Paraeducator, Transitional Kindergarten (0.8 FTE) - Emerson Elementary (2026-27)
Young World Physical Education, Oakland, CA, United States
Paraeducator, Transitional Kindergarten (0.8 FTE) - Emerson Elementary (2026-27)
Job ID : 5662179 |
Application Deadline : Posted until filled |
Posted : Apr 22, 2026 7:00 AM (UTC) |
Starting Date : To Be Determined |
Salary : $20.57 to $30.74 per hour.
Job Description
Ref: PCN11538. This position is 0.8 FTE. The District and AFSCME are working together to create promotional opportunities for existing staff; this job posting is available for seven days for internal candidates based on our collective bargaining agreement.
Title: Para‑Educator, Special Education. Reports to: Assigned Supervisor. Department: Special Education and School Sites with Transitional Kindergarten classrooms. Classification: Classified. FLSA: Non‑Exempt. Work Year/Hours: 202 days / 7.5 hours or duty days and hours as assigned. Issued: Created April 2015. Salary Grade: AFSCME Para.
Basic Function : Under the direction of assigned supervisor, assist a certificated teacher in providing instruction to individuals or small groups of students in an assigned educational program; assist children with meeting the goals and objectives of their IEP; attend to the physical and health needs of students; monitor and report student progress; perform clerical and supportive duties related to classroom activities and management. This position is distinct from other student support roles because it includes attendant physical duties to enable students with disabilities to have equal educational opportunities, assist with basic health needs, and help the teacher create engaging academic environments.
This position may be used as a step toward further professional development opportunities such as Instructional Support Specialist or certificated positions.
Distinguishing Characteristics Requiring Specialized Skills
Deaf and Hard of Hearing Para‑Educator : Assist in providing high quality instruction to individual or small groups of Deaf and Hard of Hearing (DHH) and other students; must communicate proficiently using American Sign Language (ASL), Pidgeon Signed English (PSE), Manually Coded English (MCE), and appropriate facial expressions.
Visual Impairment Para‑Educator : Assist students who are blind or visually impaired; must read and demonstrate Braille, operate supportive equipment (audio devices, Braille printer, tactile equipment), and assist students with moving through the school environment.
Representative Duties
This position description is not exhaustive but reflects principal job elements accurately.
Essential Functions
Assist a certificated teacher in providing instruction to students from Pre‑K through young adults in assigned classroom or program; assist students with disabilities to meet IEP goals.
Read IEP goals to support instruction.
Communicate with teachers and/or parents to evaluate progress and implement IEP objectives.
Implement behavior strategies to maintain a safe learning environment.
Communicate professionally with staff and parents, both written and verbal.
Assist in implementing lesson plans, reinforcing instruction, and monitoring student drills and assignments.
Assist students with personal hygiene (washing, toileting, diapering, dressing).
Assist with transportation, positioning of students requiring medical equipment, and loading/unloading of students on buses and other vehicles.
Volunteer to receive training to administer Diastat and perform other medical procedures as needed.
Provide basic first aid and specialized health care as directed.
Ensure health and safety of students by following health and safety practices.
Assist teacher in monitoring motivation and training students with disabilities; observe and manage behavior.
Perform clerical duties such as preparing instructional materials, scoring papers, recording grades, managing attendance, and maintaining student files.
Provide support by setting up work areas, operating audio‑visual equipment, and distributing supplies.
Administer, monitor, and score tests and assignments; rephrase materials and explain instructions.
Help students develop self‑help, social, and communication skills.
Notify appropriate personnel when there is suspicion of substance abuse, child neglect, or potential suicide.
Assist in monitoring lunchroom activities and mealtime procedures.
Carry out positive reinforcement procedures and strategies in behavior support plans.
Respond to emergency situations and document safety concerns.
Supervise students inside and outside classroom, recess, and field trips.
Operate office, instructional, and audio‑visual equipment.
Maintain basic computer knowledge, including Microsoft Office.
