Lunch & Recess Paraprofessional

We're excited to add a caring, dedicated paraprofessional to our team! This part-time position offers the opportunity to work directly with students to build literacy skills while also supporting a positive and safe environment during lunch and recess. It's a rewarding role that makes a real difference in the daily lives of our students. Monday through Friday, 11:30am to 12:30pm, when school is in session.

Job Goal:

A lunch/recess aide teams with kindergarten, first and second grade teachers to deliver tutoring services to children in need of remedial reading help. Each day the aide works with children in one to one tutoring, small group reading practice, or to supervise a whole group while the teacher delivers remedial reading instruction to a small group of students. An aide will also supervise students while they are in the lunchroom or outside on the playground. Ensure that the lunchroom or playground is a safe, orderly, respectful, and comfortable environment for all students. Maintain high visibility to the students; provide direction to student movement and behavior, and correct students who are not meeting behavioral expectations. Perform all other jobs that are delegated by Administration.

Essential Functions:

Must be able to:

• Arrive at work promptly and attend regularly
• Follow directions and work well with others
• Work under the stress of deadlines
• Concentrate and perform tasks accurately
• React to change productively
• Perform other tasks as assigned
• Ability to work with young children in one to one tutoring, small group practice sessions, or whole group classroom activities'
• Ability to carry out teacher created practice plans for alphabet recognition, phonics and phonemic awareness, fine motor tasks, sight word recognition and oral reading fluency
• Ability to follow classroom behavior systems while supervising whole group activities
• Classroom management skills for whole group activities while the teacher is working with a small group outside the classroom
• Patient, caring manner and developmentally appropriate tutoring strategies to motivate and positively reward the efforts of young children
• Ability to lead whole group activities like word games, show and tell, weekly reader discussion, handwriting practice and step up to writing journal activities while the classroom teacher is working with other students
• Ability to use classroom technology tools, including intervention software programs, with students