Responsibilities include delivering targeted instructional support,
QUALIFICATIONS:
- Licensure:
- Required: Illinois Paraprofessional Educator License (PreK – Age 21)
- Education:
- Required: High school diploma or equivalent.
- Required: Must have completed 60 hours of college credit at a regionally accredited institution of higher education, or obtained an associate's degree (or higher) at a regionally accredited institution of higher education, or pass the proficiency tests through ISBE to be eligible for the Illinois Paraprofessional Educator License.
- Experience:
- Preferred: Two (2) years of successful paraprofessional experience working with a diverse population.
ESSENTIAL PERFORMANCE RESPONSIBILITIES:
- Work with individual students and small groups assigned to lessons, projects, or learning tasks.
- Follow teacher-led directions and share ideas regarding improving classroom functioning.
- Supervise students during lunch, rest, recess, transitioning, bus loading/unloading, emergency drills, assemblies, play periods, and field trips.
- Supervise general areas of the building as needed (hallways, cafeteria, etc.).
- Inform teacher/administrator of any accident or issues of concern regarding students.
- Assist in record keeping, preparing work materials, and guiding students in learning tasks as directed.
- Attend all professional development opportunities and participate in in-service programs as assigned.
- Follow schedules provided by teachers or administration.
- Perform other duties as assigned.
OTHER PERFORMANCE RESPONSIBILITIES:
Early Childhood Education (ECE)
- In addition to the Essential Performance Responsibilities above, an early childhood paraprofessional will also:
- Assist young learners with age-appropriate routines, transitions, play-based learning, and developmental activities.
- Perform toileting and diapering duties for students as needed.
- Note: Paraprofessionals assigned to designated diapering duties will receive a stipend for this work per the collective bargaining agreement.
Bilingual
- In addition to the Essential Performance Responsibilities above, a bilingual paraprofessional will also:
- Facilitate effective communication between non-Spanish speaking students, staff, and families.
- Provide strategic native language reinforcement to Spanish-speaking English Learners (ELs) by leveraging primary language (L1) support to clarify grade-level concepts, activate prior knowledge, and facilitate English acquisition, reserving direct interpretation/translation for acute instructional clarification, safety, or key directions.
- Facilitate cross-linguistic transfer by pre-teaching key vocabulary, checking for comprehension, and clarifying complex instructions in Spanish.
- Reserve direct, word-for-word translation for specific, high-need instructional moments, emergency communication, or brief procedural directions, avoiding continuous simultaneous interpretation/translation.
- Pass the required Spanish Language Proficiency Assessment per the CBA before placement.
- Note: Paraprofessionals assigned to bilingual duties will receive a stipend for this work per the collective bargaining agreement.
Special Education (SPED)
- In addition to the Essential Performance Responsibilities above, a SPED paraprofessional will also:
- Execute various duties as assigned to meet individual student needs as identified in their Individualized Education Programs (IEPs) and Section 504 plans.
- Assist with academic accommodations, modifications, specialized instruction, toileting, and physical/mobility support.
- Assist students integrated into regular education classrooms.
Behavior
- In addition to the Essential Performance Responsibilities above, behavior paraprofessionals will also:
- Respond to behavior in real-time as directed by the MTSS team to support student success in the classroom.
- Implement Tier 2 and Tier 3 targeted behavior plans with specific students.
- Align with all school student behavior strategies and support teachers in implementing classroom management.
- Observe students, record behavior data, and share insights regarding changes in students' behavior with the MTSS team and specialists.
- Motivate students to remain in the classroom to maximize instructional time.
- Under the direction of the building principal, the team of behavior paraprofessionals will work to improve school climate and culture.
KNOWLEDGE, SKILLS, AND ABILITIES:
- Technical: Proficient computer skills including Google Apps, student data tracking tools, and educational technology software.
- Interpersonal & Professional:
- Strong desire to use positive reinforcement to guide student behavior.
- Ability to handle confidential student information professionally (FERPA compliance).
- Ability to use discretion and exercise sound judgment in high-stress or emergency situations.
- Effective oral and written communication skills (bilingual communication skills in Spanish required for Bilingual role).
- Good organizational, multi-tasking, and time management skills.
- High degree of patience, empathy, adaptability, and cultural competency when working with diverse student populations.
- Evidence of dependability, integrity, and a strong work ethic.
- Ability to take initiative, work independently, meet deadlines, follow complex directions, and adapt to changing demands.
DISTRICT CORE COMPETENCIES:
- Achievement focus
- Cultural competence
- Classroom environment leadership
- Collaborative communicator/team player
- Reflective learner
- Innovative
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job:
- Working Conditions: The usual and customary methods of performing the job's functions require physical agility and stamina (34%-66%). This is especially important in instances where students are eloping from the lunchroom, classroom, or other spaces within the school environment.
- Physical Requirements:
- Frequent standing, walking, bending, stooping, kneeling, crouching, reaching, and sitting on the floor (67%-100%).
- Ability to perform physical de-escalation techniques (1%-10%).
- Ability to safely execute crisis interventions - including Crisis Prevention Institute (CPI) physical holds/restraints - when a student poses an immediate risk of harm to themselves or others (1%-10%).
- Lifting/Carrying: Frequent lifting, carrying, pushing, and/or pulling up to 25–50 lbs. (e.g., assisting with student transfers, diapering, or adaptive equipment)(34%-66%).
- Position is performed in an educational environment (classroom, playground, cafeteria, busing areas, field trips, etc.)(100%).
TERMS OF EMPLOYMENT: 192 days including paid holidays; Non-exempt, Union position
PAY AND BENEFITS: FY27 - $20.30 per hour; single health and dental (no more than $49 per month), life insurance, sick and personal leave, and tuition reimbursement. This position participates in the Illinois Municipal Retirement Fund (IMRF). This is a union position; additional benefits can be found in the collective bargaining agreement (CBA).
Paraprofessionals assigned to designated diapering duties will receive a stipend for this work per the collective bargaining agreement.
Paraprofessionals assigned to bilingual duties will receive a stipend for this work per the collective bargaining agreement.
EVALUATION: Annual
This description has been prepared to assist in properly evaluating various classes of responsibilities, skills, working conditions, etc. It is intended to indicate the kinds of tasks and characteristic levels of work difficulty that will be required of positions that will be given this title. It is not intended as a complete list of specific duties and responsibilities. Nor is it intended to limit, or in any way modify the right of any supervisor to assign, direct and control the work of employees under supervision. Scheduling flexibility is required to accommodate changing school/district needs. The use of a particular expression or illustration describing duties shall not be held to exclude other duties not mentioned that are of similar kind or level of difficulty.
The North Chicago Community Unit School District #187 is an Equal Opportunity Employer with established policies prohibiting discrimination on the basis of race, color, creed, religion, national origin, sex, sexual orientation, age, ancestry, marital status, arrest record, military status, the order of protection status, unfavorable military discharge, citizenship status provided the individual is authorized to work in the United States, use of lawful products while not at work, being a victim of domestic or sexual violence, genetic information, physical or mental handicap or disability, if otherwise able to perform the essential functions of the job with reasonable accommodation, credit history unless a satisfactory credit history is an established bona fide occupational requirement of a particular position or other legally protected categories. The Superintendent of Schools/designee (847-689-8150) addresses questions regarding student discrimination, and the Director of Human Resources (847-689-8150) answers questions concerning staff discrimination.
CREATED: 01/18/2019
REVISED: 09/15/2026
Attachments:
- 2026-2027 Benefits Union Employees for Job Descriptions .pdf
- Job Description