montessori paraprofessional

North Kansas City Schools

<div>Paraprofessional - Media 
Purpose Statement 
The job of Paraprofessional - Media is done for the purpose/s of maintaining the library collections at school sites; identifying age-appropriate resources for students and teachers utilizing library resources; selecting appropriate items in support of classroom instruction; and performing clerical functions related to collection, processing, circulation, maintenance, and inventory of library materials, technology, and/or textbooks. 
Essential Functions
<ul><li>Assists staff, students, patrons, and administrators for the purpose of identifying resource materials for use in classroom and/or class assignments.
</li><li>Create promotional materials, displays, and bulletin boards for programs (e.g. book fairs, spelling bee, award book challenges, career exploration, volunteer recruitment, birthday books, social media posts, etc.) for the purpose of highlighting special events and/or awareness of library services and encouraging a love of literacy in students.
</li><li>Evaluates books and/or periodicals for retention within collection (e.g. repairing damaged books, recommending retirement of books and/or periodicals, etc.) for the purpose of ensuring the availability of books and library materials and ensuring relevancy of library materials to staff and students.
</li><li>Maintain online catalog system (e.g. inventory, catalog and process new resources, fine reports, lost resources, etc.) for the purpose of accurately recording circulation of library resources.
</li><li>Maintains materials inventory (e.g. library books, library hardware/software, media equipment, and related instructional materials, etc.) for the purpose of providing an up-to-date reference and ensuring the availability of materials when required.
</li><li>Monitors student activities for the purpose of maintaining a safe environment conducive to learning.
</li><li>Participates in unit meetings, in-service training, workshops, etc. for the purpose of conveying and/or gathering information required to perform functions.
</li><li>Performs circulation activities (e.g. item check-in and check-out, prepare circulation count, lists of overdue items, etc.) for the purpose of controlling the use, location and availability of items in the collection.
</li><li>Prepares manual and electronic documents and reports (e.g. collection statistics, scheduling reports/requests, renewal information, overdue lists, textbook orders, fines, costs, obligation reports, removal of fees from MPP, purchase orders, public relations information, etc.) for the purpose of providing documentation and information to others.
</li><li>Processes notices of missing, damaged, or overdue books, media and materials for the purpose of providing and/or maintaining access to library resources and securing reimbursement for losses.
</li><li>Repairs books and materials for the purpose of ensuring the availability of books and library materials.
</li>Responds to inquiries of students and staff (e.g. availability of books, finding appropriate reference documents, status of overdue fines, etc.) for the purpose of providing information and/or direction as required. 
<li>
</li></ul>Other Functions
Performs other related duties, as assigned, (e.g. subbing, proctoring standardized tests, etc.) for the purpose of ensuring the efficient and effective functioning of instructional support. 
Job Requirements: Minimum Qualifications 
Knowledge, Skills and Abilities 
KNOWLEDGE is required to perform basic math, including calculations using fractions, percents, and/or ratios; read a variety of manuals, write documents following prescribed formats, and/or present information to others; and understand complex, multi-step written and oral instructions. Specific knowledge-based competencies required to satisfactorily perform the functions of the job include: library practices; and computer and Internet operations. 
SKILLS are required to perform multiple tasks with a potential need to upgrade skills in order to meet changing job conditions. Specific skill-based competencies required to satisfactorily perform the functions of the job include: operating standard office equipment including using pertinent software applications; and preparing and maintaining accurate records. 
ABILITY is required to schedule activities and/or meetings; gather and/or collate data; and use job-related equipment. Flexibility is required to work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a wide diversity of individuals; work with similar types of data; and utilize a variety of job-related equipment. Problem solving is required to identify issues and create action plans. Problem solving with data requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability-based competencies required to satisfactorily perform the functions of the job include: establishing effective working relationships; communicating with diverse groups of people; and working independently. 
Responsibility 
Responsibilities include: working under direct supervision using standardized routines; leading, guiding, and/or coordinating others; operating within a defined budget. Utilization of some resources from other work units may be required to perform the job's functions. There is a continual opportunity to have some impact on the organization&rsquo;s services. 
Work Environment 
The usual and customary methods of performing the job's functions require the following physical demands: occasional lifting, carrying, pushing, and/or pulling, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally, the job requires 25% sitting, 50% walking, 25% standing. The job is performed under conditions with some exposure to risk of injury and/or illness and in a clean atmosphere. 
Experience: Job related experience is desired. 
Education (Preferred): A valid Missouri Teaching Certificate; Sixty college hours 
Education: High School diploma or equivalent. 
Equivalency: A minimum of thirty-six hours from an accredited college or university; or certificate of completion from approved Missouri 20-hour Online Substitute Training Program; or pass the Paraprofessional test in the State of Missouri. 
Required Testing
None Specified 
Certificates and Licenses
Teaching Credential or Substitute Certificate
Valid Driver&rsquo;s License &amp; Evidence of Insurability 
Continuing Educ./Training
Maintains Certificates and/or Licenses 
Clearances
Criminal Background Clearance 
FLSA Status
Non Exempt</div>

