Frontline Applicant Tracking - Pawtucket Public Schools

Openings as of 4/11/2025

Secondary Transformation Officer

JobID: 1518

Position Type:
  Administration/Assistant Superintendent


Date Posted:
  3/17/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide

The Opportunity
The Secondary Transformation Officer is a critical leadership position supporting the continuous improvement and redesign efforts of five secondary schools in the Pawtucket School Department. This leader will work directly with building principals, SchoolWorks instructional partners, and district leadership to implement strategic improvement plans for schools identified as Comprehensive School Improvement (CSI) schools.
 
Reporting to the Superintendent’s Office, the Secondary Transformation Officer will provide targeted coaching, leadership development, and strategic planning support to school leaders, ensuring a data-driven, equity-focused approach to school transformation.
 
Key Responsibilities:
 
School Leadership Development & Coaching
 
• Provide coaching and capacity-building support to secondary school principals, focusing on instructional leadership, strategic planning, and school improvement.
• Facilitate data-driven professional learning communities (PLCs) among school leaders to analyze student performance and refine instructional practices.
• Collaborate with the Superintendent’s Office to assess and develop school leadership pipelines, ensuring strong succession planning for school leaders.
• Work closely with principals to implement multi-year school improvement plans, including root cause analysis, goal-setting, and progress monitoring.
• Develop a collaborative principal network, fostering peer mentorship and shared learning opportunities.
 
Strategic School Improvement & Redesign
 
• Serve as the primary liaison between school leaders and SchoolWorks instructional partners to ensure effective CSI school turnaround strategies.
• Guide principals in implementing evidence-based interventions to accelerate student achievement and improve school culture.
• Ensure schools leverage multiple data sources (e.g., assessment data, attendance trends, teacher evaluations) to drive improvement strategies.
• Work with school teams to design and implement innovative school models, including rethinking schedules, curriculum, and student supports.
• Partner with district leadership to secure and allocate resources that directly impact student learning outcomes.
 
Operational & Administrative Leadership
 
• Support equitable resource allocation to meet the diverse needs of students, including multilingual learners and students with disabilities.
• Monitor secondary school performance on key district metrics and recommend adjustments to improvement strategies.
• Ensure seamless coordination between school operations and district policies, resolving any barriers to implementation.
• Assist in the hiring, onboarding, and evaluation of secondary school leaders, ensuring a high-quality leadership pipeline.
• Represent secondary schools in district leadership meetings, advocating for needs and ensuring alignment with the district’s strategic plan.
 
Qualifications
 
• Master’s degree in Educational Leadership, Administration, or a related field (required).
• RIDE Certification in Building Level Administrator or Superintendent certification (preferred).
• At least five years of school leadership experience (e.g., Principal, Assistant Principal, or District Leadership role).
• Proven track record of leading school turnaround or improvement efforts in an urban setting.
• Deep knowledge of MTSS (Multi-Tiered Systems of Support), data-driven decision-making, and culturally responsive leadership.
• Strong ability to build relationships with principals, instructional partners, and community stakeholders to drive systemic change.
• Experience managing large-scale initiatives, budgets, and cross-functional teams.
 
Why Join Pawtucket School Department?
Pawtucket is an urban district serving over 8,000 students with a deep commitment to equity, academic excellence, and school transformation. As a Secondary Transformation Officer, you will play a pivotal role in shaping the future of secondary education in the district while working alongside dedicated educators and community partners

Salary: $135,000 - $140,000




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Openings as of 4/11/2025

Assistant Controller

JobID: 1519

Position Type:
  Administration/Business Manager


Date Posted:
  3/18/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
POSITION DESCRIPTION:
The Assistant Controller reports to the Controller and directs the District’s financial activities related to local, state and federal grant funds, as well as bond funds by performing duties personally or through co-workers within the department. The essential duties and responsibilities of the position include without limitation the following:
 
• Point of contact for all federal, state and local grant funds from a fiscal perspective
• Set up UCOA accounts/ grant & bond budgets in the general ledger system. Confirm compliance of UCOA accounts with Rhode Island Department of Education (“RIDE”).
• Reconcile grant expenditures, book corresponding revenues on a monthly basis
• Proactively apply for reimbursements for grant expenditures
• Work with Grant Directors to review the status of grant budget accounts to guard against overspending
• Provide audit support for the district’s annual single audit (audit of federal program funding)
• Maintain schedules of district employees who are paid via grant and regularly confirm with HR/ Payroll that payments are correct
• Act as liaison to the City Finance department and WPS’s Capital Projects Office to coordinate bond expenditures, reimbursements
• Act as liaison to the Rhode Island Dept. of Education (RIDE) as it relates to Grant Programs.
• Provide regular reporting for the ongoing construction projects for the new high schools:
  • Expense Tracking
  • Budget Vs. Actual
  • Cash Flow Timing/ Planning
• Monitoring of daily grant cash receipts through bank accounts and the State of Rhode Island Payment Portal (RIPAY)
• Monitors Indirect Cost Levels for applicable grant programs
• Reviews and approves of purchases and expenditures that are grant funded
• Calculates annual accounts receivable due from the state for grant funds
• All other duties assigned by the Director of Finance and the Controller
 
REQUIRED QUALIFICATIONS FOR APPOINTMENT:
• At least five years of progressive responsibility in a business office or accounting position with at least three years of grant-related finance/ accounting experience preferred. Bachelors in Finance or Accounting is required, Masters preferred.
• Knowledge, experience and understanding of fund accounting, MUNIS Software, UCOA and UCOA account segments preferred. High level interpersonal skills, ability to work with others collaboratively and demonstrated ability to plan, organize and carry out activities independently required.
• Strong work ethic, excellent verbal and written communications skills, excellent public relations skills, and the ability to thoroughly and quickly analyze and resolve complex problems required. Proficiency in Microsoft software applications, including Word, Access, Excel, Google Suite and PowerPoint and a thorough knowledge of federal and state accounting laws required.
• CPA Preferred.
Salary: $85,000 - $95,000




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Openings as of 4/11/2025

Career and Work-Based Learning Liaison

JobID: 1520

Position Type:
  Administration/Coordinator


Date Posted:
  3/24/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
Career & Work-Based Learning Liaison
12 Month Position–Non-Certified, Non-Union
 
Under the direction of the Director of CTE & Unified Arts, the Career & Work Based Learning Liaison will carry out tasks under both Career and Technical Education as well as Work Based Learning Opportunities for students.
 
Position Summary:
The Career & Work Based Learning Liaison will manage work-based learning opportunities for high school students within Pawtucket CTE Pathways. This would include internship placement, dual and concurrent enrollment registration, job placement opportunities and monitoring career exploration programs.  In addition, the Career & Work Based Learning Liaison will also facilitate linkages with parents, business/industry, postsecondary institutions, and community organizations to support students’ transition to postsecondary education and employment.
 
Essential Duties and Responsibilities:
• Serve as the designated point person for all internal and external-facing communication regarding the coordination of work-based learning experiences for students.
• Prepare students for work-based learning experiences that meet the Governor’s Workforce Board’s Guidance on Work-Based Learning.
• Collaborate with teachers, school counselors, administrators and other school personnel to ensure that work-based learning experiences become embedded in the school culture.
• Promote an increased awareness of the value of essential career skills and their critical connection to employability while reinforcing the positive impact these skills can have on their own performance during the work-based learning experience.
• Work with school personnel to determine the degree of individual support, training, and coaching that will be needed to ensure that students are adequately prepared to participate in all facets of work-based learning experiences.
• Provide one-on-one career counseling to students, helping them explore potential career paths based on interests, skills, and goals.
• Organize and lead workshops, focused on career exploration, resume writing, job search strategies, interview preparation, and professional networking.
• Assist with coordinating career fairs, employer panels, and other networking events to connect students with potential employers and industries.
• Stay informed about labor market trends, emerging careers, and skills in demand to provide accurate and up-to-date career advice.
• Create and maintain a library of resources (online tools, books, guides, databases) for career exploration and development.
• Build relationships with employers to understand their hiring needs and align career exploration efforts with industry demands.
• Attend RIDE Career Coordinator meetings and RIDE CTE Advisory Subcommittee meetings and report back to the Director of CTE.
• Create a positive learning environment that promotes high expectations and provides opportunities for all students to experience success
• Maintain positive, professional relationships with students, families, and colleagues
 
• Communicate with students, parents, school staff to ensure that students are on-track in their learning and making progress towards goals
• Monitor all WBL CTE hours and data for the district.
• Maintain accurate records of participant progress, including career exploration activities, assessments, and counseling sessions.
 
Is Knowledgeable of and Skilled at:
• CTE Standards
• RI Governor’s Workforce Board
• PrepareRI Work Based Learning
• Dual/Concurrent Enrollment
• Cultural competency
• Conflict resolution
• Capable of working with a diverse range of individuals and groups
• Able to work effectively with administrators, colleagues, central office, school-based staff, students, parents and the community
• Work with data of varied types and/or purposes; and utilize job-related equipment.
• Independent problem solving is required to analyze issues and create action plans
• Meeting deadlines and schedules; working as part of a team
• Reflective practitioner; strives to maintain and improve professional competence
 
Required Qualifications:
• Bachelor’s Degree, preferably in one of the following areas:
  • Education
  • Human Resources
  • Counseling
  • Psychology
  • Business Administration
  • Social Work
  • Career Development
  • Communication
• 2-3 years of experience in career counseling, career services, or a related field.
• Experience in educational or employment settings (e.g., working with students, job seekers, or employees).
• Experience conducting career assessments and providing guidance on job search strategies, resume building, and interview preparation.
• Knowledge of Career Development Tools: Familiarity with career assessment tools, labor market trends, and career development resources.
 