Assist with data collection and identify student benchmarks.
Work as part of a team of professionals for the special education program.
Help maintain neat, clean, orderly, and safe school facilities.
Direct group activities of students.
Maintain confidentiality of student records and information.
Adhere to site and department codes of conduct.
Participate in staff meetings, professional development, and in‑service meetings.
Perform related duties as assigned.
Qualifications
Candidate qualification determined by fulfilling prerequisites, relevant experience, ability to perform essential functions, reference checks, interpersonal and communication skills demonstrated in interview or writing samples, and performance‑based assessments (if applicable). Meeting prerequisites only satisfies initial screening.
Knowledge Of
Special needs, issues, and requirements of special education students
Common Core Standards, Content Standards, District Curriculum, Response to Intervention, Full Service Community Schools
Positive reinforcement systems and behavioral strategies
13 disability categories outlined in California Education Code
Utilization of various forms of assessment
Basic concepts of child growth and development
Methods, techniques, and procedures for lifting and moving children
The special needs of students with behavioral or learning disabilities
Child guidance principles and practices
Safe practices in classroom and playground activities
Instructional methods and techniques
Effective pedagogy for ethnic populations and ELL
Applicable federal, state, and district codes, regulations, policies, and procedures
Planning, organization, and coordination for assigned program
Diverse academic, socio‑economic, cultural, ethnic, and disability backgrounds of students
Basic record‑keeping techniques
Classroom procedures and student conduct protocols
Safe contact with bodily fluids and communicable diseases
Effective student management techniques
Technology and computer software applications relative to instruction, administration, and education
Accepted record‑keeping and reporting methods
Operation of office, instructional, and audio‑visual equipment
Ability To
Assist with instruction and related activities
Reinforce instruction to individual or small groups
Quickly and accurately perform basic calculations
Communicate effectively in English, orally and in writing
Assist with daily functional activities (feeding, toileting, exercises, positioning)
Reinforce instruction for students with disabilities, communication, and behavioral problems
Demonstrate understanding, patience, and receptive attitude
Follow oral and written directions
Learn procedures, functions, and limitations of duties
Remain calm and exercise judgment in emergencies
Gather data and prepare reports
Establish and maintain cooperative relationships
Work independently with appropriate direction
Work confidentially and with discretion
Analyze situations accurately and adopt effective action
Supervise and discipline students per policies
Learn and use technology and computer software
Use tact, patience, and courtesy with people
Be sensitive to culturally and linguistically diverse backgrounds
Use initiative and judgment in discussing policy matters
Interpret laws, rules, regulations, processes, and policies
Qualify for Standard First Aid and CPR certificate
Apply integrity and trust
Prerequisites
Meet Highly Qualified requirement of No Child Left Behind: a high school diploma or equivalent AND a) an Associate of Arts degree or higher, or b) 48 or more college units, or c) a passing score on CBEST, ParaPro or CODESP and relevant training or coursework in child growth and development, instructional technology or closely related field.
One year of experience working with children of various age levels in a classroom setting and experience attending to students with physical needs preferred.
Possess and maintain a valid First Aid Certificate and CPR Certificate.
Willingness to complete at least 15 hours of additional training, including annual training as mandated reporters of child abuse.
Valid California Driver’s License, if applicable.
Working Conditions
Office, diverse school site and classroom environments; driving a vehicle to conduct work; fast‑paced work; constant interruptions; may need to physically guide or restrain students; potential contact with blood and other body fluids and communicable diseases.
Physical Requirements
Consistent mental alertness; sitting or standing for extended periods; walking on uneven terrain; lifting, carrying, pushing, and pulling objects up to 50 pounds, with assistance for greater weights; bending, twisting, reaching overhead; dexterity of both hands; seeing to read, write, use a computer; hearing and speaking in audible tones to exchange information in normal classrooms, outdoors or on the telephone.