2026-27 Paraprofessional Media, Oakwood Manor Elementary School

Cheyenne Mountain School District 12

<div>
 
 Description:
 
 
 
 Paraprofessional (Three Positions Available) (Please click here to view job description)
 
 
 
 
 Required Qualifications:
 
 
 
 
 <ul>
 <li>
 High school diploma or equivalent
 </li>
 <li>
 Criminal background check is required for hire
 
 
 </li>
 </ul>
 
 
 Preferred Qualifications:
 
 
 
 
 <ul>
 <li>
 CPR and First Aid certifications may be required at hire
 </li>
 <li>
 Knowledge of child development, behavioral management, and age-appropriate instructional techniques preferred
 </li>
 <li>
 Operating knowledge of various adaptive equipment (e.g., electric wheelchair, dynavox, braces, lifts, etc.)
 
 
 </li>
 </ul>
 
 
 Hours/Days:
 
 
 
 
 7.5 hours/day
 
 
 Monday-Friday
 
 
 182/year
 
 
 
 Salary Range/Benefits:
 
 
 
 $20.40 - $23.36/hour
 
 
 Classified Salary Schedule
 
 
 Salary based on education and experience
 
 
 Full-time benefits apply
 
 
 
 
 Benefits:
 
 
 
 
 Cheyenne Mountain School District offers medical, dental, vision, life, AD&amp;D, long-term disability, supplemental coverages, flexible savings account, EAP and paid time-off benefits
 
 
 
 Last Day To Apply:
 
 
 
 Position will remain open for a minimum of five business days from the posting date or will remain open until filled.
 
 
 
 Starting Date:
 
 8/17/26
</div>

Paraprofessionals at Broadmoor Elementary (Three Positions Available)