• Experience with community relations
• Strong communication skills
• Fluency in multiple languages is preferred.
 
Physical Requirements/Work Environment:
• Frequently required to stand and walk
• Frequently required to talk and hear
• Must be able to feel attributes of objects, grasp, push, reach, and stoop/kneel/crouch
• Occasional lifting or carrying weighing up to 50 pounds
• Must have clarity of vision, precise hand-eye coordination and the ability to identify and distinguish students and ensure safety
• The work environment is typically within a school setting
 Salary: $66,306.00
 




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Openings as of 4/11/2025

Middle School Principal

JobID: 1526

Position Type:
  Administration/Principal


Date Posted:
  4/3/2025


Location:
  Pawtucket School Department


Date Available:
  07/01/2025


  Additional Information:  Show/Hide
Middle School Principal

This position starts July 1, 2025.
 
The Pawtucket School Department seeks a middle school principal to lead initiatives to impact student achievement positively. The Superintendent seeks a dynamic, energetic, optimistic instructional leader who will work collaboratively with teachers, students, and the community to create a school culture of respect, responsibility, and results, as described in the school mission statement.
 
SUMMARY DESCRIPTION
Under the direction of the Superintendent or designee, serves as the instructional leader and chief administrative officer of the middle school.
 
EXEMPLARY DUTIES/RESPONSIBILITIES
Exercises vision and provides leadership that appropriately involves staff, parents, students, and the community in the identification and accomplishment of the school's mission; recognizes the individual needs of all staff and students, including those who are at risk because of diverse cultures, backgrounds or abilities; applies effective human relations skills; encourages and develops the leadership of others; analyzes relevant information, makes decisions, delegates responsibility, and provides appropriate support and follow-up; identifies and creatively coordinates the use of available human, material, and financial resources to achieve the school's mission and goals; bonds the school community through shared values and beliefs; initiates and manages constructive change; advances the profession through participation as a member of local, state, and national professional groups.
 
Articulates beliefs persuasively, effectively defends decisions, explains innovations, and behaves in ways that are congruent with these beliefs and decisions; demonstrates skills in nonverbal communication, including the impact of personal image, to communicate a positive image of the school; exemplifies the behavior expected of others; keeps communication flowing to and from the school; communicates effectively with the various constituencies within the school community.
 
Involves staff, parents, students, and the community in setting goals; identifies-in collaboration with staff, parents, and students--the decision-making procedures the school will follow; applies the process of consensus building both as a leader and a member of the group.
 
Demonstrates knowledge of curriculum, instruction, and assessment and their relationship to program goals and objectives; encourages students and staff to participate in co-curriculum activities that enhance and compliment what is learned in the classroom.
 
Regularly assesses the teaching methods and strategies being used and ensures that they are appropriate, varied, and effective; applies teaching and learning principles for children and adults; articulates effective classroom management and planning processes.
 
Sets high expectations for students, staff, parents, and self; helps teachers understand and apply teaching styles that complement the varied learning styles of students; encourages students and staff alike to set high personal goals and offers encouragement and support in the achievement of those goals; involves others in designing staff development programs that match the goals of the school with the needs of the participants; encourages staff participation in professional development activities; engages in continuing personal and professional development.
 
Uses a variety of techniques and strategies to assess student performance, individual staff and personal performance, progress toward the achievement of curriculum goals, and the effectiveness of the overall instructional program; be proficient with data management systems and possess the ability to analyze student achievement data; demonstrate an understanding of Response to Intervention (RTI) as it relates to student success.
 
Fosters constructive suggestions from students, staff, parents, and the community for improving the school's program; applies effective observation and conferencing skills; inspires teachers at all levels of skill and experience to acquire new competencies and experiences; demonstrates a level of human relations skills which assures that the evaluation process will be helpful rather than destructive; develops professional growth plan to improve teaching and administrative performance.
 
Uses collaborative strategic planning to help identify and accomplish the school's mission, goals, and objectives; recruits, selects, assigns, and organizes staff in such a way as to assure the greatest potential for the accomplishment of the school's mission; facilitates the identification, training, and monitoring of the staff to ensure effective support in accomplishing the strategic plan of the district; attracts volunteers and provides them effective training and meaningful assignments; provides a safe, orderly climate for learning; manages the operation and maintenance of the physical plant.
 
Applies understanding of the school district budget and its specific implications for the school; involves staff and representative members of the community in the development of school budget priorities based upon the mission and strategic plan of the district.
 
Demonstrates awareness of the appropriate laws of the State of Rhode Island, the regulations of the district, and the Rhode Island Department of Education.
 
EMPLOYMENT STANDARDS
Education/Experience: Any combination of education and experience would provide the required knowledge and skills. A typical way to obtain the knowledge and skills would be:
 
1. Education: A Master's Degree in School Administration or related field;
 
AND
 
2. Experience: A minimum of three (3) – five (5) years of leadership at the school site level as an assistant principal or principal; or successful completion of an approved principal training program or comparable program of study;
 
AND
 
3. Experience: Minimum five (5) years of teaching experience;

AND
 
4. Satisfactory evaluations in the last five (5) years.
 
Knowledge of:
Modern instructional techniques and curricular concepts, primarily as they are related to the junior high school; instructional technology; the vertical structure of the course of study of the District and the importance of articulation in these areas; the District's philosophy of the role of comprehensive secondary education; principles and practices of school administration, including school finances, teaching methods and techniques, evaluations, and program development, applicable federal, state and local laws, regulations, ordinances, and policies; an understanding of adolescents and the social and individual challenges inherent at that age; human resources development; school law; conflict resolution; public relations; principles of effective management, staff supervision, and administration.
 
Skilled at:
Planning, organizing, assigning, and coordinating the activities of a professional and support staff; presenting ideas effectively, verbally and in writing; dealing constructively with conflict and developing consensus; selecting, supervising, and evaluating subordinates; dealing effectively with people within the community; team building; establishing and maintaining effective working relationships with those contacted in the course of work; working with people, staff supervision and administration.
 
Licenses/Certificates:
Rhode Island Building Level Administrator Certificate

SALARY RANGE: $130,000 - $132,000
 
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THEIR SUPERVISOR. 

 




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Openings as of 4/11/2025

Substitute Administrator

JobID: 1499

Position Type:
  Administration/Principal


Date Posted:
  12/10/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Pawtucket School Department is seeking applications for Substitute Administrators.  

We are in need of replenishing our pool of substitute administrators.




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Openings as of 4/11/2025

Cafeteria Monitor

JobID: 343

Position Type:
  Any Position/Any Position


Date Posted:
  3/18/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide

The nature of work involves providing assistance to the professional staff at the school by monitoring student behavior during breakfast and/or lunch period.    This position reports directly to the school principal.

ESSENTIAL JOB FUNCTIONS:

Provides assistance to the professional staff by monitoring student behavior during breakfast and/or lunch periods within the student day to ensure safety and acceptable conduct
Communicates respectfully, appropriately, and effectively with students and school personnel
Report any difficulties or unusual problems to the professional staff
Keeps vigilance as to the number of students at breakfast and/or lunch at any particular time in order to detect any unusual situations
Circulate throughout the cafeteria or in areas where meals are served and/or eaten assisting students who need assistance while encouraging good table manners
Assists with the cleanliness of the cafeteria 
Assists in organizing activities and games during breakfast and/or lunch for various student(s)/groups, as assigned. 
May direct students in gathering materials, games, balls, or other items to be used during the activities and encourage participation
Ensures that items are returned to their proper location after use.
Give special attention to safety factors when weather or other circumstances occur.
Immediately report any injury or unusual problems to the professional staff.
Serves a positive role model to students and parents 
Must familiarize self with rules, procedures, and standards of the school and the school systems to ensure safety and order.
Ability to perform other duties assigned in order to meet the specific needs of the Pawtucket School Department and its students. 

KNOWLEDGE, SKILLS, AND ABILITIES:

Ability to maintain confidentiality
Functional skills in reading and writing English.
Ability to use judgment and be dependable
Able to follow instructions and complete tasks efficiently.
Effective communication skills.

REQUIRED QUALIFICATIONS:

High School Diploma or equivalent
Successful completion of a National BCI


PREFERRED QUALIFICATIONS:

Bi-lungual
Knowledgeable about meal pattern requirements; understands federal, state and local program regulations
Knowledge of proper food safety and sanitation procedures for food service.

