Paraeducator

Paraeducator (K–12)

Pay: $18.00

Schedule: Monday - Friday, 7:45-3:45

Location: : 520 N 7th St., Council Bluffs, IA 51503

Grades Served: 1–12

About CSI

Our story begins in Omaha in 1892, when, due to epidemics, poverty, and the difficulties of pioneer life, many children were left in need of parental care. CSI met the need in a revolutionary way—putting the well-being of children first and working to be a voice for the voiceless. We seek to champion children and families by providing the mental, emotional, and physical spaces they need to feel empowered and to thrive.

What Makes CSI Special

• Growth: Opportunities for professional development and continued learning
• Purpose: Meaningful work that positively impacts children and families
• Support: A collaborative, mission-driven team environment

Child Saving Institute (CSI) is looking for someone who has a mind full of wonder and a heart-filled desire to make a difference. We’re on a mission to champion what’s best for each child and family.

As a Learning Center Paraeducator, you’ll be an essential part of our educational team. Your responsibilities include supporting classroom instruction, assisting students individually and in small groups, and reinforcing learning concepts to help students succeed academically and socially. In short, our Paraeducator helps create a safe, supportive, and engaging learning environment where every child can thrive.

Job Purpose: The purpose of this position is to support the academic, behavioral, and social‑emotional success of students with significant behavioral needs. The Paraeducator works under the direction of certified staff to implement individualized behavior plans, reinforce instructional activities, and promote a safe, structured learning environment. This role provides direct support to students, assists in crisis prevention and intervention, and contributes to a positive, collaborative team committed to helping each student make meaningful progress

Essential Job Duties:

• Works with individual students or small groups to reinforce learning of materials and skills introduced and outlined by certified teaching staff.
• Develop and maintain effective therapeutic relationships using a trauma‑informed approach that emphasizes safety, trust, consistency, empathy, and an understanding of how trauma impacts behavior and learning.
• Uses a variety of behavior‑management techniques to support student regulation and promote positive behavioral growth.
• Implements effective early‑intervention strategies to prevent or minimize crises, responds calmly to crisis situations while maintaining positive therapeutic relationships, and completes all required crisis documentation in accordance with policy before the end of the shift.
• Assist teachers in monitoring student performance, collecting and analyzing data, and maintaining accurate, up‑to‑date records of student progress. Prepare clear, concise written documentation and maintain all agency‑required records in accordance with established procedures.
• Works an assigned after‑school shift to support students in completing academic work and meeting learning expectations.
• Develop and maintain a professional rapport with the teacher and all other staff members.

Other Duties and Position Specific Information:

• Complete all required training and professional development necessary for the position.
• Perform additional duties as delegated by the Behavior Interventionist or Director.
• The Learning Center Paraeducator position is a 10-month position. The Paraeducator begins work on the designated workdays prior to the start of the school year and continues through the end of the school year, as outlined in the school calendar.
• Paraeducators are not paid on non‑school days unless the day is designated as a remote learning day, a staff development day or an agency-approved paid holiday that falls within the school year.
• Paraeducators may work as substitutes in the residential or shelter programs on non‑school days, on an as‑needed basis, with the appropriate training. If the additional shift results in overtime, the assignment must be approved by the appropriate program’s supervisor or director.

Environment: The work is performed in a specialized educational setting designed to support students with significant behavioral, social‑emotional, and academic needs. Staff regularly work in both classroom and small‑group environments that emphasize structure, consistency, and therapeutic practices. The role requires frequent interaction with students who may display challenging behaviors, including verbal escalation and, at times, physical dysregulation.

Employees must be able to remain calm, use de‑escalation strategies, and follow safety protocols to maintain a supportive and predictable environment. The position may involve standing, walking, and engaging in crisis‑intervention procedures when necessary, in accordance with agency‑approved training. Collaboration with multidisciplinary team members—including teachers, mental health staff, administrators, and families—is an essential part of the daily environment.

The work environment prioritizes trauma‑informed care, positive behavioral supports, relationship‑building, and a restorative approach. Staff are expected to model professionalism, empathy, and cultural responsiveness while contributing to a safe, structured, and inclusive school community.