MARICOPA UNIFIED SCHOOL DISTRICT #20

<div>POSITION DESCRIPTION: Paraprofessional
CLASSIFICATION: Non-Exempt 19.5 Hours/Week 9-Month Work Agreement (Part-Time) 
SALARY: Approved Classifed Compensation Plan (Education and Experience) 
GENERAL STATEMENT OF RESPONSIBILITIES: To assist with instruction and supervision of students through one-on-one and group instruction, general supervision and assisting with testing and assessment of student&rsquo;s progress. 
PRINCIPAL DUTIES: (essential functions)<ul><li>
Works with individual students in classroom or the developmental center to reinforce learning material or skills introduced by the teacher.</li><li>
Works with small groups of students in classroom to reinforce learning material or skills introduced by the teacher.</li><li>
Translates material and information for parents, students and staff.</li><li>
Helps to administer tests and assessments.</li><li>
Maintains records under teacher supervision.</li><li>
Maintains files and computer records.</li><li>
Assists supervising instructor with duties specifically related to area of instruction.</li><li>
May involve personal assistance with toileting, hygiene, feeding, lifting as well as other possible needs.</li><li>
Performs other duties as assigned.</li></ul> 
KNOWLEDGE AND SKILLS REQUIRED:<ul><li>
Experience and knowledge of student needs at different ages, educational and developmental levels.</li><li>
Working knowledge of educational practices, processes and techniques.</li><li>
Willingness to become familiar with Maricopa Unified School District #20&rsquo;s educational policies, regulations and rules as well as federal and state laws, regulations, policies and rules.</li><li>
Ability to assess student&rsquo;s educational needs.</li><li>
Provide tutoring in various educational subjects and areas.</li><li>
Operate office equipment and MS Office.</li><li>
Skill in communicating verbally, and written, through translation and interpretation</li><li>
Skill in establishing and maintaining effective working relationships with others.</li></ul> 
MINIMUM QUALIFICATIONS: Required - High School diploma or GED. Required - PRAXIS or Work Keys test accepted, or Associate&rsquo;s degree, or, 60 college credits. Bilingual preferred. Valid Arizona DPS IVP Fingerprint Clearance Card. 
Able to perform the following physical requirements of the position with or without reasonable accommodation: critical sensory requirements include general vision, corrected to 20/20, hear or listen in the normal range (corrected) and speak and give directions clearly. Able to walk, sit, stand, kneel, crouch, crawl, reach, lift (exerting force up to 50 pounds), carry, push, pull or otherwise move objects up to 125 lbs. 
OTHER POSITION INFORMATION: May involve personal assistance with toileting, hygiene, feeding, lifting as well as other possible needs. Hours will be in relation to the school site hours. Continuing positions for the subsequent school years, if offered, may be rearranged as needed to best meet the needs of the students 
AN EQUAL OPPORTUNITY EMPLOYER 
The Maricopa Unified School District does not discriminate on the basis of race, color, religion, national origin, sex, disability, age or sexual orientation in admission and access to its programs, services, activities, or in any aspect of their operations and provides equal access to Scouting America and other designated youth groups. The Maricopa Unified School District also does not discriminate in its hiring or employment practices. The following employees have been designated to handle inquiries regarding the nondiscrimination policies: 
Title IX Coordinator 
Assistant Superintendent of Human Resources: 
Address: 44150 W. Maricopa/Casa Grande Highway Maricopa, AZ 85138 
Telephone Number: 520-568-5100 
Section 504/ADA Coordinator 
Director of Exceptional Student Services 
Address: 44150 W. Maricopa/Casa Grande Highway Maricopa, AZ 85138 
Telephone Number: 520-568-5100 
Job descriptions and documentation requirements can be accessed and printed from our website at www.musd20.org</div>

Kindergarten Paraprofessional

Young World Child Care & Learning Center

Job Overview:Young World Child Care &amp; Learning Center is looking for a Georgia Pre-K Assistant Teacher A.S.A.P!!!Requirements: Candidate MUST meet at least ONE of the following credentials:<ul><li>Valid Paraprofessional certificate</li><li>Valid CDA (Child Development Associate)</li><li>TCC/TCD (Technical College Diploma) in Early Childhood Education</li><li>Associate, Montessori, bachelor's degree or higher in any subject.</li></ul>Responsibilities include:<ul><li>Strong communication and interpersonal skills</li><li>Patience, compassion, and the ability to connect with young children.</li><li>CPR and First Aid certification (or willingness to obtain)</li><li>Ability to pass a background check.</li></ul>Serious and interested candidates are encouraged to apply.Please call (770) 921-3888 to set up an interview with Mrs. Ada or Mr. Wilson.Salary: $15.00-$18.00 per hour (Salary is negotiable)Work Schedule:<ul><li>7:00am-3:30pm</li><li>Monday to Friday</li></ul>Experience:<ul><li>Teaching: Minimum of 1 year experience with Georgia Pre-K (Preferred)</li></ul>Benefits:<ul><li>Employee discount</li><li>Flexible schedule</li><li>Paid time off</li><li>Professional development assistance</li></ul>School type:<ul><li>Candidate must have reliable transportation</li><li>Stone Mountain, GA 30087: Reliably commute or planning to relocate before starting work (Required)</li></ul>Job Types: Full-time, ContractBenefits:<ul><li>Employee discount</li><li>Paid time off and Holidays</li><li>Professional development assistance</li></ul>Ability to Commute (Reliable Transportation is a MUST)Work Location: In personPay: $15.00 - $18.00 per hourBenefits:<ul><li>Employee assistance program</li><li>Employee discount</li><li>Paid time off</li><li>Professional development assistance</li></ul>Work Location: In person