PHYSICAL REQUIREMENTS/WORK ENVIRONMENT

Frequently required to stand and walk
Frequently required to talk and hear
Must be able to feel attributes of objects, grasp, push, reach, and stoop/kneel/crouch
Occasional lifting or carrying weighing up to 50 pounds
Must have clarity of vision, precise hand-eye coordination and the ability to identify and distinguish  students and ensure safety
The work environment is typically within a school setting

Salary: $14.00 per hour





 




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Openings as of 4/11/2025

PreSchool Lunch Monitor/Helper

JobID: 1430

Position Type:
  Any Position/Any Position


Date Posted:
  3/18/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
This is a part-time hourly position, which provides services no more than 15 hours per week. Position is contingent on funding and the need for services supporting the school’s preschool classrooms.

Essential Duties
1. Maintains confidential nature of all student information.
2. Articulates and complies with the program standards and guidelines pertaining to lunch and bathroom / toileting/ diapering procedures.  Maintains appropriate adult/child interaction to promote learning and achievement.
3. Complies with State Law and District policies and regulations
4. Performs duties in full compliance with district requirements and school policies.
5. Maintains regular attendance and punctuality.
6. Performs diapering, toileting and any other related duties as assigned by supervisor.

Job Specifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. 

Minimum Qualifications (Knowledge, Skills & Abilities Required)
Must possess a high school degree or higher. Experience working with young children from 0 to 8 years of age is required. Must have the ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form, including procedure manuals. Must possess the ability to establish and maintain effective working relationships with parents, teachers, administrators, community, students, and others.

Working Conditions & 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. While performing the duties of this job, the employee is frequently required to stand and talk or hear and sometimes walk and sit. While performing the duties of this job, the employee may occasionally push or lift up to 20 lbs. The position requires the individual to meet multiple demands from several people and interact with the public and other staff.

Salary: $14.00 per hour




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Openings as of 4/11/2025

District Instructional Resource Teacher (13 positions)

JobID: 351

Position Type:
  Elementary School Teaching/Curriculum Resource Teacher


Date Posted:
  7/1/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide

We are seeking a dynamic and dedicated Instructional Resource Teacher who will split their time between coaching teachers and providing direct support to students. This unique role requires a passionate educator with a deep understanding of instructional strategies, differentiated learning, and professional development methodologies. The ideal candidate will be able to effectively collaborate with teaching staff to enhance instructional practices while also delivering targeted interventions to support student success.
 
Key Responsibilities:
1. Teacher Coaching:
 
• Provide ongoing professional development and coaching to teachers in instructional best practices, pedagogy, and curriculum development.
• Collaborate with teachers to design and implement effective instructional strategies that cater to diverse learning needs within the classroom.
• Model lessons that demonstrate best instructional practices for classroom teachers.
 
2. Student Support:
 
• Identify students who require additional academic support through data analysis, assessments, and collaboration with classroom teachers and other support staff.
• Develop and implement targeted intervention plans to address the academic needs of individual students or small groups.
• Monitor student progress and adjust intervention strategies as needed to ensure student growth and achievement.
• Provide instruction to groups of students within the classroom setting.
 
3. Curriculum Development:
 
• Assist in the development and refinement of curriculum materials, instructional resources, and assessment tools to align with educational standards and best practices.
• Collaborate with curriculum specialists and educational leaders to integrate new methodologies, technologies, and resources into instructional programs.
 
4. Professional Development:
 
• Facilitate workshops, seminars, and training sessions for teachers, MLL coaches/support, and staff on topics related to effective teaching practices and student support strategies.
• Stay current with research and trends in education to provide relevant and up-to-date professional development opportunities.
 
5. Data Analysis and Reporting:
 
• Collect, analyze, and interpret data related to student achievement and instructional outcomes to inform decision-making and program improvement efforts.
• Prepare reports and presentations to communicate findings, progress, and recommendations to school administration and stakeholders.
 
 
Qualifications:
• Bachelor's degree in Education or related field (Master's degree preferred).
• Valid teaching certification/license.
• Proven experience as a classroom teacher with a successful track record of improving student outcomes.
• Experience in providing professional development and coaching to teachers.
• Strong understanding of differentiated instruction, assessment practices, and data-driven decision-making.
• Excellent communication, collaboration, and interpersonal skills.
• Ability to work effectively with diverse populations of students, teachers, and stakeholders.
• Proficiency in educational technology tools and software for instructional purposes.
• Strong commitment to ongoing professional growth and development.
 
Additional Information:
• This is a full-time position with a split focus between teacher coaching and student support.
• The Instructional Resource Teacher will report to the Supervisor of Instructional Resource Teachers.
• Salary and benefits will be commensurate with qualifications and experience.
 
Join our team and make a meaningful impact on the professional growth of teachers and the academic success of students!
 
 
 
 




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Openings as of 4/11/2025

Spec. Ed. Preschool Teacher (3-4 year old) (3 positions)

JobID: 1505

Position Type:
  Elementary School Teaching/Early Childhood


Date Posted:
  1/17/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
Instructs children in activities designed to promote social, physical; and intellectual growth needed for primary school in preschool.  Plans individual and group activities to stimulate growth in language, social, and motor skills, such as learning to listen to instructions, playing with others, and using play equipment.

EXEMPLARY DUTIES AND RESPONSIBILITIES:
•Meets and instructs assigned classes in the location and at the times designated by the administration.
•Develops and maintains a classroom environment conducive to effective learning within the limits of the resources provided by the district, which provides stimulation for a pre-school student population.
•Prepares for classes assigned.
•Encourages students to set and maintain standards of classroom behavior.
•Employs a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
•Strives to implement by instruction and action the district’s philosophy of education and instructional goals and objectives.
•Takes all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
•Evaluates student progress on a regular basis.
•Maintain accurate, complete and correct records as required by law, district policy, and administrative regulation.
•Assists in upholding and enforcing school rules and administrative regulations.
•Makes provision for being available to students and parents for education-related purposes outside the instructional day when required or requested to do so under reasonable terms.
•Attends and participates in faculty meetings and required professional development related to preschool.
•Cooperates with other member of the staff in planning instructional goals, objectives, and methods.
•Works to establish and maintain open lines of communication with students and their parents concerning both the board academic and behavioral progress of all assigned students.
•Establishes and maintains cooperative relation with others.
•Provides for his/her own professional growth through a developed Professional Growth Plan requiring 20 hours of Professional Development on Workplace Competencies. In addition attends summer trainings. 
•Consults regularly with speech language therapist, physical therapist, occupational therapist, and adaptive physical education teacher regarding the needs of students.
•Develops and writes Individual Education Plans based on students’ needs and attend IEP meetings.
•May train and supervise teacher aides.
•Toilet trains those students in need.
•Plans and implements classroom curriculum.
•May develop behavior charts to encourage good behavior.
•Perform other professional duties as assigned by the Building Principal or Superintendent.

IS KNOWLEDGEABLE OF:
•RI Early Childhood Education Standards and Teaching Strategies Gold/current RIDE Early Learning assessment. 
•Instructional materials and their relationship to program goals and objectives; 
•Principles of effective management and evaluation of instruction;
•Assessment administration and use, both formative and summative;
•School accountability;
•Data analysis techniques;
•Response to intervention (academic and behavioral);
•Professional learning community organization and protocols;

SKILLED AT: 
•Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; 
•Working with individuals and groups; 
•Research and data analysis; 
•Interpersonal skills; 
•Teaching and presenting;
•Use of instructional technology;
•Observing and understanding effective teaching techniques; 
•Being innovative and working with little direction;
•Establishing and maintaining effective working relationships with those contacted in the course of work; 

LICENSE/CERTIFICATE:
•       RI Early Childhood Certification?
•       Sp. Ed. PreK -2 Certification? 
•       Bachelor’s Degree from an accredited college or university 
?•       RIELDS

DESIRABLE QUALIFICATIONS:
•Minimum of two years of teaching experience in a preschool setting
•Experience in working with students from urban area
•Desire to work with preschool children 
•Experience with diversity preferred.
•Successful experience teaching.


THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION.  INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.
 




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Openings as of 4/11/2025

Special Education Early Childhood Teacher (PK-2)

JobID: 1511

Position Type:
  Elementary School Teaching/Early Childhood


Date Posted:
  2/7/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
SUMMARY:
Instructs children in activities designed to promote social, physical, and intellectual growth needed for a primary school in a self-contained classroom.  Plans individual and group activities to stimulate growth in language, social, and motor skills, such as learning to listen to instructions, playing with others, and using play equipment.

EXEMPLARY DUTIES AND RESPONSIBILITIES
- Provide specialized and individualized instruction for students with disabilities, consistent state education requirements, and the student's IEP.
Positive professional and respectful conduct when communicating with professionals, students, and parents.
On-going documentation of student progress, lesson planning, and communication with both parents and professionals
Participate in developing schedules for an assigned caseload of students to ensure that all services required in the student’s IEP are accessed. 
Development of IEPs for students in accordance with the IDEA, based on student evaluation results and student individualized needs.
Serve as a leader of the IEP team for assigned student caseload.
Fulfill transition planning mandates for students 14-21 years old. 
Attendance and participation in Common Planning meetings with other members of the faculty. 
Communicates effectively with the school community, parents, and administrators.  
Works collaboratively with teachers, support personnel, parents, and administrators in advocating for students and providing necessary accommodations and modifications, as outlined in students’ IEPs. 
Attends school and district-level meetings and completes other related activities as required by the Administration
Maintains accurate and timely special education and student records. 
Collaborates effectively with teams of professionals, students, and parents to problem-solve and resolve ongoing student concerns.
Participate as a member of the evaluation and RTI teams as pertains to assigned student caseload. 
Monitor student progress on IEPs, Behavior Plans, and Common Core standards and reports progress in a timely and effective manner to other members of the school team and parents. 
Attendance in all mandated Professional Development opportunities.
Assumes other responsibilities as directed by the Special Education Director or Building Principal.

