Instructional Aide/Paraprofessional (2026-27SY)

Job Description

Job Description

The Organization Lighthouse Community Public Schools

At Lighthouse Community Public Schools we are engaged in an educational movement that goes beyond our classrooms working to disrupt inequities by providing our students and families exceptional educational opportunities every day. Grounded in our core values of community, integrity, agency, love, and social justice rooted in the Expeditionary Learning Education Model, LCPS is a leader in fostering innovative schools achieving exceptional student outcomes where each child is at the center of their own learning. Our mission is to prepare diverse students for college, a career of their choice, and to be lifelong changemakers. Founded in 2002, LCPS operates two high-achieving K-12 public charter schools--Lighthouse and Lodestar--serving over 1,600 students in East Oakland. Lighthouse is a beacon for public education and our graduates fulfill the promise of a better, brighter Oakland.

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Lighthouse Community Public Schools is looking for Instructional Aide/Paraprofessionals to support our Special Education program. This would include supervising and supporting students who attend virtual speech services, supporting an individual student, instructing small groups of students, and/or providing instruction alongside the general education teacher in an inclusive classroom. At Lighthouse, we strive to hire and retain staff who are relentlessly committed to ensuring that traditionally underserved students of color develop agency and are able to strive for the post-secondary educational experience and career of their choice. Lighthouse staff believe that this important mission is not only attainable; it is essential to transforming our Oakland community.

If you are inspired by our mission and vision and want to be a changemaker in students' lives here in Oakland, then please apply and join us!

You will embody the following Core Competencies:

• Believes that every student can meet high expectations and demonstrates a commitment to equitable outcomes, particularly for our most vulnerable students.

• Holds a growth mindset for self, colleagues, and students.

• Builds meaningful relationships and communications effectively with students, families, colleagues, and community.

• Has knowledge of child development and different learning modalities.

• Proactively advocates and takes responsibility for what they need to provide high quality supports to the students they serve.

• Under the guidance and supervision of the special education teacher, deliver individualized or small group instruction in the following areas: academic, behavioral/social-emotional, social, transition, and functional/life skills as specified in the Individualized Educational Plan (IEP) in order to support the student in achieving their personalized goals. May include individualized support for toileting, feeding, and other functional skills depending on specific IEP goals, services, and students' self-care needs.

• Supports teachers in maintaining students’ engagement, inclusion, and independence in the larger general education classroom through the implementation of school-wide systems and strategies as well as the accommodations and modifications necessitated by students’ IEPs.

• Collaborate weekly with classroom teachers and/or special education teachers to customize supports that encourage students’ engagement and inclusion in the general education classroom

• Support with the modification and accommodations of learning activities, under the guidance of the special education teacher.

• Formally monitor and document students' progress on IEP goals.

• Provide testing accommodation or modifications for students (e.g. 1:1 testing support, supervised breaks, extended time, etc.)

• Communicate with students' families in conjunction with the teachers to discuss progress and growth areas.

• Attend and actively participate in professional development activities to increase knowledge of best practices.

• Implement behavior intervention strategies and plans, as needed.

• Provide appropriate physical supports to students, including but not limited to, active supervision throughout the day, supporting students who elope, engaging in crisis prevention and intervention (including the most restrictive interventions), etc.

• Maintain a high standard of professional behavior and follow all school staff policies, including Mandated Reporter, staff/student interaction policies and other requirements at all times.

• Other duties as assigned by the supervisor.

• High School Diploma or equivalent, required

• Associate's degree or completion of the equivalent of 2 years (48 units) of college coursework from an accredited University or passing the Instructional Aides exam, required

• B.A. or B.S., preferred

• 1+ years of related experience supporting students with disabilities, in a school setting preferred

• Registered Behavior Technician, a plus

• Bilingual in Spanish, a plus

Environmental Requirements:

Able to work in:

• Loud environments such as cafeterias, playgrounds, classrooms, and large professional settings

• Indoor/Outdoor adaptability to all weather conditions related to outdoor activities and/or travel to field trips and school-sponsored events

• Airconditioned and heated environments under fluorescent lighting.

Physical Demands:

Ability to: See and hear on a continuous basis and speak frequently. Sit and stand for extended periods of time. Stop, extend, kneel and reach. Lift up to 25 pounds. Walk for long periods of time. On rare occasions, would need to move quickly or run over smooth to uneven surfaces indoor/outdoor. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Teachers may need to supervise students outdoors in varying weather conditions and, on rare occasions, move quickly to intervene in student safety situations involving student safety. Repetitive movement of fingers and hands for keyboarding and whiteboard usage. Occasional travel to sites for PD within and outside LCPS.

This position is 1.0 FTE (full-time exempt) and follows a 10-month (190 day) work year with significant student-free days for professional learning and collaboration with colleagues and interaction with families. All new instructional staff will report on July 27, 2026 per the LCPS Calendar for the 26-27SY.

• Common Building Hours: 8:00am-4:30pm.

• Occasional evening events during the year including start of year Ice cream Social, Back to School Night, Expo, and other events identified by the school calendar in advance.

This position reports to the Assistant Principal.

At Lighthouse Community Public Schools we take good care of our employees. We provide a competitive compensation and benefits package, including a competitive salary and generous health and retirement benefits (100% employee health coverage/50% for dependents; 8% employer-matching for retirement program; medical and dependent FSA) and ample time off connected to the school year calendar. Opportunities for additional compensation for staff interested in working in our summer school program.

People of color and/or bilingual candidates are strongly encouraged to apply.

Interested candidates should submit:

• Resume

• Cover letter describing why you are an optimal fit for this position

• 3 references with Name, Email, Phone Number and Title/nature of working relationship

• A list of all prior school-based employers: In accordance with Education Code section 44939.5, Lighthouse is required by law to request information from your former school-based employers about your employment history, including verification of credentialed and/or classified experience and whether you were ever the subject of a credible complaint, substantiated investigation, or discipline for egregious misconduct at your school.

Application submission screening and initial phone interviews will be completed on a rolling basis. In-person interviews and performance tasks will take place on-site.

Lighthouse Community Charter Public Schools is an equal opportunity employer committed to diversity at all levels.

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