Georgia Pre-K Assistant Teacher

North Thurston Public Schools

<div>Employment Begins: 2026-2027 School Year 
3.25 hours/day; 5 days/week; 189 days/year 
PARAEDUCATOR SPECIAL EDUCATION 
Highly Supported Learning Services (HSLS), High Intensity Social Emotional Learning (HiSEL), Resource, Preschool, Student Specific, Vocational Opportunities in Community Employment (VOICE), Social Communication and Learning Support (SCALS), Deaf and Hard of Hearing (DHH), Inclusion, Future Ready Kindergarten (FRK) 
STANDARD POSITION DESCRIPTION 
Classification: Instructional Paraeducator Location: Assigned School(s) 
Reports to: Principal or Principal Designee FLSA Status: Non-Exempt 
Bargaining Unit: NTPA 
This is a standard position description to be used for paraeducator positions with similar duties, responsibilities, classification and compensation. Paraeducators assigned to the position description may or may not perform all of the essential functions indicated in this position description. 
This job description does not constitute an employment agreement between the employer and employee and is subject to change by the employer as the needs of the employer and requirements of the job change. 
Part I: Position Summary: 
The Paraeducator performs a variety of instructional and/or support duties to assist the school and teachers in instruction, supervision, and education of students with special needs in groups or one-on-one teacher to student situations. May work with students on an individual basis as well as small groups to complete assigned work. Keep students on task. 
The District represents a diverse community with a population of more than 50% of students with diverse backgrounds. We seek an individual who has successful experience in working with culturally diverse families and communities. The selected candidate must demonstrate a commitment to strengthening community engagement and communication with the District&rsquo;s diverse populations. 
Part II: Supervision and Controls over the Work: 
Paraeducators (Special Education) work under the day-to-day direction of the staff member(s) supported, and under the direct supervision of the Principal, Principal Designee, or District Designee. Teachers and/or educational staff associates provide specific directions and oversight for supervision and/or instructional support. Paraeducators (Special Education) are responsible for being familiar with the school/district policies and procedures which govern their work, and for acquiring and applying knowledge of IDEA and Section 504 requirements. 
Part III: Major Duties and Responsibilities (depending on specific assignment, duties and responsibilities listed may include, but are not limited to the following):
<ul><li>Works collaboratively by assisting teachers in assessment, curriculum implementation, student interactions, enforcing safe behaviors, and enhancing social growth of students in the classroom. Such assistance may be provided in special education classrooms, in regular education classrooms to special needs students, and in one-on-one or small group situations.</li><li>
Assist students with common daily tasks such as eating, dressing, toileting, including diapering. May provide colostomy care including emptying colostomy bags and cleaning of the skin. May provide catheterization. May administer tube feedings and/or medication(s) as authorized by the school nurse and supervisory staff. May provide health services and assistance to include changing dressings, assisting with oxygen, assisting with insulin, assisting with nebulizers or inhalers, and assisting with walkers, wheelchairs, canes, crutches.</li><li>
Teach independent living skills such as cooking, laundry, general personal hygiene and cleanliness.</li><li>
Takes action, or assist in taking action, to restrain students who are at risk of harming themselves or others by following school/district approved restraint procedures.</li><li>
Assist in implementing physical and occupational therapy plans by working with students to increase range of motion, mobility, and positioning.</li><li>
May escort students in one-on-one or small groups to and from recess and playground, to and from bus locations, and may be required to ride on the bus with student(s).</li><li>
Communicates with students, parents, and community members with respect and confidentiality and consistent with the direction and guidance of staff, administrators, and school/district policies and procedures.</li><li>
May oversee student safety by such activities as recess and playground supervision, bus duty, crossing guard duty, hallway supervision, etc. Takes steps to intervene when students are not in control or may be in dangerous or unsafe situations.</li><li>
Provides instructional support and tutoring to students in large groups, small groups, and one-on-one situations.</li><li>
Proactively support the implementation of necessary visual supports and modifications to the instructional environment to facilitate student engagement in all settings.</li><li>
Provide necessary social skills and organizational instruction unique to each student's needs under the direction of certificated personnel.</li><li>
Use behavior management plans to assist staff with problem solving ideas to maintain an environment conducive to learning. Prioritize daily tasks and ensure implementation of those tasks in an efficient manner.</li><li>
Actively and openly communicate with teachers and other certified staff to maintain effective and consistent behavioral plans.</li><li>
Listen to concerns, use language appropriate for the student&rsquo;s understanding, and observe body language before making active decisions. Use interpersonal and communication skills to influence, persuade, motivate, and resolve conflicts or sensitive problems.</li><li>
Supervise limited discipline measures such as time-out, loss of recess, removal from classroom if being disruptive to the learning environment.</li><li>
Document behavior of students to assist teachers in assessing progress with education plans. Maintain, or assist in maintaining, student weekly progress reports.</li><li>
Assist staff in limited clerical duties such as making copies, operating a fax machine, answering telephones, ordering supplies, and record keeping.</li><li>
When other duties do not interfere with 1:1 student-specific paraeducator responsibilities, teachers, with administrator approval, may assign this position to provide supervision, instructional support, and/or oversee student safety.</li><li>
Required to follow Board policies and stay abreast of updates and changes.</li><li>
Performs Other Duties as Assigned: The duties listed above are intended only as illustrations of the various types of work that may be performed. The omission of specific statements of duties does not exclude them from the position if the work is similar, related or a logical assignment to the position.</li></ul>
Part IV: Minimum Qualifications:<ul><li>