IS KNOWLEDGEABLE OF:
- Instructional materials and their relationship to program goals and objectives; 
- Principles of effective management and evaluation of instruction;
- Principles of learning; principles of effective instruction; 
- Assessment administration and use, both formative and summative;
- School accountability;
- Data analysis techniques;
- Response to intervention (academic and behavioral);
- Professional learning community organization and protocols;

SKILLED AT: 
- Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; 
- Working with individuals and groups; 
- Research and data analysis; 
- Interpersonal skills; 
- Teaching and presenting;
- Use of instructional technology;
- Observing and understanding effective teaching techniques; 
- Being innovative and working with little direction;
- Establishing and maintaining effective working relationships with those contacted in the course of work; 

LICENSE/CERTIFICATE:
- Possession of, or ability to obtain, a valid driver’s license;
- The position requires a RI Early Childhood Certification 
- RI Early Childhood Special Education Certification ( Birth-Grade 2) 
- Mild/Moderate Disabilities
- Bachelor’s Degree from an accredited college or university 

DESIRABLE QUALIFICATIONS:
- Minimum of two years of teaching experience 
- Experience in working with students from urban areas
- Experience with diversity preferred.
- Successful experience teaching.


 




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Openings as of 4/11/2025

Multilingual Learner Instructional Coach (K-12)

JobID: 282

Position Type:
  Elementary School Teaching/ESL


Date Posted:
  1/25/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide


Multilingual Learner Instructional Coaches will work to support a high-quality instructional system that provides access to rigorous standards-aligned learning opportunities and empowers all students.  Critical to this responsibility is helping to implement a professional learning community that is focused on analyzing student data that informs the school improvement plan, providing instructional leadership through coaching, observation, and feedback to close achievement gaps and improve student outcomes.  Multilingual Learner Instructional Coaches will be responsible for supporting employees in research-based instructional strategies that impact overall student growth and success. The Multilingual Learner Instructional Coach supports teachers in providing high quality instructional strategies that teach content and language simultaneously and provide necessary scaffolding to improve literacy skills through professional development, side-by-side planning and coaching, demonstration lessons and making use of critical data to meet individual student’s needs.  Multilingual Learner Instructional Coaches play an important role in promoting trusting and mutually respectful and professional relationships in the school community by maintaining strong lines of communication and transparency of expectations.

RESPONSIBILITIES:
•Design and facilitate professional development with a data-driven focus at the school and district level
•Support MLL classroom teachers by providing instructional coaching, demonstration lessons, modeling, collaborative co-teaching, observing, and providing non-evaluative feedback through trend data collection tool
•Conducting cycles of observation and feedback for everyone in their department
oConduct short, non-evaluative cycles of observation, feedback, and support
oSupport teachers in their department by acting as a coach and thought partner to support action steps for ongoing improvement of instructional practice
•Uses classroom observation protocols aligned to high-quality MLL instructional tenets in walkthroughs to monitor implementation and improve practice
•Co-teaches and provides professional learning (job embedded) support to enhance the skill set of all staff to increase achievement and close gaps
•Collaborate with instructional district partners, including Imagine Learning, Achieve 3000, Ellevation, iReady 
•Work collaboratively with the Multilingual Learner office, classroom teachers, and building administrators to ensure that MLL services are in accordance with state and federal regulations.
•Provide purposeful and targeted support to ensure schools meet the diverse needs of MLL student groups
•Partner with the curriculum department to align core curriculum to the WIDA Framework 
•Strengthen the understanding of all educators about the relationship between first-language development and second-, third-, or fourth-language development
•Build educator capacity to implement asset-oriented approaches in teaching and learning.
•Develop and conduct professional development for MLL teachers on explicit instruction on academic language, oral language, disciplinary literacy development and productive academic discourse
•Build educator knowledge of and ability to implement effective evidence-based practices for promoting the successful education of MLLs
•Strengthen educator knowledge and skills to implement formative assessment to inform instruction and use, interpret, and apply all assessment results for MLLs.
•Develop educators to be skilled at establishing respectful partnerships with families of MLLs and advocating on behalf of MLLs for high-quality instruction and services.
•Focus on educators accelerating MLL progress through processes that use quantitative and qualitative data to inform continuous improvement of practices and services.
•Attend conferences, workshops and district professional development to keep current in MLL methodologies
•Participate in district initiatives on leadership, coaching development and training
•Collaborate with the Special Education staff to coordinate intervention strategies for differently abled MLLs
•Assume other responsibilities as directed by the Superintendent, Assistant Superintendents, and MLL Director

KNOWLEDGEABLE IN: 
Title III Requirements
Rhode Island’s Blueprint for Multilingual Learner Success
WIDA 2020 ELD Standards Framework
WIDA Proficiency Level Descriptors
ACCESS for ELLs 2.0, RICAS, SAT, PSAT, WIDA Screener
Ellevation Platform
The SIOP Model
Implementing supports and scaffolds to core curriculum for varying levels of ELP
High-Quality Instructional Materials and their relationship to program goals and objectives 
Evidence-based strategies in teaching and learning for MLLs 
Differentiated instructional strategies
Strong interpersonal skills
Formative assessments to measure progress towards stated outcomes
Strong personal commitment to diversity, equity, and inclusion 
Rhode Island High School Regulations and Graduation Requirements
Seal of Biliteracy
Response to Intervention/ITSS Process
Data Analysis
Current Research and Best Practices for MLLs
Knowledge of CCSS Standards

QUALIFICATIONS:
Bachelor’s Degree in Education or related field
MLL Certification K-12
Experience in facilitating professional development for teachers and instructional leaders
Demonstrated ability to manage multiple projects simultaneously
Proficiency with technology-based productivity tools, including Microsoft Office, Google Applications, video conferencing tools
Strong oral and written communication skills

PREFERRED QUALIFICATIONS:
Master’s or Advanced Degree in Education
Five years of classroom teaching experience
Experience in coaching and providing professional development opportunities
Three years of experience in a leadership role at the building or district level
Ability to implement research-based instructional strategies that enhance equity of teaching and learning

LICENSES/CERTIFICATION:
Valid Rhode Island Teacher Certification 
MLL Certification 


 




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Openings as of 4/11/2025

MLL Support Teacher

JobID: 1415

Position Type:
  High School Teaching/ESL


Date Posted:
  7/30/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Pawtucket School Department is seeking an MLL Support Teacher. Under the direction of the school administrator and MLL Director, the classroom teacher will implement the district curriculum. 


EXEMPLARY DUTIES/RESPONSIBILITIES:
Plans and provides appropriate learning experiences for students
Provides an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure success for ELs
Supports all English Learners in the classroom through push-in service
Provides targeted English Language instruction for level 1 and 2 ELs
Guides the learning process toward the achievement of curriculum goals
Establishes clear objectives for all lessons, units, projects, and communicates these objectives to students and parents
Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor
Monitors and evaluates student outcomes.  
Develops, selects and modifies instructional plans and materials to meet the needs of ELs 
Maintains appropriate records and follows required procedures and practices
Monitors appropriate use and care of equipment, materials and facilities
Participates in meetings, workshops and seminars for the purpose of conveying and/or gathering information required to perform functions
Prepares a wide variety of written materials for the purpose of documenting activities, providing written reference, and/or conveying information
Communicates and interacts with students, staff, parents and the community
Supervises students in a variety of school related settings  
Establishes relationships with families to communicate student progress

Is Knowledgeable of and Skilled at: 
Instructional and assessment practices for English Learners
SIOP Strategies
WIDA ELD Standards
ACCESS Testing
Cultural competency
SEL Strategies
Second Language Acquisition
Professional Learning Communities
Differentiated instruction techniques
Co-teaching practices and working as part of a team
Managing classroom procedures and behaviors
Creating a safe, accessible, and resource-rich environment 
Preparing and maintaining accurate records
Response to Intervention
Conflict resolution
Ability to work with a significant diversity of learners
Ability to work with administrators, colleagues, central office, school based staff, students, parents and the community
Utilizing data of varied types and/or purposes
Meeting deadlines and schedules

Licensure/ Certificate Requirements:
Valid RI Teaching License in All Grades English to Speakers of Other Languages Teacher, Grades PK-12 Certification.
A Bachelor’s Degree from an accredited college or university

Desirable Qualifications:
Minimum of two years teaching experience with English Learners
Bilingual skills preferred

Compensation/Hours/Benefits:
Full PSD benefits package; 184 day contract
Salary range is dependent on step level and degree attainment level

 




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Openings as of 4/11/2025

Math Teacher

JobID: 1508

Position Type:
  High School Teaching/Mathematics


Date Posted:
  1/17/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide

The Pawtucket School Department is seeking a Secondary Math Teacher. Under the direction of the school administrator, the classroom teacher will implement the educational curriculum. 

