Education Support Professional MTSS - Bryant Montessori

Tacoma Public Schools Expected Start Date: September 1, 2026 FTE: Hours per day: 6.5 hours plus a 30-minute duty free lunch period for a total of 7 hours "on campus" Salary Level: PA4 72 college level credits or passed the Para Pro Test $27.75 - $33.91 AA degree $28.50 - $34.66 BA or higher degree $28.75 - $35.91 Salary is based on documented experience as an Education Support Professional/Para Professional in WA state public school districts Union/Days per year: Education Support Professional, 183 work days, 10 month Benefits: This job has the full range of benefits offered by Tacoma Public Schools Additional Information This position requires completion and attaining of the state mandated General Paraeducator Certificate. The Paraeducator Certificate Program offers statewide standards-based training for all paraeducator/Education Support Professionals (ESP) and supports a career growth ladder for those who wish to advance their career as a paraeducator or pursue a teaching profession. Staff will be required to complete 28 hours of training on the Fundamental Course of Study provided by the district. The first two days of FCS training will be required to be completed within four months of the date of hire, and the second two days within six months of the date of hire, or by September 1 of the next school year. The general certificate is then earned by a paraeducator who completes ten days (70 clock hours) of professional development training. Summary The Multi-Tiered System of Supports (MTSS) Education Support Professional (ESP) supports the implementation of the (MTSS) framework by providing academic and behavioral support to students under the supervision of certified staff and administration. The role includes working with students individually and in small groups, collecting and maintaining data, and assisting with interventions designed to meet students' varying needs. Essential Job Functions

1. The MTSS ESP assists with classroom instruction by supporting students at various levels of academic and behavioral need. In Tier 1, they reinforce whole-class instruction by helping students engage with the content and providing clarification. In Tier 2, they provide targeted small group support for students who need additional help beyond regular classroom instruction. In Tier 3, they work with students individually or in pairs, delivering intensive, individualized interventions as directed by certified staff, ensuring these interventions are implemented consistently and with fidelity.
2. Under the supervision of teachers or MTSS specialists, the ESP implements specific academic or behavioral interventions designed to meet individual students' needs. These interventions may include one-on-one support, small group work, and behavioral strategies, all intended to improve student performance and address challenges. The ESP ensures that these interventions are delivered as prescribed, following the guidelines provided by the educational team.
3. The MTSS ESP assists in tracking student progress by collecting and organizing relevant data. This may include academic performance, behavior data, and response to interventions. They assist in maintaining accurate records, inputting data into District tracking systems, and helping teachers and other staff monitor student growth over time. This data supports the decision-making process for adjusting interventions and helps ensure that students are receiving the appropriate level of support.
4. The ESP helps foster a positive and nurturing learning environment by implementing strategies to promote good behavior and emotional well-being. They use positive reinforcement techniques, support conflict resolution, and utilize de-escalation strategies.
5. Collaborate with teachers, interventionists, counselors, and other staff to ensure coordinated support. Creating a unified approach to addressing students’ academic and behavioral needs. The ESP may attend team meetings to discuss student progress, share observations, and contribute insights about effective strategies for students.
6. Participate in MTSS-related meetings, training sessions, and professional development activities. Keeping abreast of new strategies, best practices, and understanding evolving needs of students.
7. Responsible for maintaining the privacy and confidentiality of all student records and information. Ensure that sensitive data, such as academic performance, behavioral records, and personal information, is protected in accordance with district policies and legal requirements (e.g., FERPA, HIPAA).
8. Supports parent engagement in the MTSS process by assisting in the communication of classroom routines, intervention strategies, and student participation, always under the direction of certificated staff. Helps to ensure parents feel welcomed and informed by reinforcing information shared by teachers or specialists, answering general questions within their role, and contributing observational insights to support parent-teacher collaboration. Maintains professionalism and confidentiality in all interactions with families.

Other Job Duties

1. Attends meetings, classes, workshops, and seminars to maintain current developments in childhood education, developmentally appropriate practices, and compliance with program rules and regulations, as needed or as assigned.
2. Enters data into the appropriate student assessment or tracking system, as assigned.
3. Performs related duties as assigned, on a temporary basis.
4. May assist in potty training and diapering.
5. Regular, reliable, predictable attendance, or physical presence is an essential job requirement and critical to the work's performance.

Conditions May be required to work flexible hours; may be required to travel within the community to student homes; may be exposed to infectious disease; occasionally deals with difficult and/or sensitive situations and/or people; experiences high activity level; required to lift and carry up to 40 pounds, bend, squat, stoop, kneel, crouch, walk, twist, climb, be mobile, run, sit, and stand sufficiently to promote curriculum and preserve the safety of the students; required to work outdoors in inclement weather; may be required to attend meetings beyond the workday. Minimum Qualifications Education and Experience Be at least eighteen years of age and hold a high school diploma or its equivalent; receive a qualifying score on the Education Testing Service paraeducator assessment as published by PESB; or an associate degree or higher from an accredited college or university; or earn seventy-two quarter credits or forty-eight semester credits at the one hundred level or higher at an accredited college or university; or completed an apprenticeship as a paraeducator, in a program registered with the Washington State Apprenticeship and Training Council; one year related work experience and/or working with students and parents in a community or school setting; or any combination of experience and training which provides the applicant with the knowledge, skills, and ability required to perform the work. Licenses/Special Requirements District training, as required, per the position assignments. Fingerprints and successful WSP and FBI background clearance/sexual misconduct clearance. Educational Assistants working with the health impaired may be required to obtain a first aid certificate and training in CPR. Knowledge, Skills, and Abilities Knowledge of applicable childhood education program and ability to support the philosophy and components of the program. Knowledge of childhood academic, social, emotional, and physical development. Knowledge of childhood education and child development. Knowledge of child assessment and observation methods. Knowledge of community resources related to family needs. Skill in problem solving and handling crisis situations. Skill with flexibility to independently work with others in a wide variety of circumstances. Skill in working with data utilizing defined but different processes. Skill in operating equipment using standardized methods. Skill in obtaining, clarifying, and exchanging information. Skill in basic computer word processing. Skill in effective child and group management strategies. Ability is required to schedule activities, meetings, and/or events, as assigned; gather and/or collate data; and use job-related equipment. Ability to relate positively with families and children. Ability to demonstrate reasonable, reliable, and regular attendance. Ability to plan preschool curriculum to meet individual and group needs. Ability to support the philosophy and components of the program. Ability to lift and carry students, sit, stoop, bend, and run. Ability to maintain confidentiality. Ability to produce and maintain documentation and records. Ability to work with special needs students and adapt curriculum. Ability to organize and promote parent education. Ability to prioritize, coordinate, and multi-task. Ability to establish and maintain effective working relationships with a variety of people in a multi-cultural, diverse socio-economic setting. Ability to work as a cooperative team member. Ability to plan, organize, and coordinate activities. Ability to maintain confidentiality #J-18808-Ljbffr Tacoma Public Schools (WA)