Educational Aide, Instructional Assistants, Paraprofessional (All Positions) 2025-26 na Clevelandmetroschools

Responsibilities 

• Adapts to the individual social, emotional, and academic needs of the students 

• Respects and redirects scholars through preventative, proactive, and dignified classroom management techniques that reflect structure, equity, and consistency 

• Understands, believes, and can articulate how and why Special Education is a service and not a destination 

• Reinforces student activities and behavior as directed by the teacher in areas which might include academic tasks, social skills, or other instructional components of the program

• Assists the teacher in the implementation of behavior management programs and with intervention of behavioral problems Provides information to teacher regarding student performance

• Identifies, locates, and uses materials appropriate for each student

• Schedules space for specialized instructional programs and coordinates the arrangement of equipment, desks, tables, chairs, and activity areas

• Assists and monitors the students in special training activities, including personal hygiene, and other self-help skills

• Observes students as directed by the teacher and records specific behaviors exhibited as outlined on each student's IEP

• Records academic and social progress as required by the teacher

• Assists the teacher in preparing, collecting, and adapting materials

• Collects and uses equipment under the direction of the teacher

• Maintains materials and equipment in good condition

• Performs other routine duties as assigned by principal

• Participates as a member of a team, follows guidelines and instructions of teacher and school team

• Paraprofessionals are not expected to perform duties in student homes 

Our instructional assistants are assigned to one of the following roles: 

Paraprofessional 1-on-1:   

Support for 1 child which includes spending your entire day with the student  

For a student with behavioral needs:  

• Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.)

• Assist with communication under the guidance of the intervention specialist and/or speech language pathologist (i.e. use of augmentative communication, implementation of PECS, or a picture schedule, etc.)

• Physical assistance as needed  

For students with physical disabilities:  

• Scribe for written assignments

• Physical assistance for moving in and out of wheelchair or navigating building

• Physical assistance on and off transportation

• Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.)

• Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding  

Paraprofessional Multiple Disabilities/Autism (MD/AU):  

Student population: students typically serviced in a MD/AU classroom exhibit more severe cognitive disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention specialists in these classes utilize the Ohio Learning Standards–Extended for their classroom instruction. The students in these classes may exhibit several deficits which may include academic deficits, inability to retain information, needs related to adaptive behavior/self-care, behavioral needs, etc. There may be students who are non-verbal who will communicate with different forms of augmentative communication or assistive technology (i.e. GoTalk, iPad/iPod, visual scheduling, etc.) More one-on-one instruction is needed for students in these classes. The students also need to be monitored throughout their school day.  

• Assist with implementation of behavioral intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.)

• Physical assistance on and off transportation

• Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.)

• Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding

• Conduct small group activities that are planned by the Intervention Specialist

• Attend Encore classes with students to provide support  

Paraprofessional Medically Fragile (MEF): 

Student population: Students typically serviced in an MEF classroom have medical needs that make it necessary for them to be in a building with a full-time nurse. In addition to this they present themselves with the most severe disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention Specialists in these classes utilize the Ohio Learning Standards–extended for their classroom instruction. Many students are nonverbal and have limited communication; some may communicate with eye-gaze, while others may have some form of assistive technology. A focus with some students may be on sensory stimulation. Most students in these classes are in wheelchairs and require a great deal of care. Physical assistance (including lifting) is needed for most of these students. 

• Lifting and positioning of students as needed (based on doctor, therapist and/or IEP team determination)

• Understanding and use of assistive technology and devices

• Physical assistance on and off transportation

• Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.)

• Physical assistance for eating including obtaining lunches, assist with opening and set-up, assist with feeding

• Conduct small group activities that are planned by the Intervention Specialist

• Attend Encore classes with students to provide support  

Paraprofessional Emotional Disturbance (ED/IBI):

Student population: Students serviced in an ED setting are in that environment because of the need for more intensive behavioral support. Students can exhibit a range of behavioral needs including, but not limited to, use of vulgar language, refusal to follow directives, oppositional defiant behavior, physical aggression, etc. The students’ cognitive levels of functioning spread across a wide range. Because of this, there may be students who have academic deficits, but there also may be students who receive some or all instruction within the regular education setting. More one-on-one behavioral support is needed for students in these classes. The students also need to be monitored throughout their school day.  

• Assist with implementation of behavior intervention plan (including but not limited to tracking of data, taking students away from instruction for de-escalation, etc.)