Exemplary Duties and Responsibilities:
• Plans and provides appropriate learning experiences for students
• Provides an atmosphere and environment conducive to the intellectual, physical, social, and emotional development of individuals to ensure success for every student
• Guides the learning process toward the achievement of curriculum goals 
• Establishes clear objectives for all lessons, units, projects, and communicates these objectives to students and parents
• Prepares for classes assigned and shows written evidence of preparation upon request of immediate supervisor
• Monitors and evaluates student outcomes
• Develops, selects and modifies instructional plans and materials to meet the needs of all students
• Maintains appropriate records and follows required procedures and practices 
• Monitors appropriate use and care of equipment, materials and facilities 
• Participates in meetings, workshops and seminars for the purpose of conveying and/or gathering information required to perform functions. 
• Prepares a wide variety of written materials for the purpose of documenting activities, providing written reference, and/or conveying information 
• Communicates and interacts with students, staff, parents and the community 
• Supervises students in a variety of school related settings. 
• Actively participates in advisory program and monitors and supports students in advisory class 
• Establishes relationships with families to communicate student progress 

Is Knowledgeable of and Skilled at: 
• Instructional techniques 
• Assessment techniques 
• Professional Learning Communities 
• Differentiated instruction techniques 
• Managing classroom procedures and behaviors 
• Organizes physical space to create a safe, accessible, and resource-rich environment 
• Preparing and maintaining accurate records 
• RTI (Response to intervention) 
• PBIS (Positive Behavior Intervention Support) 
• Cultural competency 
• Subject area, grade level, and or credential area of teaching (e.g. special education, math, science, physical education, etc.) 
• Conflict resolution 
• Ability is also required to work with a significant diversity of individuals and/or groups 
• Able to work effectively with administrators, colleagues, central office, school based staff, students, parents and the community 
• Work with data of varied types and/or purposes; and utilize job-related equipment. 
• Independent problem solving is required to analyze issues and create action plans 
• Meeting deadlines and schedules; working as part of a team 
• Reflective practitioner; strives to maintain and improve professional competence 

Licensure/ Certificate Requirements:
• Valid RI Teaching License in Secondary Math (grades 7-12). 
• A Bachelor’s Degree from an accredited college or university 

Desirable Qualifications: 
• Minimum of two years teaching experience 

Compensation/Hours/Benefits:
• Full PSD benefits package; 184 day contract 
• Salary range is dependent on step level and degree attainment level 
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR AND IN ACCORDANCE WITH THE PTA CONTRACT.




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Openings as of 4/11/2025

Custodian

JobID: 399

Position Type:
  Maintenance/Custodial/Custodian


Date Posted:
  7/18/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
QUALIFICATIONS:
The job of Custodian is done for the purpose/s of maintaining an attractive, sanitary, and safe facility for students, staff, and the public at district facilities; providing equipment and furniture arrangements for meetings, classroom activities and events; and minimizing property damage, loss and liability exposure.
 
DUTIES:
• Arranges furnishings and equipment for the purpose of providing adequate preparations for meetings, classroom activities and special events.
• Regulates heat, ventilation and air conditioning systems for the purpose of providing temperatures appropriate to the season and ensuring economical usage of fuel, water, and electricity.
• Responds to immediate safety and/or operational concerns (e.g. facility damage, injured and ill students, unauthorized persons, alarms, etc.) for the purpose of taking appropriate action to resolve immediate safety issues and maintaining a functioning educational environment.
• Secures facilities and grounds (e.g. lock doors, turn off lights, take down flags, etc.) for the purpose of minimizing property damage, equipment loss and potential liability for the district.
• Cleans assigned school facilities (e.g. classrooms, offices, restrooms, multipurpose rooms, corridors, carpets, removes graffiti, windows walls, restrooms, bleachers, stage, locker rooms, etc.) for the purpose of maintaining a sanitary, safe and attractive environment at a School or District Office.
• Distributes/replenishes supplies and equipment (e.g. fill soap dispensers, towel/toilet paper dispensers, packages, furniture, TV/VCR carts, etc.) for the purpose of ensuring disseminating materials to appropriate parties.
• Inspects school or district facilities for the purpose of ensuring that the site is suitable for safe operations, maintained in an attractive and clean condition, and/or identifying necessary repairs due to vandalism, equipment breakage, weather conditions, etc.
• Maintains supplies and equipment (e.g. cleaning solutions, paper products, vacuum, mops, etc.) for the purpose of ensuring the availability of items required to properly stock facilities.
• Prepares facility for daily operations as may be required (e.g. opening gates, raising flags, sweep/shovel/remove snow and sand walks, building access doors, etc.) for the purpose of ensuring facilities are operational and safe for occupancy.
• Repairs furniture and equipment as maybe required (e.g. light bulbs, switches, unclogging drains, sinks, toilets, etc.) for the purpose of ensuring that items are available and in safe working condition.
• Communicates job related issues or concerns to Lead Custodian.
• Performs related work as required by the Lead Custodian and the building Administrator.
 
 
Skill at: 
• Assists other personnel as may be required for the purpose of supporting in the completion of their work activities.
• SKILLS are required to perform multiple, non-technical tasks using existing skills.  Specific skills required to satisfactorily perform the function of the job include: operating equipment used in industrial maintenance including electrical equipment, common tools, etc.; and adhering to safety practices.
• KNOWLEDGE is required to perform basic math, including calculations using fractions, percent’s, and/or ratios; understand written procedures, write routine documents, and speak clearly; and understand multi-step written and oral instruction.  Specific knowledge required to satisfactorily perform the functions of the job includes; methods of industrial cleaning; safety practices and procedures.
• ABILITY is required to schedule activities; collate date; and consider a number of factors when using equipment.  Flexibility is required t work with others I a variety of circumstances; work with data utilizing specific, defined processes, and operate equipment using a variety of standardized methods.  Ability is also required to work with a wide diversity of individuals; work with specific, job-related data; and utilize a variety of job-related equipment.  In working with others, problem solving with data requires following prescribed guidelines; and problem solving with equipment is limited.  Specific abilities required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; working as part of a team; working with constant interruptions.
 
EMPLOYMENT STANDARDS
• The usual and customary method of performing the job’s functions require the following physical demands; significant lifting, carrying, pushing, and/or pulling; some climbing and balancing; frequent stooping, kneeling, crouching, and/or crawling; and significant fine finger dexterity.  Generally, the job requires 5% sitting, 70% walking, and 25% standing.  The job is performed under minimal temperature variations and some hazardous conditions.
 
• High School Diploma; ability to read and write at high school level
 
License/Certificates: 
• Possession of, or ability to obtain, a valid State of Rhode Island driver’s license with a driving record acceptable to the District
 
Compensation and Benefits:
• Salary will be that of a Custodian I ($18.54).  Full PSD compensation package.
• Hours:
  • 2:00PM–10:00PM
THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION.  INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.
 




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Openings as of 4/11/2025

Elementary School Clerk

JobID: 1514

Position Type:
  Secretarial/Clerical/Clerk (10 months) NC-Union


Date Posted:
  4/11/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Clerk II-S- Elementary responsible for providing clerical support to the school and the School Principal.  The Clerk II-S reports directly to the School Principal. 

ESSENTIAL JOB FUNCTIONS:
?Responsible for general office duties such as but limited to typing, filing, initiating correspondences, copying
?Prepares purchase requisitions using the school department’s purchasing program
?Responsible for answering all incoming calls for the school; taking messages, directing calls, assisting callers when applicable in a timely and accurate manner
?Responsible for responding and greeting in a pleasant manner to visitors to the school and following security procedures of the school department
?Responsible for generating, updating and maintaining all correspondences and reports for the principal and/or assistant principal
?Responsible for maintaining student information and attendance; processing tardy and dismissals notes and verifying student’s absence via phone.
?Responsible for creating, requesting and mailing student records as needed
?Responsible for preparing and organizing class coverage sheets; forwarded to the Business Office on a weekly basis
?Responsible for downloading daily substitute sign-in sheet from Frontline
?Responsible for the distribution of weekly payroll checks and daily mail to staff
?Responsible for the collection of completed timesheets and distribution to the Business Office on a weekly basis 
?Ability to perform other related duties as assigned in order to meet the specific needs of the Pawtucket School Department and its students. 