High School Diploma or equivalent.</li><li>
Either an Associate&rsquo;s Degree or 72 quarter credits of college courses numbered 100 or above OR the ETS Para Pro test. (The ETS Para Pro test is given by ESD113 in Tumwater. Their number is 360-464-6700. Or online at https://www.prometric.com/ParaPro or https://www.ets.org).</li><li>
May be required to be certified or to become certified in first aid, CPR, and/or operation of defibrillators.</li><li>
May be required to be trained in instructional methodologies in such content areas as reading, writing, and mathematics, and in such special education areas as student restraint, safety, medication, etc.</li><li>
Successful experience in working with culturally diverse families and communities or have otherwise demonstrated a commitment to strengthening engagement of a diverse community and skill in communicating with a diverse population.</li><li>
Able to work in an environment with frequent interruptions and changing tasks and priorities.</li><li>
Able to assist, console, and manage students who may be emotional, distraught, or frustrated.</li><li>
Able to remain calm, focused and in control when working with students, parents, guardians, and community members who may be difficult and challenging to engage.</li><li>
Able to follow written and verbal direction and take the initiative to seek clarity and take action when needed.</li><li>
Able to report to work with regular and reliable attendance and punctuality.</li><li>
Be or become knowledgeable and supportive of classroom management and student discipline procedures.</li><li>
Constantly exhibit command and proper annunciation, spelling, syntax and use of the English language to assist and model proper language usage by students.</li><li>
Able to organize work and set priorities for accomplishing work in a timely and effective manner.</li><li>
Able to protect the confidentiality of student information consistent with FERPA requirements and good judgment.</li><li>
Able to work collaboratively and effectively with staff, students, parents, volunteers, and community members.</li><li>
Ability to communicate effectively verbally and in writing.</li><li>
Skill in the use of office and computer equipment and use standard office software and student information system software.</li></ul>
Part V: Desired Qualifications:<ul><li>
Two years of experience that demonstrates the ability to work successfully with children in a learning environment. Education beyond the high school level may be substituted for experience on a year-for-year basis with thirty (30) semester hours, or portion thereof, considered one year, or portion thereof, of education and/or experience.</li><li>
Bilingual skills.</li><li>
Familiarity, or willingness and ability to be trained, in inclusive strategies utilized to meet the educational needs of students with disabilities.</li></ul>
Part VI: Physical and Environmental Requirements of the Position: 
The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 
The employee must lift and/or move 25 to 50 pounds, and may assist, move, or restrain students with greater weight when required to intervene in student safety issues.
While performing the duties of this job, the paraeducator is frequently required to sit, lift, carry, move about, hear and speak. Paraeducator may be required to perform extensive work at a computer display terminal or stand for longer than two (2) hours.
Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and the ability to adjust focus.
While performing the duties of this job, the employee occasionally works in outside weather conditions. The employee is occasionally exposed to wet and/or humid conditions, fumes or airborne particles, toxic or caustic chemicals. It may be expected that the individual could be exposed to blood or other potentially infectious materials during the course of their duties. 
The employee may be exposed to infectious disease as carried by students, exposed to student noise and learning resource noise levels.
The employee may be exposed to aggressive student behaviors to include biting, hitting, kicking, and throwing of objects. May be required to wear and utilize safety equipment designed to minimize the risk of injury to the employee and to the student.
The employee may be exposed to bodily fluids and waste while performing duties in life skills, multi-handicapped, and some one-on-one situations.
The employee may be required to travel in school owned or leased vehicles while supervising and assisting students. 
Insurance Benefits 
Employees who are anticipated to work 630 hours during the school year (September 1 through August 31) are eligible for medical, dental, vision, long term disability and basic life insurance benefits.
North Thurston Public Schools benefits are administered by the Washington State Healthcare Authority under the School Employees Benefits Board (SEBB). Click on the link https://www.hca.wa.gov/employee-retiree-benefits/school-employees for information on available benefit options. 
Retirement and Deferred Compensation 
Eligible employees are required to be a member of the Washington State Department of Retirement Systems Plan. For eligibility information, check on the link to the Department of Retirement Systems' web site. 
Employees also have the ability to participate in tax deferred 403(b) and 457 Deferred Compensation Plans (DCP). These are supplemental retirement savings programs that allows you control over the amount of pre-tax salary dollars you defer as well as the flexibility to choose between multiple investment options.
Clink on the link https://www.drs.wa.gov/plan/dcp/ for information on 457 plan (DCP) with the Department of Retirement Systems.
To enroll in an eligible 403(b) plan, employees must consult with their own financial planner that is an approved vendor. 
THIS IS A UNION POSITION 
Equal Opportunity Employer
North Thurston School District does not discriminate in any programs or activities on the basis of sex, race, creed, religion, color, national origin, age, veteran or military status, sexual orientation, gender expression or identity, disability, or the use of a trained dog guide or service animal and provides equal access to the Boy Scouts and other designated youth groups. The following employees have been designated to handle questions and complaints of alleged discrimination: Civil Rights Coordinator and Title IX Officer: executivedirectorHR@nthurston.k12.wa.us, 360-412-4453; Section 504 Coordinator at 360-412-4465, 504@nthurston.k12.wa.us Address for both: 305 College St. NE. Lacey, WA 98516. 
IMPORTANT INFORMATION: Effective June 11, 1992, pursuant to Public Law 92544 all new employees must complete a satisfactory fingerprint and sexual misconduct background check. All employment is considered temporary until receipt of satisfactory check. Proof that the fingerprinting process has begun must be supplied to Human Resources prior to the first day of employment.</div>