Non‑Discrimination Policy
The Oakland Unified School District does not discriminate in any program, activity, or employment on the basis of race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
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Job ID : 5662179 |
Application Deadline : Posted until filled |
Posted : Apr 22, 2026 7:00 AM (UTC) |
Starting Date : To Be Determined |
Salary : $20.57 to $30.74 per hour.
Job Description
Ref: PCN11538. This position is 0.8 FTE. The District and AFSCME are working together to create promotional opportunities for existing staff; this job posting is available for seven days for internal candidates based on our collective bargaining agreement.
Title: Para‑Educator, Special Education. Reports to: Assigned Supervisor. Department: Special Education and School Sites with Transitional Kindergarten classrooms. Classification: Classified. FLSA: Non‑Exempt. Work Year/Hours: 202 days / 7.5 hours or duty days and hours as assigned. Issued: Created April 2015. Salary Grade: AFSCME Para.
Basic Function : Under the direction of assigned supervisor, assist a certificated teacher in providing instruction to individuals or small groups of students in an assigned educational program; assist children with meeting the goals and objectives of their IEP; attend to the physical and health needs of students; monitor and report student progress; perform clerical and supportive duties related to classroom activities and management. This position is distinct from other student support roles because it includes attendant physical duties to enable students with disabilities to have equal educational opportunities, assist with basic health needs, and help the teacher create engaging academic environments.
This position may be used as a step toward further professional development opportunities such as Instructional Support Specialist or certificated positions.
Distinguishing Characteristics Requiring Specialized Skills
Deaf and Hard of Hearing Para‑Educator : Assist in providing high quality instruction to individual or small groups of Deaf and Hard of Hearing (DHH) and other students; must communicate proficiently using American Sign Language (ASL), Pidgeon Signed English (PSE), Manually Coded English (MCE), and appropriate facial expressions.
Visual Impairment Para‑Educator : Assist students who are blind or visually impaired; must read and demonstrate Braille, operate supportive equipment (audio devices, Braille printer, tactile equipment), and assist students with moving through the school environment.
Representative Duties
This position description is not exhaustive but reflects principal job elements accurately.
Essential Functions
Assist a certificated teacher in providing instruction to students from Pre‑K through young adults in assigned classroom or program; assist students with disabilities to meet IEP goals.
Read IEP goals to support instruction.
Communicate with teachers and/or parents to evaluate progress and implement IEP objectives.
Implement behavior strategies to maintain a safe learning environment.
Communicate professionally with staff and parents, both written and verbal.
Assist in implementing lesson plans, reinforcing instruction, and monitoring student drills and assignments.
Assist students with personal hygiene (washing, toileting, diapering, dressing).
Assist with transportation, positioning of students requiring medical equipment, and loading/unloading of students on buses and other vehicles.
Volunteer to receive training to administer Diastat and perform other medical procedures as needed.
Provide basic first aid and specialized health care as directed.
Ensure health and safety of students by following health and safety practices.
Assist teacher in monitoring motivation and training students with disabilities; observe and manage behavior.
Perform clerical duties such as preparing instructional materials, scoring papers, recording grades, managing attendance, and maintaining student files.
Provide support by setting up work areas, operating audio‑visual equipment, and distributing supplies.
Administer, monitor, and score tests and assignments; rephrase materials and explain instructions.
Help students develop self‑help, social, and communication skills.
Notify appropriate personnel when there is suspicion of substance abuse, child neglect, or potential suicide.
Assist in monitoring lunchroom activities and mealtime procedures.
Carry out positive reinforcement procedures and strategies in behavior support plans.
Respond to emergency situations and document safety concerns.
Supervise students inside and outside classroom, recess, and field trips.
Operate office, instructional, and audio‑visual equipment.
Maintain basic computer knowledge, including Microsoft Office.
Assist with data collection and identify student benchmarks.
Work as part of a team of professionals for the special education program.
Help maintain neat, clean, orderly, and safe school facilities.
Direct group activities of students.
Maintain confidentiality of student records and information.