KNOWLEDGE, SKILLS AND ABILITIES:
?Proven ability to maintain confidentiality and demonstrate good judgment and diplomacy
?Must have the ability to plan and organize with an emphasis to detail, consistency, and accuracy
?Ability to establish and maintain a welcoming and supportive school environment
?Ability to independently establish priorities and maintain productivity despite numerous interruptions 
?Ability to effectively prioritize and execute tasks in a high-pressure environment
?Proven experience in attention to detail and timely completion of tasks and paperwork requirements
?Ability to make sound decisions using strong problem-solving skills
?Exceptional interpersonal and customer service skills
?Ability to establish and maintain effective working relationships with employees, supervisors and the
general public
?Skilled in the preparation and maintenance of accurate records and reports
?Ability to communicate effectively, orally and in writing

REQUIRED QUALIFICATIONS:
?High School Diploma or equivalent
?Minimum of two years’ experience in a clerical/secretarial/administrative role
?Proficiency in working with computers: working knowledge of G-Suite and/or Microsoft Suite

PREFERRED QUALIFICATIONS:
?Previous experience in school setting
?Previous experience using Skyward
?Previous experience using Munis
?Bi-lingual

PHYSICAL REQUIREMENTS/WORK ENVIRONMENT:
?Frequently required to stand, sit and walk
?Occasional lifting or carrying weighing up to 25 pounds
?The working conditions (light, noise level, temperature, etc. are typical of (primarily) an office setting although the employee may be exposed to adverse weather conditions related to visits to school buildings or other locations
?Specific physical abilities include close vision and the ability to use computer monitors for long periods of time, as well as the ability to communicate verbally in person and on the telephone.


 




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Openings as of 4/11/2025

SUBSTITUTE - Clerk

JobID: 262

Position Type:
  Secretarial/Clerical/Secretary


Date Posted:
  2/20/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Pawtucket School Department is seeking applications for Substitute Clerks. This is per diem and no benefits.

Pay rate: $16 an hour




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Openings as of 4/11/2025

District School Psychologist ( 2 positions)

JobID: 360

Position Type:
  Student Support Services/Psychologist


Date Posted:
  7/1/2024


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Pawtucket School Department is seeking a school psychologist. 

SUMMARY:
Investigates processes of learning and teaching and develops psychological principles and techniques applicable to educational problems to foster intellectual, social, and emotional development of individuals.  Analyzes characteristics and adjustment needs of students and recommends educational program to promote maximum adjustment.  Formulates diagnostic and predictive tests to aid teachers in planning methods and content of instruction.  Administers standardized tests to diagnose disabilities and difficulties among students and to develop special standardized test to diagnose disabilities and difficulties among students and to develop special methods of remedial instruction.  Studies effects of teachers’ feelings and attitudes upon students, and characteristics of successful teachers to aid school administrators in selection and adjustment of teachers and students.  Collaborates with education specialist in developing content and methods of organizing and conducting classroom work.

EXEMPLARY DUTIES AND RESPONSIBILITIES:
•Assesses difficulties of referred students through appropriate testing and diagnostic practices;
•Administers and scores test and recommends services for all referred;
•Prepares case records on all referred students;
•Recommends corrective procedures to teachers, parents, or others;
•Confers with teachers and parents whenever necessary;
•Consults on special educational needs of students with disabilities to teachers, parents, principal, and/or others as appropriate;
•Attends case conference on placement of individual students;
•Serves as a consultant on mental health topics for teachers in the school health program, as necessary;
•Interprets the school psychological services to teachers and parents;
•Prepares, submits, and interprets required reports on all students assessed to parents, teachers, and team leaders;
•Assists with in service training of school personnel, as needed;
•Keeps a log on daily activities, tests, conferences, etc.;
•Consults with other mental health agencies and other health professionals in regards to mental health issues;
•May serve on professional committee to enhance services provided;
•Attends Special Education, 504 and Response to Intervention meetings with outside agencies as school district representative;
•Provides counseling to students either individually or in small groups as determined appropriate by the multi-disciplinary team;
•May be responsible for Team Leader Responsibilities;
•Assumes other responsibilities as directed by the Special Education Director or Building Principal.

IS KNOWLEDGEABLE OF:
•Common Core Standards and NECAP/PARCC assessment.
•The related laws of Rhode Island, as they relate to IDEA and ADA requirements, regulations and procedures of the Pawtucket School Department and the Rhode Island Department of Education; 
•Instructional materials and their relationship to program goals and objectives; 
•Principles of effective management and evaluation of instruction;
•Principles of learning; principles of effective instruction; 
•Assessment administration and use, both formative and summative;
•School accountability;
•Data analysis techniques;
•Response to intervention (academic and behavioral);
•Professional learning community organization and protocols;

SKILLED AT:
•Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; 
•Working with individuals and groups; 
•Research and data analysis; 
•Interpersonal skills; 
•Teaching and presenting;
•Use of instructional technology;
•Observing and understanding effective teaching techniques; 
•Being innovative and working with little direction;
•Leadership; 
•Establishing and maintaining effective working relationships with those contacted in the course of work; 

LICENSE/CERTIFICATE:
•Possession of, or ability to obtain, a valid driver’s license;
•RI School Psychologist Certificate PK-12.

DESIRABLE QUALIFICATIONS:
•Experience in working with students from urban area
•Desire to work with middle school students and young adults. 
•Experience working with students with Autism and behavioral/social/emotional challenges.
•Experience with diversity preferred.
•Successful experience teaching.

COMPENSATION/BENEFITS:
•Citizenship, residency or work VISA in United States required.


THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION.  INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.
 




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Openings as of 4/11/2025

School Psychologist (Potter/Goff) (1 year position)

JobID: 1501

Position Type:
  Student Support Services/Psychologist


Date Posted:
  1/8/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
The Pawtucket School Department is seeking a school psychologist. 

SUMMARY:
Investigates processes of learning and teaching and develops psychological principles and techniques applicable to educational problems to foster intellectual, social, and emotional development of individuals.  Analyzes characteristics and adjustment needs of students and recommends educational program to promote maximum adjustment.  Formulates diagnostic and predictive tests to aid teachers in planning methods and content of instruction.  Administers standardized tests to diagnose disabilities and difficulties among students and to develop special standardized test to diagnose disabilities and difficulties among students and to develop special methods of remedial instruction.  Studies effects of teachers’ feelings and attitudes upon students, and characteristics of successful teachers to aid school administrators in selection and adjustment of teachers and students.  Collaborates with education specialist in developing content and methods of organizing and conducting classroom work.

EXEMPLARY DUTIES AND RESPONSIBILITIES:
•Assesses difficulties of referred students through appropriate testing and diagnostic practices;
•Administers and scores test and recommends services for all referred;
•Prepares case records on all referred students;
•Recommends corrective procedures to teachers, parents, or others;
•Confers with teachers and parents whenever necessary;
•Consults on special educational needs of students with disabilities to teachers, parents, principal, and/or others as appropriate;
•Attends case conference on placement of individual students;
•Serves as a consultant on mental health topics for teachers in the school health program, as necessary;
•Interprets the school psychological services to teachers and parents;
•Prepares, submits, and interprets required reports on all students assessed to parents, teachers, and team leaders;
•Assists with in service training of school personnel, as needed;
•Keeps a log on daily activities, tests, conferences, etc.;
•Consults with other mental health agencies and other health professionals in regards to mental health issues;
•May serve on professional committee to enhance services provided;
•Attends Special Education, 504 and Response to Intervention meetings with outside agencies as school district representative;
•Provides counseling to students either individually or in small groups as determined appropriate by the multi-disciplinary team;
•May be responsible for Team Leader Responsibilities;
•Assumes other responsibilities as directed by the Special Education Director or Building Principal.

IS KNOWLEDGEABLE OF:
•Common Core Standards and NECAP/PARCC assessment.
•The related laws of Rhode Island, as they relate to IDEA and ADA requirements, regulations and procedures of the Pawtucket School Department and the Rhode Island Department of Education; 
•Instructional materials and their relationship to program goals and objectives; 
•Principles of effective management and evaluation of instruction;
•Principles of learning; principles of effective instruction; 
•Assessment administration and use, both formative and summative;
•School accountability;
•Data analysis techniques;
•Response to intervention (academic and behavioral);
•Professional learning community organization and protocols;

SKILLED AT:
•Public speaking; writing; listening; problem-solving; dispute resolution and providing direction; 
•Working with individuals and groups; 
•Research and data analysis; 
•Interpersonal skills; 
•Teaching and presenting;
•Use of instructional technology;
•Observing and understanding effective teaching techniques; 
•Being innovative and working with little direction;
•Leadership; 
•Establishing and maintaining effective working relationships with those contacted in the course of work; 

LICENSE/CERTIFICATE:
•Possession of, or ability to obtain, a valid driver’s license;
•RI School Psychologist Certificate PK-12.

DESIRABLE QUALIFICATIONS:
•Experience in working with students from urban area
•Desire to work with middle school students and young adults. 
•Experience working with students with Autism and behavioral/social/emotional challenges.
•Experience with diversity preferred.
•Successful experience teaching.

COMPENSATION/BENEFITS:
•Citizenship, residency or work VISA in United States required.


THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THESE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION.  INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.
 




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Openings as of 4/11/2025

Substitute School Nurse

JobID: 261

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  3/17/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
SUMMARY DESCRIPTION:
Under the direction of the elementary school principal and in the absence of the regular nurse, the substitute nurse will fulfill nursing responsibilities. The school nurse is responsible for coordinating, implementing, and evaluating student health services at assigned school(s) by providing skilled nursing services and coordinating health service programs. Assists medically fragile students and students with special health care needs to integrate safely and successfully into the school environment. 

