Capitol Corridor Jobs (NOW HIRING)

Position Type:
Paraeducators
Date Posted:
6/3/2026
Location:
CREC Resource Group
Date Available:
August 2026
Closing Date:
06/06/2027
CREC Resource Group - Part-Time - Connecticut Technical Education and Career Systems (CTECS) (2026-2027) Academic School Year
JOB DESCRIPTION
Since 1966, the Capitol Region Education Council (CREC) has been dedicated to providing innovative, high-quality, and cost-effective educational programs and services to meet the diverse needs of children and adults in Greater Hartford. Serving 33 member districts and reaching additional communities statewide, CREC supports approximately 12,000 students annually through more than 120 educational programs. Our offerings include professional learning and coaching for educators, specialized programming for students with diverse needs, and PreK-12 education across 16 interdistrict magnet schools. Additionally, CREC provides school construction, operations, and cooperative business services, while also delivering programs that help adults build real, job-ready skills.
POSITION SUMMARY:
Under the supervision of the Building Administrator or designee, and with the support and oversight of a certified staff member, Paraeducators support certified staff in delivering educational services and programming to students, providing individualized or small-group assistance to enhance learning and foster student success. They assist with classroom management, support students with specialized needs, and help implement educational plans and activities. The Paraeducator works closely with educators to create a positive, inclusive, and effective learning environment, ensuring students receive the support necessary to meet their academic, social, and developmental goals. This role may involve assisting with instructional tasks, preparing materials, and monitoring student progress.
ESSENTIAL DUTIES and RESPONSIBILITIES:
Duties/Responsibilities

• Assist and guide students to reinforce reading, language arts, mathematics, computer instruction, and other skills.

• Work with students individually and in small groups to reinforce basic learning and implement assigned programs.

• Assist professional staff in the administration and correction of classroom exercises, tests, and assessments.

• Assist in classroom preparations and strategies for reinforcing instructional materials and skills according to individual student needs.

• Assist with record-keeping procedures to document student learning and performance.

• Assist with classroom behavioral management to minimize disruptions, ensure a safe and orderly classroom, and ensure students are on task.

• Assist students in non-instructional areas, such as supervising the student lunch programs, bus duty, playground duty, corridor, study hall, and other related non-instructional areas.

• Accompany students on field trips to assist with supervision.

• Construct, copy, distribute, and use educational materials as needed.

• Assist students with special needs in all aspects of classroom instruction to maximize inclusion, learning, achievement of IEP objectives, etc.

• Assist teacher with parent contact as requested to foster effective and participatory parent involvement in student education.

• Contributes to the IEP process and serves as a resource for the evaluation team as needed.

• Assist students with physical or mental disabilities with activities of daily living to maximize their ability to participate in school or learning activities.

• Follows all applicable safety rules, procedures, and regulations governing the proper manner of assistance for all students, including those with disabilities or other special needs.

• May assist in the training of other paraprofessionals.

• Assist students with common daily tasks such as eating, dressing, and toileting, including if necessary, diapering.

• Take action, or assist in taking action, to restrain students who are at risk of harming themselves or others by following school/program-approved procedures.

• Assist in implementing physical and occupational therapy plans by working with students to increase their range of motion, mobility, and positioning.

• Assist guidance, pupil services staff, or building administration, as needed.

• Comply with all company policies and procedures.

• Other duties as assigned.

Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
SUPERVISORY RESPONSIBILITY:
This position has no supervisory responsibilities.
COMPETENCIES:
Intrapersonal Competencies:

• Demonstrate a dedication to all learners - especially those historically marginalized.
• Demonstrate commitment to lifelong professional learning and growth.

Interpersonal Competencies:

• Support in creating positive learning environments (i.e., school and classroom culture) that support individual and collaborative learning.
• Build strong relationships with students, peers, families, and learning community members that contribute to individual and collective success.
• Contribute to the lifelong success of all learners, particularly those who have been historically marginalized due to background, demographics, neurodiversity, ability, or culture.

Cognitive Competencies:

• Utilize in-depth understanding of content and learning progressions to support learners and lead individual learners toward mastery.
• Demonstrate awareness of and employ culturally responsive teaching (CRT) to center students' diversity as a strength and asset in their learning journey.
• Employ techniques for developing students' skills of metacognition, self-regulation, and perseverance.

Instructional Competencies:

• Support in personalizing learning experiences.
• Develop student agency, ownership, self-advocacy, and effective communication skills with regard to learning.
• Assist with the use of technology in the service of learning and completing professional responsibilities (e.g., various learning platforms, gradebook, Google Suite, and Microsoft Office).

Teaching/Subject Assignment Specific:

• Support the teaching of foundational math concepts (e.g., number sense, operations, fractions, problem-solving) using hands-on activities and real-world applications.
• Strong knowledge of literacy development, including phonics, fluency,

comprehension, and writing instruction.
QUALIFICATIONS:

• For Title I-funded programs: (1) a high school diploma plus two years of college credit, or (2) an Associate of Arts degree, or (3) a passing score on the ParaPro.
• Must be at least 18 years of age.
• Prior experience working with children with disabilities is desirable.

TRAVEL REQUIREMENTS
Motor Vehicle Operator's License or ability to provide transportation to meetings, trainings, and professional learning opportunities as required.
PHYSICAL DEMANDS & WORK ENVIRONMENT:
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. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Working in a classroom demands prolonged standing/movement, frequent bending and crouching, lifting and carrying materials, fine motor skills for manipulating small objects, clear speaking voice, good vision and hearing, the ability to focus on multiple tasks simultaneously, and sometimes the need to move quickly to respond to student needs. Successful teachers require the ability to work in a high-energy environment with varying noise levels (from quiet to loud) based on student activity. Teachers are expected to work both indoors and outdoors (as needed) and may be expected to participate in off-site field experiences.
WHAT'S IN IT FOR YOU?

• Connecticut Paid Sick Time (for eligible employees in accordance with state law)
• 403(b) Retirement Savings Plan

DIVERSITY, EQUITY, & INCLUSION STATEMENT:
CREC strives to understand and confront the symptoms and causes of racism and prejudice ranging from biases to aggressions to discriminatory policies, practices, and traditions that harm people from systemically marginalized groups or that benefit privileged groups. CREC staff and students acknowledge and respect people of all identifiers, such as race, socioeconomic status, gender identity and expression, education, age, ability, ethnicity, culture, sexual orientation, language, nationality, religion, and veteran status.
DISCLAIMER STATEMENT:
The above is intended to describe the general content of and requirements for the performance of this job. It is not to be construed as an exhaustive statement of duties, responsibilities or physical requirements. Nothing in this job description restricts management's right to assign or reassign duties and responsibilities to this job at any time. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.