2026-27 Paraeducator - Resource @ Meadows Elementary

Hampton Roads International Montessori School

<div>About This Role 
Toddler (16 months - 3 yrs) and Children's House (ages 3-K) Lead Teachers, Come join our team! 
 
We are looking for teachers who are excited about teaching, engaged in planning for the future, and looking to be an active part of our fantastic community. 
We have opened a second campus! Join our growing and expanding programs. 
 
Looking for Montessori credentialed teachers or teachers with a degree who are willing to attend Montessori training. 
Hours: Generally 8:00 am - 4:00 pm M-F for Montessori certified teachers; additional summer and after school classes available
Benefits: Health and dental 100% covered; annual bonus, short and long-term disability, retirement after 3 years, Professional Development Opportunities 
What You'll Do 
Hours: Generally 8:00 am - 4:00 pm M-F for Montessori certified teachers; additional summer and after-school classes available
Lead Montessori Classrooms 
Requirements 
Montessori certified
Looking for Montessori credentialed teachers or teachers with a degree who are willing to attend Montessori training.
Bachelor's degree
Ability to pass state and federal background and child abuse registry checks to obtain clearances 
Benefits<ul><li> 
Benefits: Health and dental 100% covered; annual bonus, short and long-term disability, retirement after 3 years, Professional Development Opportunities
HRIMS is an equal opportunity employer and
it is the policy of the school to recruit and hire employees without regard to
race, national origin, religion, gender, age, disability, or military status.</li></ul> 
About Us 
<h2 class="jobSectionHeader">
Our School</h2>
Established in 1992, HRIMS encourages students to learn at a pace with which they are comfortable, one that gives them the freedom and drive to succeed and reach new levels academically and socially. The Montessori classroom is deliberately designed to facilitate the independent development of the child. We create an environment that meets the innate desires and needs of young children to adapt, explore, learn, grow, and reach their full potential as a lifelong-learner.<h3 class="jobSectionHeader"> 
OUR MISSION</h3>
Nurturing the development of each child to reach their fullest potential in a diverse community that is firmly grounded in the Montessori philosophy.<h3 class="jobSectionHeader"> 
OUR PHILOSOPHY</h3>
Montessori education is a time-tested, child-centered approach to education. It is a creative, innovative, and individualized program that recognizes the natural curiosity and inherent desire of the child to learn. Children work at their own pace as they develop physically, socially, emotionally, intellectually, and spiritually. All of this takes place in a naturally peaceful environment that is both nurturing and stimulating. With guidance from trained teachers, the child explores and discovers his world through his own hands-on experiences with specially designed, interactive learning materials. Montessori education empowers children to become confident, creative, critical thinkers.</div>