Adhere to site and department codes of conduct.
Participate in staff meetings, professional development, and in‑service meetings.
Perform related duties as assigned.
Qualifications
Candidate qualification determined by fulfilling prerequisites, relevant experience, ability to perform essential functions, reference checks, interpersonal and communication skills demonstrated in interview or writing samples, and performance‑based assessments (if applicable). Meeting prerequisites only satisfies initial screening.
Knowledge Of
Special needs, issues, and requirements of special education students
Common Core Standards, Content Standards, District Curriculum, Response to Intervention, Full Service Community Schools
Positive reinforcement systems and behavioral strategies
13 disability categories outlined in California Education Code
Utilization of various forms of assessment
Basic concepts of child growth and development
Methods, techniques, and procedures for lifting and moving children
The special needs of students with behavioral or learning disabilities
Child guidance principles and practices
Safe practices in classroom and playground activities
Instructional methods and techniques
Effective pedagogy for ethnic populations and ELL
Applicable federal, state, and district codes, regulations, policies, and procedures
Planning, organization, and coordination for assigned program
Diverse academic, socio‑economic, cultural, ethnic, and disability backgrounds of students
Basic record‑keeping techniques
Classroom procedures and student conduct protocols
Safe contact with bodily fluids and communicable diseases
Effective student management techniques
Technology and computer software applications relative to instruction, administration, and education
Accepted record‑keeping and reporting methods
Operation of office, instructional, and audio‑visual equipment
Ability To
Assist with instruction and related activities
Reinforce instruction to individual or small groups
Quickly and accurately perform basic calculations
Communicate effectively in English, orally and in writing
Assist with daily functional activities (feeding, toileting, exercises, positioning)
Reinforce instruction for students with disabilities, communication, and behavioral problems
Demonstrate understanding, patience, and receptive attitude
Follow oral and written directions
Learn procedures, functions, and limitations of duties
Remain calm and exercise judgment in emergencies
Gather data and prepare reports
Establish and maintain cooperative relationships
Work independently with appropriate direction
Work confidentially and with discretion
Analyze situations accurately and adopt effective action
Supervise and discipline students per policies
Learn and use technology and computer software
Use tact, patience, and courtesy with people
Be sensitive to culturally and linguistically diverse backgrounds
Use initiative and judgment in discussing policy matters
Interpret laws, rules, regulations, processes, and policies
Qualify for Standard First Aid and CPR certificate
Apply integrity and trust
Prerequisites
Meet Highly Qualified requirement of No Child Left Behind: a high school diploma or equivalent AND a) an Associate of Arts degree or higher, or b) 48 or more college units, or c) a passing score on CBEST, ParaPro or CODESP and relevant training or coursework in child growth and development, instructional technology or closely related field.
One year of experience working with children of various age levels in a classroom setting and experience attending to students with physical needs preferred.
Possess and maintain a valid First Aid Certificate and CPR Certificate.
Willingness to complete at least 15 hours of additional training, including annual training as mandated reporters of child abuse.
Valid California Driver’s License, if applicable.
Working Conditions
Office, diverse school site and classroom environments; driving a vehicle to conduct work; fast‑paced work; constant interruptions; may need to physically guide or restrain students; potential contact with blood and other body fluids and communicable diseases.
Physical Requirements
Consistent mental alertness; sitting or standing for extended periods; walking on uneven terrain; lifting, carrying, pushing, and pulling objects up to 50 pounds, with assistance for greater weights; bending, twisting, reaching overhead; dexterity of both hands; seeing to read, write, use a computer; hearing and speaking in audible tones to exchange information in normal classrooms, outdoors or on the telephone.
Non‑Discrimination Policy
The Oakland Unified School District does not discriminate in any program, activity, or employment on the basis of race, religion, color, national origin, ancestry, age, marital status, pregnancy, physical or mental disability, medical condition, genetic information, veteran status, gender, sex, or sexual orientation.
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