School Overview 1-to-1 Paraprofessional (Junior Academy) School Overview Over Drew Charter School’s twenty-year history, the school has grown to serve grades PreK-12 with nearly 1,900 students in a “cradle-to-college” pipeline, including two onsite early learning partners. Drew implements a rigorous and supportive educational continuum, which includes tailored Response to Intervention (RTI) support, a rigorous STEAM/Project-Based Learning (PBL) instructional model, and a robust College and Career Readiness program. Every element has been thoughtfully designed to ensure all students succeed and to eliminate opportunity gaps and inequities in educational outcomes for our diverse population of students. More than just a school, Drew is at the heart of a community-wide commitment to launching all students on a pathway to health, impact, and prosperity. Drew Board of Directors Commitment to Equity Statement
As part of our steadfast efforts to ensure equitable outcomes for ALL Drew Charter School students, we, the Board of Directors, individually and collectively, make an explicit commitment to identify, acknowledge, and dismantle policies and practices that reinforce systemic racism, and to educate and equip ALL of our students with the ability and opportunity to be leaders in the continuous work of creating a true, beloved community. Position Description Paraprofessionals provide essential support to students and teachers by assisting with instructional activities, behavior management, and social-emotional development. They work closely with students, especially those needing additional support, to ensure engagement and academic success. Responsibilities include offering one-on-one or small group assistance, reinforcing lessons, supporting classroom management, and collaborating with teachers and parents to meet student needs. Their role helps create a safe, inclusive, and nurturing learning environment.
Task Title | Essential Job Functions | Percent of Time Spent | Student Support and Supervision | - Provide one-on-one and small group support to students with special needs, such as non-English speaking students or those with physical and/or mental disabilities, assisting with daily routines, transitions, and classroom activities.
- Supervise students during all school activities, ensuring safety, appropriate behavior, and engagement in learning.
- De-escalate behavioral challenges and implement behavior management strategies, including tracking progress and creating incentive plans.
- Advocate for students by ensuring accommodations are met and communicating with teachers and parents regarding student needs and progress.
- Assist with medical needs, such as medication management and health-related accommodations.
| 30% | Instructional and Classroom Support | - Assist teachers with implementing lessons aligned to curriculum standards, reinforcing instructional content, and engaging students in learning activities, as directed.
- Facilitate small group instruction to support academic growth in core subject areas.
- Prepare teaching materials, grade assignments, and perform clerical tasks to support classroom operations.
- Track and maintain anecdotal records on student performance, behavior, and progress to aid in instructional planning.
- Assist with lesson planning in collaboration with instructional teams.
| 30% | Communication and Collaboration | - Maintain regular communication with parents, teachers, and school staff regarding student progress, behavior, and support needs.
- Participate in meetings, such as IEPs, intervention planning, and team collaborations, to align support strategies.
- Provide updates through phone calls, emails, and written reports to ensure stakeholders remain informed and involved.
| 30% | School Operations and Extracurricular Support | - Assist with school duties outside the classroom, such as lunch, recess, and hallway transitions, ensuring adherence to rules and expectations, as needed.
- Support extracurricular activities, including clubs and committees, to foster student engagement beyond the classroom.
- Help with event coordination and other school-wide initiatives.
| 10% | Other | Other duties as assigned. | |
The intent of this job description is to provide a representative description of the types of duties and responsibilities required for this position. Employees may be asked to perform other job-related duties as assigned. Supervisory Responsibilities - Supervisory Responsibility: Not Responsible for Supervising Employees
- Supervisory Activities: None
- Budget Signing Authority: No Budget Signing Authority
- Decision-making Authority: Decisions Impact a Small Team or Program
Minimum Qualifications - Education: High School Diploma or GED
- Certificates, Certifications, or Other Training: Paraprofessional Certification
- Previous Work-Related Experience: 1-3 years.
Preferred Qualifications - Experience in Classroom Management
Knowledge & Skills Business & Management Knowledge: - Administrative: Administrative and office procedures, functions and basic office tasks
Operations and Technology Knowledge: - Computers/IT: Electronic equipment, and computer hardware and software, including applications and programming.
Services Knowledge: - Customer and personal service: Principles and processes for providing customer and personal services.
- Education/Training: Principles and methods for curriculum and training design, teaching and instruction, and measuring training effects.
Safety and Legal Knowledge: - Safety/Security: Equipment, policies, and procedures for the protection of people, data, property, and the organization.
- Law/government: Relevant local, state, and national laws and government regulations including Board of Education policy.
Skills - Constantly (More than 5.6 hours or 69% of the day): Speaking, Writing, Monitoring, Time management, Critical thinking, Reading comprehension
- Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Coordination, Instructing, Negotiation, Persuasion, Service orientation, Social perceptiveness, Judgment and decision making, Learning strategies
- Occasionally (Up to 2.5 hours or 32% of the day): Active Learning, Active Listening, Science, Mathematics, Complex problem solving
Work Environment and Physical Demands Physical Activities/Sensory Abilities Body Positioning, Physical Activities, and Sensory Abilities: - Constantly (more than 5.6 hours or 69% of the day): Finger Dexterity, , Sitting, Standing, Walking, Multi-limb coordination, Hearing
- Frequently (Between 2.6 hours and 5.5 hours or 33% to 68% of the day): Pulling, Pushing, Reaching, Crouching/Kneeling,
- Occasionally (Up to 2.5 hours or 32% of the day): Carrying, Lifting, Climbing, Color Vision
- Rarely: (Less than 1 hour or 12% of the day): Crawling, Balancing
Mental and Psychological Demands: - High demands: The job requires significant mental effort and involves high levels of stress (e.g., Frequent need to deal with difficult customers or manage emotions when interacting with others, often working under tight deadlines, exposure to public criticism, regularly requires extended periods of concentration on complex tasks).
Work Type/Physical Demands - Sedentary work: Exerting up to 10 pounds of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally, and all other sedentary criteria are met.
Working Environment - Everyday risk and discomfort level: The environment involves everyday risks or discomforts that require normal safety precautions typical of such places as offices, meeting and training rooms, libraries, residences, or commercial vehicles, e.g., use of safe work practices with office equipment, avoidance of trips and falls, observance of fire regulations and traffic signals. The work area is adequately lighted, heated, and ventilated.
EEO Statement Charles R. Drew Charter School is an Equal Opportunity Employer and does not discriminate on the basis of race, color, religion, national origin, age, disability, or sex, including pregnancy, sexual orientation, and gender identity and other characteristics protected by law.
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