• Behavioral support may take up a large portion of your day

• Provide support to students within the regular education classroom

• Conduct small group activities that are planned by the Intervention Specialist

• Attend Encore classes with students to provide support 

Paraprofessional Special Education Preschool (PreK): 

Student population: Children between the ages of 3 and 6, residing in Cleveland, who are identified for special education services are guaranteed a seat in preschool. A classroom may include students with a wide range of disabilities. There are three possible classroom configurations in which a preschool special education paraprofessional may be assigned.  

• Half-day: up to 8 students in the a.m., up to 8 students in the p.m.

• 6/6: full day, up to six students with disabilities and up to six typical peers

• Integrated PreK: 20 students with one Early Childhood teacher, one Intervention Specialist and one paraprofessional. The integrated classroom has 20 students total, 12 typical and 8 special needs

• The para for preschool is also expected to assist with behavior plans and collect data under the direction of the teacher

• Assist the teacher in preparing, maintaining, and adapting materials (helps set up and maintain hygienically safe toys and materials)

• Conduct small group activities that are planned by the Intervention Specialist

• Physical assistance for hygiene needs (i.e. toileting, washing hands, etc.)

• Physical assistance for eating, including obtaining lunches, assist with opening and set up, assist with feeding

• Assist with non-academic times of day: bus drop-off and pick-up, lunch, nap time, and recess

• Attend Encore classes with students to provide support  

Paraprofessional – Visual Impairment (VI):

Student population: Students who are blind or visually impaired. Students may be fully included in the general education setting or in a small group setting.  

• Conduct small group activities that are planned by the Intervention Specialist

• Assistance with navigating unfamiliar environments

• Assistance with creating or organizing supplementary aids, such as large print texts or tactile items

• Help students use assistive technology

• May require physical assistance for hygiene needs or eating 

Paraprofessional – Hearing Impairment (HH):  

Student population: Students who are deaf or hard of hearing. HH paras are typically in a self-contained classroom with a Teacher of the Deaf (HH Intervention Specialist), and the students often have other needs (such as cognitive deficits) that impede their learning.  

Note: The ability to communicate with students who are deaf/hard of hearing (sign language) is an essential function of this role. 

• Conduct small group activities that are planned by the Intervention Specialist

• Facilitate students’ communication with others

• Help students use assistive technology

• Attend Encore classes with students to provide support  

Qualifications 

High school diploma or GED required; related college education courses preferred

Paraprofessionals must meet one of the following:

• Associate's degree

• Minimum of 48 semester hours or 72 quarter hours of college credit

• Successfully pass the ParaPro Assessment 

Additional Qualifications:

• Required to possess (or be able to obtain within 60 days) an Ohio EducationalAide Permit

• Permit must remain valid during employment in this position

• High moral character

• Genuine interest in working with children/youth

• Desire to serve the school and community

• Effective written and oral communication

• Experience working with students particularly with specialized needs

• State Tested Nursing Assistant (STNA) Certification preferred for Nursing Positions

Physical Requirements 
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. 

• Walking, Sitting or standing for extended periods of time

• Ability to quickly trail any student that elopes

• Moderate lifting from 15-35 pounds

• Moving of various items like wheelchairs or other mechanical devices – up to 30 pounds

• Manual dexterity to use for items like classroom and building equipment and supplies

• Bending, kneeling, twisting or stooping and other movements as required to ensure safety of scholars

• Ability to write legibly

• Vision (Near, Color, Depth Perception)

• Sense of Sound (Ability to hear fire alarms, bells, and PA system)

• Sense of Touch

• Ability to speak clearly and distinctly

• Able to work near students and other staff 

Work Environment 

• Work is performed in all areas inside and outside of district buildings, including within the school building, on school grounds, school vehicles and transportation, and/or any area in which a district activity or function is taking place

• Work is not performed in student homes

• Exposed to inside and outside environmental conditions like varying degrees of temperature and unpredictable noise 

Emotional Environment  

• The ability to work with students and adults displaying a variety of emotions including, but not limited to, joy, happiness, sorrow, fear, anger and aggression in controlled, uncontrolled and unpredictable situations. 

Reasonable Accommodations Statement 

To perform this job successfully, an individual must be able to perform each essential function outlined above. Reasonable accommodation may be made to enable qualified individuals with disabilities to perform these essential functions.