Job Description


EAC (Education and Administration Center)

Recruiting Start Date:


Estimated Start Date:


The OT/PT paraprofessional assists in the provision of special education services throughout the district, supporting programs and students on a needs driven basis under the direction of district occupational therapist/physical therapist. The OT/PT paraprofessional provides direct services to individual students; trains and evaluates classroom staff on self-help and independent living tasks; and reports directly to the supervising OT/PT.

The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.

  • Reports consistently for work as scheduled
  • Performs other duties as assigned
  • Attains proficient or higher evaluations on established Performance Standards
  • Trains classroom staff and provides direct services to students as deemed appropriate by the assigned supervisors. 
  • Directly teaches functional and/or developmental motor activities
  • Directly teaches and evaluates classroom staff with self-help and independent living tasks
  • Adapts educational materials to fit the needs of individual students
  • Researches and orders new materials to be used with students
  • Performs baselines for new students, to assist the supervisor in evaluating the needs of specific skills
  • Performs data collection and documents activities and approaches used during student intervention
  • Acts as a communication link to inform appropriate supervisors of progress, changes problems, and equipment needs
  • Inventories and transports equipment, tracks budget, maintains inventory, orders all new materials, and performs other assigned clerical tasks as needed
  • Observes and/or videotapes students in various educational and community environments (for example, classroom activities, specials, lunchroom, recess, work sites, etc.) to assist the supervisor in the development of programming
  • Develops new materials for fine motor activities and ideas for self-help and independent living tasks (OT)
  • Directly teaches visual motor activities such as drawing, handwriting, and cutting (OT)
  • Directly teaches sensorimotor activities (OT)
  • Directly teaches fine motor manipulative activities (OT)
  • Attends and participates in team and supervisory meetings (OT)
  • Assists classroom staff in the implementation of the MOVE curriculum (PT)

Knowledge, Skills, and Abilities:

  • Ability to adapt to changing technologies and to learn functionality of new equipment and systems
  • Ability to communicate effectively verbally and in writing
  • Ability to create, access, input, retrieve, and manipulate information in various software systems
  • Ability to establish and maintain accurate record keeping, document management, and filing systems 
  • Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
  • Ability to follow oral and written instructions
  • Ability to greet and interact with the public in a courteous and professional manner
  • Ability to maintain confidentiality 
  • Ability to manage simultaneous demands and set clear priorities 
  • Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities 
  • Ability to work independently without direct supervision
  • Commitment to the education of students as a primary responsibility
  • Communicates effectively with students and adults in a wide variety of settings
  • Computer proficiency including office productivity applications
  • Considerable knowledge of policies, procedures, and overall district functions
  • Demonstrated ability to manage simultaneous demands and set clear priorities
  • Demonstrated ability to work well with others in a team setting
  • Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness 
  • Demonstrates effective organizational and time management skills
  • Demonstrated effective problem-solving and conflict resolution skills
  • Detail-oriented 
  • Energetic, creative, innovative, flexible 
  • Excellent cooperative, collaborative, and problem-solving skills
  • Knowledge of office methods and procedures 
  • Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
  • Promotes a positive climate, culture, and community
  • Strong organizational, interpersonal, written, listening, and verbal communication skills
  • Student-centered and relationship-focused
  • Understanding of data privacy laws and their implications for the educational community
  • Willing to become MOVE trained
  • Willingness to participate in ongoing training as required

Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.

  • The noise level in the work environment may alternate among quiet, moderate, and loud.
  • The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
  • The incumbent is required to work scheduled school/work hours and/or days.
  • The incumbent may be required to work extended school/work hours and/or days as directed.
  • Work is generally performed in a school setting, but may include observation at work sites or home visits in the community.
  • The incumbent may experience exposure to high noise levels associated with a classroom environment.
  • The incumbent may experience the threat of direct or indirect personal harm or conflict situations.
  • The incumbent may experience verbal or physical threats from students.

Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions

  • Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
  • Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
  • Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
  • Ability to meet the physical and self-help needs of students (toileting, feeding, dressing, and transfers)
  • Ability to physically restrain, following the guidelines of Nonviolent Crisis Intervention, an acting out student
  • Ability to physically escort a student to various locations (i.e., time-out area)
  • Ability to perform visual and auditory monitoring of student while in time-out/various locations
  • Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.

Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.

Required Qualifications:

First Aid/CPR - American Heart Asc. / Red Cross / Etc., High school graduate -high school diploma or equivalent, Non-Crisis Intervention - Crisis Prevention Institute (CPI)

Preferred Qualifications:

Associate's degree or two or more years (48 semester hours or more of college with no degree), Experience Working with Special Needs Students

Compensation Range:


Scheduled Weekly Hours:


Hours per Day:

2.5 hour(s) per day

Number of Days per Year:

176 days M-F

Benefits Eligibility:

Under Part-time - Ineligible

FLSA Status:

United States of America (Non-Exempt)

How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:

  • A current resume

Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting

Hiring Manager Email:

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!

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