Toddler (16 months-3 yrs) and Children's House (3 yrs-K) Montessori Teachers

Seattle Public Schools

<div>JOB A school social worker is a professional in the fields of social work and education who holds a valid school social worker certification as defined by the professional educator standards board. The purpose and role of the school social worker is to provide an integral link between school, home, and community in helping students achieve academic and social success. This is accomplished by removing barriers and providing services that include: Mental health and academic counseling, support for students and parents, crisis prevention and intervention, professional case management, collaboration with other professionals, organizations, and community agencies, and advocacy for students and parents. School social workers work directly with school administrators as well as students and families, at various levels and as part of an interdisciplinary team in the educational system, including at the building, district, and state level. School social workers provide leadership and professional expertise regarding the formation of school discipline policies and procedures, and through school-based mental health services, crisis management, the implementation of social-emotional learning, and other support services that impact student academic and social-emotional success. School social workers also facilitate community involvement in the schools while advocating for student success. (RCW 28A.410.044) EXAMPLE OF DUTIES 25%Developing an integral link between school, home, and community to remove academic, social, and/or mental health barriers for students 
Serves as the liaison between school, home, and community. Identifies strengths and needs of student, family, school, and community, and provides appropriate referrals and/or resources. Builds on strengths and increases skills and capacity for resilience. Removes systemic and social justice barriers for students and families. May provide home and community visits to better meet needs of students and families. 
25% 
Providing mental health and academic supportProvide direct mental health and social emotional services in the form of short-term individual or group counseling to ensure skill development and long-term academic and emotional success. Identify, link and leverage other community resources and systems that can provide families with additional services and support. Collaborates with other professionals and community organizations to bring relevant mental health supports to the academic setting. 
10% 
Professional case management for students and families 
Advocate and develop systems that better meet the needs of students and families. Partner to evaluate and discuss options to meet needs and goals, and implement action plans. Provide ongoing support and coordination, including wraparound services and collaboration with community agencies. 
10%<div> 
Collaboration with other educational professionals and development of school-based interdisciplinary teams</div>
Develop and coordinate effective building systems, in partnership with administrators, that remove barriers caused by oppressive and negative societal factors. Provide innovative leadership and expertise on school-based mental health needs and systems that impact student academic and social-emotional success. Provide systems coordination in collaboration with school-based personnel to provide a continuum of services and supports strongly based in the social justice perspective. 
10% 
Collaboration with organizations and community agencies to provide wrap around support 
Leverage expertise of interdisciplinary school team members, community stakeholders, and guardians/families, in order to maximize and mobilize resources. Challenge barriers of systematic inequities and work within the system to eliminate discriminatory or oppressive practices. Utilize evidence-based, data-driven interventions for tiered responses to promote strength-based cultural wellness of the thriving whole child. 
10% 
Implementation of social emotional learning 
Provides leadership and professional expertise on planning and implementing school-wide comprehensive social emotional learning, including training and supporting staff, and facilitating small group and individual skill-building in a Multi-Tiered System of Support (MTSS). 
5%<div> 
Crisis prevention and intervention</div><div>
Identify, assess, and respond to student and school community needs with immediate supports for physical and psychological safety. This may include suicidal and homicidal assessment and intervention and postvention. Carry out the building&rsquo;s Crisis Response Plan as well and implementation of preventative systems utilizing a race and equity lens.</div>