REQUIREMENTS:
•Any combination of knowledge and experience that would provide the required level of school nursing expertise is qualifying. 
•Education: Bachelor’s Degree in Nursing from an accredited college or university 

License/Certificates:
•A valid Rhode Island Nurse Teacher certificate and/or a Licensed Registered Nurse

THIS JOB SPECIFICATION SHOULD NOT BE CONSTRUED TO IMPLY THAT THE REQUIREMENTS ARE THE EXCLUSIVE STANDARDS OF THE POSITION. INCUMBENTS MAY BE REQUIRED TO FOLLOW ANY OTHER INSTRUCTIONS, AND TO PERFORM ANY OTHER RELATED DUTIES AS MAY BE REQUIRED BY THE SUPERVISOR.
 




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Openings as of 4/11/2025

SUBSTITUTE Teachers

JobID: 253

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  1/18/2024


Location:
  Pawtucket School Department


  Description:
  The Pawtucket School Department is seeking applications for Substitute Teachers. 




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Openings as of 4/11/2025

SUBSTITUTE Teachers (with out RIDE Certification)

JobID: 254

Position Type:
  Substitute/Substitute Teacher


Date Posted:
  1/18/2024


Location:
  Pawtucket School Department


  


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Openings as of 4/11/2025

Teacher Assistant - SUBSTITUTES

JobID: 257

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  3/17/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
Core Qualifications for ALL Teacher Assistants:
1. a. Be of good character. b. Hold a high school diploma or general equivalency diploma (GED) c. Meet Rhode Island Teacher Assistant requirements: - An Associate’s Degree or beyond in any area, OR - Two years of study at an institution of higher education (48 college credits), OR - Meet the standard of performance set by the State of Rhode Island on the ParaPro Test, AND - Complete a State of Rhode Island Approved Teacher Assistant Training course.
2. Demonstrated aptitude for working with a special needs population through evidence of the individual’s ability to perform the responsibilities listed below related to the teacher assistant position for which they are applying.
3. Ability to perform other duties as assigned by the Superintendent or their designee in order to meet the specific needs of the Pawtucket School District and its students. 4. Must hold and maintain CPI certification. 

This job description applies to Teacher Assistants in the following assignments: 
1. in a special education Early Learning classroom (Pre-kindergarten – 2nd grade), including teacher assistants in inclusive models;
2. who work with students with significant intellectual impairments and/or needs related to autism spectrum disorders;
3. in a community-based setting (e.g., a job coach, assisting student in learning daily living skills) serving students with transition goals (ages 14-21 );
4. who work with students who are medically fragile and/or multi-handicapped;
5. who work with students with behaviors that interfere with learning and/or relationships;
6. who work with students who are English language Learners;
7. who support multiple classrooms including any other the assignments above. 

Reports To:
1. Principal or their designee;
2. Teacher instructing assigned classroom;
3. Instructional Team (IEP, Section 504, MTSS/RTI or ELL) 

Job Goal:
To work as part of an Instructional Team along with teachers and related services personnel in assisting in the implementation and data collection of program activities to ensure high levels of learning and performance for identified students 

Performance Responsibilities:
The following performance responsibilities are based on the RI Program Standards for Teacher Assistants. They apply equally to all instructional settings in which teacher assistants work in the Pawtucket School District. 

RI Program Standard 1:
Teacher assistants demonstrate a level of professionalism in communication and collaboration among members of the school community, including colleagues, families, and related agencies. 

Performance Responsibilities:
1.1 exhibit an understanding of the different programs that exist in your learning environment and the distinctions among the roles and responsibilities of relevant professional and paraprofessional personnel throughout the year (noting any changes).
1.2 demonstrate an understanding of school policies and procedures.
1.3 exhibit attributes of reliable attendance, promptness, and dependability.
1.4 use a cooperative approach by working as an effective team member.
1.5 respect confidentiality and other professional ethics.
1.6 exhibit sensitivity and understanding of individual and cultural differences.
1.7 provide an appropriate role model for students in areas of dress, language, and behavior.
1.8 use effective communication skills with students, colleagues, families and related agencies (spoken, written and non-verbal): a. to plan with team members;
b. to review student needs and concerns; and c. to report student performance.
1.9 select and use the appropriate channels for resolving concerns.
1.10 emonstrate a knowledge of the legal and human rights of students and their families.
1.11 engage in planning for communication and collaboration.
1.12 share professional strategies, techniques, and materials within the school or district.
1.13 participate in on-going professional development specific to classroom needs.
1.14 provide/receive information from school personnel and related agencies through the teacher assistant’s supervisor to related programs and personnel, such as: school nurse, school psychologist, Office of Rehabilitation (ORS), Probation Officer, student employers, mental health counselors.
1.15 assist the teacher in communicating with parents of students via phone calls, meetings, school/home notebooks, etc. with teacher approval or direction and supervision.
1.16 assist in the planning and implementation of school-wide activities to support the educational programming of all students.
1.17 attend monthly staff meetings to obtain program information and participate in goal-setting for school-wide activities. 

RI Program Standard 2: Teacher assistants support teachers by participating in instructional opportunities. 

Performance Responsibilities 
2.1 assist teachers in implementing IEP goals, 504 accommodations, and ELL accommodations aligned to appropriate RI Standards and assessments: Early Learning and Development Standards (RIELDS) and Teaching Strategies Gold (TSG) assessment; RI Common Core State Standards (CCSS) and Partnership for Assessment of Readiness for College and Careers (PARCC), ACCESS for ELLs English Language Learner assessment; RI Alternate Assessment (RIAA) in science and the National Center and State Collaborative (NCSC) in English Language Arts, Writing, and Mathematics; RI Proficiency Based Graduation Requirements (PBGR); and RI Personal Literacy Plans (PLP).
2.2 assist students in completing assignments and printed materials provided or adapted by the teacher.
2.3 note student frustration level and use appropriate strategies to relieve anxiety and deescalate student.
2.4 maintain a daily performance chart as determined/developed by the Instructional Team.
2.5 with specific teacher direction instruct small groups of students in specific subject areas (e.g. RTI).
2.6 as determined by the Instructional Team, share information and participate in IEP meetings.
2.7 use computer technology is required to support instruction at the student’s instructional level (e.g. via support from other Instructional Team members, attending district technology training sessions, etc.).
2.8 use of assistive technology to support students’ communication needs (including but not limited to switches, Picture Exchange communication (PECs, Go Talk, FM systems, iPads).
2.9 assist students in transitions and in organization and promptness of daily schedule.
2.10 assist in student’s accountability for homework and school assignments.
2.11 administer classroom tests e.g., weekly spelling tests, state and local assessments.
2.12 assist the teacher in planning and executing the daily schedule.
2.13 assist in sharing information with the teacher regarding the student’s physical, auditory, social and visual limitations.
2.14 recognize and facilitate appropriate environments for individual students and classmates in testing and in behavior.
2.15 encourage the team to address students with special needs with the same inclusion, respect and consequences as classmates.
2.16 act as a scribe for the student when appropriate.
2.17 assist in the implementation of recommendations from Social Workers (SW), Occupational Therapists(OT), Physical Therapists(PT), speech/language pathologists(SLP) and psychologists as determined appropriate by the instructional team.
2.18 assist in sharing information with the teacher regarding student’s social and emotional limitations.
2.19 assist in implementing teacher designed curriculum modifications.
2.20 maintain the classroom in the absence of the teacher.
2.21 support students’ transitional goals by providing instruction and supervision in community settings and worksites, including transportation.
2.22 assist teacher in implementing a reduced academic workload when behavioral and emotional needs are most significant.
2.23 assist in instruction of activities of daily living (ADLs) as appropriate, including feeding, dressing, toileting, and diapering; prevocational skills (counting money, making change, keeping a checkbook, identify safety symbols, filling out a form) and vocational skills.
2.24 assist in the engagement of students in play activities, demonstrating an understanding of various levels of play.
2.25 provide support to students upon initial transition back to school district as directed by classroom supervisor. 

RI Program Standard
3:Teacher assistants support a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation. 

Performance Responsibilities (to be carried out in various instructional settings and in other school settings before school, after school, lunch, recess, “specials”, hallways, etc.).
3.1 recognize appropriate and inappropriate behaviors: a. along with all other appropriate staff, receive thorough information “upfront” regarding behavior programs, especially for specific students; b. make sure student knows expectations, policies and consequences; and c. make sure student knows he/she is responsible for his/her own behaviors.
3.2 model appropriate behavior: a. project a positive attitude and atmosphere; b. redirect before a problem may develop; c. use verbal or non-verbal cues to stop a developing situation, including active listening techniques to calm students when agitated; d. point out appropriate peer models; e. as age appropriate, ask student for possible solutions; f. offer solutions, especially when child is “stuck”; and g. reinforce successful solution.
3.3 implement behavior intervention strategies: a. assure consistency between the behavior exhibited and the disciplinary action taken; b. remove child from situation (re-group time); c. remove privileges; d. remove student from peers if situation isn’t resolved; and
3.4 use techniques of de-escalation and physical restraints (Non-violent Physical Intervention) and complete associated documentation if and when necessary.
3.5 monitor the behavioral progress of the class and individual students, including maintaining a daily behavior chart as determined by the Instructional Team.
3.6 foster social interaction.
3.7 assist the teacher in formulating, implementing, and collecting data with regards to individual behavior plans.
3.8 participate in Instructional Team meetings as requested.
3.9 support the student in rejoining the group after a behavior intervention.
3.10 monitor in class behavioral interventions.
3.11 assist the teacher in using appropriate techniques for crisis management. 

