Concord Middle School Education Support Personnel (Tutor) for Lighthouse Program

Concord Middle School Education Support Personnel (Tutor) for Lighthouse Program Concord Public Schools and Concord-Carlisle Regional School District Concord Middle School - Concord, Massachusetts Open in Google Maps Starting Date: Aug 31, 2026 Job Description Lighthouse Tier 3 Program Education Support Personnel (Tutor) Concord Middle School – Ellen Garrison Building Position Summary: The Lighthouse Tier 3 Regular Education Program Support Personnel (tutor) provides individualized academic support to students experiencing significant school avoidance, school phobia, anxiety-related challenges, chronic absenteeism, and/or transitions back to school following hospitalization, therapeutic placements, medical absences, or other extended absences. Working under the direction of the Assistant Principal and Guidance Department Chair, the tutor collaborates closely with each student's assigned counselor or school psychologist and the Board Certified Behavior Analyst (BCBA) to support students experiencing school avoidance, school phobia, anxiety-related challenges, chronic absenteeism, and transitions back to school following hospitalization, therapeutic placements, medical absences, or other extended absences. Through this collaborative, team-based approach, the tutor helps implement individualized intervention plans that support attendance, engagement, academic progress, behavioral regulation, and successful participation in school. This position provides direct support to students and supplements, but does not replace, classroom instruction or counseling services. Essential Responsibilities Student Support: Provide individualized and small-group academic (no more than 4-5), behavioral, and social-emotional support to students within two dedicated Lighthouse Program spaces located in the main office suite. These spaces serve as structured, supportive environments where students can receive individualized assistance, practice coping and self‑regulation strategies, complete academic work, participate in re‑entry and transition plans, and gradually increase engagement in the school setting. Assist students in accessing grade‑level curriculum, completing assignments, and developing executive functioning skills. Support successful transitions into classrooms, school activities, and other educational settings. Reinforce coping strategies, self‑regulation skills, and individualized student goals. Foster positive relationships that encourage school engagement, resilience, and connectedness. Attendance and School Re‑Engagement: Support students experiencing school avoidance, anxiety‑related attendance challenges, and prolonged absences. Implement attendance, reintegration, and transition plans developed in collaboration with the Assistant Principal, Guidance Department Chair, assigned counselor or school psychologist, and BCBA. Encourage gradual increases in attendance, classroom participation, and independence within the school setting. Assist students returning from hospitalization, therapeutic placements, medical absences, or other extended leaves. Collaboration and Communication: Collaborate regularly with the Assistant Principal, Guidance Department Chair, assigned counselor or school psychologist, and BCBA regarding student progress and intervention planning. Participate in student review meetings, attendance meetings, reintegration planning meetings, and problem‑solving discussions. Maintain communication with teachers, families, and outside providers, as appropriate, to support student success. Work closely with the student's assigned counselor or school psychologist, who serves as the student's primary clinician within the school setting. Maintain confidentiality and adhere to all district policies and procedures regarding student information. Data Collection and Progress Monitoring: Collect, maintain, chart, and analyze student data under the supervision of the Assistant Principal and Guidance Department Chair and in collaboration with the assigned counselor or school psychologist and BCBA. Monitor attendance patterns, on‑time arrival, duration of school participation, academic engagement, work completion, behavioral regulation, anxiety triggers, use of coping strategies, successful transitions, and progress toward individualized goals. Assist the Lighthouse Team in evaluating intervention effectiveness and making data‑informed adjustments to student support plans. Maintain accurate records and documentation to support ongoing progress monitoring and decision‑making. Qualifications Associate's degree or higher, or equivalent experience working with adolescents. Experience working with middle school‑aged students. Strong interpersonal, communication, and collaboration skills. Ability to establish positive relationships with students and families. Ability to maintain confidentiality and exercise sound professional judgment. Preferred Bachelor's degree in education, psychology, counseling, social work, human services, or a related field. Experience supporting students with anxiety, school avoidance, school refusal, chronic absenteeism, or social‑emotional needs. Experience working collaboratively with counselors, psychologists, behavioral specialists, and school‑based support teams. Knowledge of executive functioning supports, behavior intervention strategies, and trauma‑informed practices. Pay: $32.71 - $40.95 per hour. Position Type: Full-time Job Categories: Instructional Support > Paraprofessional / IA EEO Statement Concord Public Schools' mission is to educate all students as lifelong learners, creative thinkers, caring citizens, and responsible contributors in our increasingly diverse global society. We embrace our diverse community regardless of race, ethnicity, gender identity, gender expression, religion, disability— mental or physical, sexual orientation, or socioeconomic status. We welcome, respect, value, and encourage our employees, students, and families to share their culture with those they work, learn, and interact with to allow a greater sense of cultural humility for all. We understand the commitment it takes to cultivate healthy learning and working environments that balance psychological safety with accountability. Concord Public Schools are committed to hiring, mentoring and retaining a diverse staff. We are intentional about increasing the representation of diverse educators in teaching and leadership positions across our schools. We are relentless in our efforts to bolster equity in both academic and work spaces by fostering a culture of belonging while also ensuring our diverse employees and students have equitable access to resources and opportunities needed for their successes. Concord Public Schools do not exclude from participation, deny the benefits of, or otherwise discriminate against individuals on the basis of race, color, sex, sexual orientation, gender identity, religion, disability, age, genetic information, active military/veteran status, marital status, familial status, pregnancy, or pregnancy‑related condition, homelessness, ancestry, ethnic background, national origin, or any other category protected by state or federal law in the administration of its educational and employment policies, or in its programs and activities. #J-18808-Ljbffr Young World Physical Education