5%<div> 
Leadership and guidance in the formation of discipline and behavioral procedures</div><div>
Provide consultation, development, and equitable implementation of school-wide Positive Behavior Intervention and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and Restorative Justice practices. Utilize data to identify disciplinary practices that perpetuate discriminatory practices and recommends alternative, proactive supports to increase student life-long emotional and academic success.</div> 
REPORTING RELATIONSHIPSReports to the assigned Building Administrator or designee. 
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES:Knowledge of:<ul><li>
Implicit bias, culturally responsive teaching, anti-racist practices and racial equity literacy</li><li>
Trauma-informed practices</li><li>
Social Work Code of Ethics: Service, Social Justice, Dignity and Worth of the Person, Importance of Human Relationships, Integrity and Competence</li><li>
Social Work theory and practice.</li><li>
Whole child social, emotional and behavioral support at Tier 1, Tier 2 &amp; Tier 3</li><li>
Child development and learning styles</li><li>
Child, youth and adult mental health
</li><li>Crisis intervention and prevention</li><li>
Group facilitation for children and adults</li><li>
Community resources and resource mapping</li><li>
Racial equity work and culturally responsive instruction, including evidence of impact</li><li>
State content standards and district curricular materials</li><li>
District policies &amp; state and federal laws related to confidentiality, school records, mandated reporting, family law, truancy, homeless, foster youth, and disabilities and regulations governing Special Education</li><li>
Evaluation Framework and Rubric for Social Workers (based on Danielson&rsquo;s Framework)</li><li>
Systems: child protective services, juvenile justice, foster care, community mental health, hospital, special education, and WA Dept. of social and health services (DSHS)</li></ul>
 Ability to:<ul><li>
Identify advocacy needs within the school community and take initiative in action with an equity and social justice lens.</li><li>
Model and facilitate adult learning, including leading professional development.</li><li>
Maintain accurate records and produce reports. Analyze and interpret data to assess needs, implement change, and inform plan of intervention, supports and resources.</li><li>
Reflective of one&rsquo;s practice and learning needs.</li><li>
Communicate effectively orally and in writing: listen non-judgmentally and clearly convey information for advocacy and resource mapping.</li><li>
Prioritize in a fast-paced environment with multiple demands.</li><li>
Establish and maintain effective, positive relationships with students, parents/guardians, district administrators and staff, community agency representatives, and the public in a multicultural and diverse environment.</li><li>
Adapt to change and remain flexible.</li><li>
Apply and use effectively a variety of evidence-based practices.</li><li>
Work cooperatively in a team and with staff, administrators and support personnel with a whole-child approach.</li><li>
Maintain high ethical standards.</li><li>
Provide direct mental health counseling and facilitate social emotional learning through individual, group and whole classroom settings.</li></ul> 
Skill in:<ul><li>
Skills in developing collaborative working relationships.</li><li>
Clear and effective oral and written communication skills.</li><li>
Organization and time management skills.</li><li>
Conflict resolution and crisis intervention skills.</li><li>
Strong assessment, analytical and diagnostic skills.</li><li>
Safety planning for harm to self and others.</li><li>
Proficient with Microsoft and other basic technology programs.</li><li>
Application of anti-racist and racial equity practices.</li><li>
Deliver services using an equity and inclusion lens.</li></ul> 

WORKING CONDITIONSRequired to communicate with and establish relationships with students with a wide range of educational, emotional and socio-economic issues; required to work collaboratively with teachers, staff, administrators, parents and community agencies to support student success; required to remain flexible to meet students immediate needs; required to handle multiple tasks simultaneously and prioritize; may experience frequent interruptions; may occasionally deal with distraught or difficult students or adults; potentially exposed to ordinary infectious diseases carried by students.</div>

Madrona Elementary - Social Worker - 1.0 FTE

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