RI Program Standard 4:
Teacher assistants exhibit knowledge of health, safety, and emergency procedures of the learning environment. 

Performance Responsibilities
4.1 use universal health care precautions.
4.2 demonstrate understanding and use of appropriate body mechanics to ensure safety of both student and teacher assistant.
4.3 sustain a clean, healthy, and safe learning environment.
4.4 follow school procedures for reporting signs of abuse (substance, physical, sexual, emotional).
4.5 use appropriate positioning, handling, transitioning and lifting techniques specific to the student’s medical condition or physical disabilities, as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members.
4.6 use appropriate mobility devices (e.g., wheelchair, walker, crutches, etc.) as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members.
4.7 use of supportive therapeutic equipment, including the appropriate use of Rifton chairs, as instructed by the physical therapist, occupational therapist, school nurse or other qualified staff members.
 4.8 use appropriate evacuation equipment as needed for fire drills and other emergency procedures in accordance with the school and fire department policies, following instruction by school, therapy or teaching staff or fire department personnel.
4.9 take precautions as needed to address medical concerns, i.e., allergies, seizures.
4.10 take precautions as needed to address work safety relating to students’ specific behaviors, including but not limited to: wearing protective clothing, wearing appropriate clothing & footwear.
4.11 perform emergency procedures, i.e., fire drills, emergency exits.




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Openings as of 4/11/2025

Teacher Assistants

JobID: 259

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  4/7/2025


Location:
  Pawtucket School Department


  Additional Information:  Show/Hide
Teacher Assistants assist the classroom teacher in the delivery of educational and/or behavioral interventions for special education students.  Due to the varied and individual needs of each student, Teacher Assistants may provide a variety of support and assistance and should be flexible in adjusting to students' needs.   Building Assistants are directed daily by the School Principal to provide support as needed in the school.   Teacher Assistants report directly to the School Principal in collaboration with a Special Education Administrator.

ESSENTIAL JOB FUNCTIONS:
• Provides academic support to students as directed by the classroom teacher and other staff that may be responsible for the implementation of IEPs.
• Assist classroom teacher in implementing IEP goals, 504 accommodations, and ELL accommodations.
• Assists classroom teacher with special education students to enable learning with minimal disruptions to other students.
• Assists in maintaining a safe and organized classroom environment
• Provides behavioral support as directed by the classroom teacher.
• Assists students at arrival, dismissal, recess, and busing.
• Provides assistance to enable students with disabilities to accomplish activities of daily living and tasks (eating, dressing, toileting, transferring, walking, communicating, navigating the school environment, etc.)
• Use de-escalation techniques (CPI) to assist with behavioral non-compliance and to work with students in crisis to enable their return to the proper academic setting. 
• May attend to the physical needs of students; may include handling equipment such as wheelchairs, braces or other equipment.
• Completes necessary paperwork of students at the direction of the classroom teacher.
• May assist in the preparation of the classroom as directed by the classroom teacher.
• Ability to perform other duties assigned by the school principal in order to meet the specific needs of the Pawtucket School Department and its students. 

KNOWLEDGE, SKILLS AND ABILITIES
• Ability to maintain confidentiality
• Ability to interact and communicate effectively with children with special needs
• Ability to work as a team member with building staff to provide services to children 
• Ability to assist in the instruction of reading, writing, and mathematics
• Ability to use sound judgment and knowledge of student behaviors and school department policies and procedures to make decisions
• Strong interpersonal skills
• Ability to work with individual students or groups of students according to the instructional plan.
• Ability to assist students’ educational needs, including personal, emotional, and skill development.
• Ability to observe and record information about student performance.
• Ability to establish and maintain effective working relationships and to practice patience with employees, students, supervisors and the general public
• Timely completion of tasks and paperwork requirements

REQUIRED QUALIFICATIONS
• High School Diploma or equivalent
• Associate's degree or higher or completion of at least 2 years of study at an institute of higher education or have passed the ParaPro Exam.
• Completion of the State of RI Approved Teacher Assistant Pre-Employment Training Program or certified as a TA in another state or obtained an associate or bachelor’s degree and have completed coursework or other training consistent with the teacher assistant program standards.
PREFERRED QUALIFICATIONS
• Bi-lingual 
• CPI training
• CPR/AED training
• Previous experience working with children 
• Previous education in early childhood or special education
PHYSICAL REQUIREMENTS/WORK ENVIRONMENT
• Frequently required to stand, sit and walk
• Frequently required to talk and hear
• Must be able to feel attributes of objects, grasp, push, reach, and stoop/kneel/crouch
• Occasional lifting or carrying weighing up to 50 pounds
• Must have clarity of vision, precise hand-eye coordination, and the ability to identify students and ensure safety
• The work environment is typically within a school classroom setting, although the employee may be exposed to adverse weather conditions related to outdoor recreation events
• May be exposed to bodily fluids when assisting students with physical needs

YEARLY REQUIREMENT
• Professional Development hours as set and approved by the Pawtucket School Department





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Openings as of 4/11/2025

District Behavior Support Assistant

JobID: 1424

Position Type:
  Support Staff/Teacher Assistant


Date Posted:
  8/14/2024


Location:
  Pawtucket School Department


Date Available:
  08/29/2024


  Additional Information:  Show/Hide
District Behavior Support Assistant
(12 positions)
FLSA Status: Non-union, Non-Exempt, 10-month position
 
The Behavior Support Assistant assists the educators in the delivery of educational and/or behavioral interventions for all students.  This role aims to foster a positive, inclusive, and supportive atmosphere that addresses the diverse academic, social, and emotional needs of students. By working closely with teachers, administrators, and support staff, the Behavior Support Assistant strives to help each student achieve their full potential and successfully reintegrate into the traditional classroom setting when appropriate. Due to the varied and individual needs of each student, Behavior Support Assistants may provide a variety of support and assistance and should be flexible in adjusting to students' needs.  Behavior Support Assistants report directly to the School Principal in collaboration with the Executive Director of Student Personnel Services.
 
ESSENTIAL JOB FUNCTIONS:
• Assists educators in performing specific duties as assigned or undertaking specialized tasks.
• Maintains various records and files.
• Works with individuals or small groups to reinforce behavioral interventions and supports.
• Assists with a variety of assignments and tasks associated with the needs of students.
• May be assigned to assist educators, school counselors, and administrative staff.
• Assists educators with collection of student work and other tasks, and enforces discipline and safety rules.
• Notifies and supports educators to provide classroom management support. 
• Performs a variety of tasks, such as helping to provide support in morning and afternoon arrival and dismissal processes.
• Supports the social-emotional learning needs of students. 
• Assists with large group activities.
• Guides independent study and other work assigned by educators.
• Reports student problems to educators and assists with student problems.
• Assists with the sale of supplies and collection of monies.
• Performs cafeteria, hall, and/or bus duties; helps supervise playground and physical education activities.
• Assists with lunch, snacks, clean-up, lavatory, clothing, wash-up routines, and students' arrival and departure.
• Escorts students to classes; assist students during meals.
• Ability to perform other duties assigned by the school principal in order to meet the specific needs of the Pawtucket School Department and its students.
• Flexibility to change building assignments as directed based on student needs.
 
KNOWLEDGE, SKILLS AND ABILITIES
• Ability to maintain confidentiality
• Ability to interact and communicate effectively with all student
• Ability to work as a team member with building staff to provide services to children
• Ability to assist in the instruction of reading, writing, and mathematics
• Ability to use sound judgment and knowledge of student behaviors and school department policies and procedures to make decisions
• Strong interpersonal skills
• Ability to work with individual students or groups of students according to the educational plan.
• Ability to assist students’ educational needs including personal, emotional, and skill development.
• Ability to observe and record information on student performance.
• Ability to establish and maintain effective working relationships and to practice patience with employees, students, supervisors, and the general public
• Timely completion of tasks and paperwork requirements
 
REQUIRED QUALIFICATIONS
• High school diploma or GED and minimal experience working with children, or equivalent combination of education and experience.
• Two years of successful work experience.
 
PREFERRED QUALIFICATIONS
• Bi-lingual
• Safety Care training
• CPR/AED training
• Previous experience working with children
• Associate degree or higher, or completion of at least 2 years of study at an institute of higher education or have passed the ParaPro Exam.
 
PHYSICAL REQUIREMENTS/WORK ENVIRONMENT
• Frequently required to stand, sit, and walk
• Frequently required to talk and hear
• Must be able to feel attributes of objects, grasp, push, reach, and stoop/kneel/crouch
• Occasional lifting or carrying weighing up to 50 pounds
• Must have clarity of vision, precise hand-eye coordination, and the ability to identify students and ensure safety
• The work environment is typically within a school classroom setting, although the employee may be exposed to adverse weather conditions related to outdoor recreation events
• May be exposed to bodily fluids when assisting students with physical needs
 
YEARLY REQUIREMENT
Professional Development hours as set and approved by the Pawtucket School Department
 




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