The SEED Public Charter School of Washington DC·District of Columbia
The SPED Paraprofessional collaborates with teachers to provide direct instructional support and implement IEP goals for students with diverse needs. They also assist in managing classroom behavior, supervising students on campus, and providing administrative support to ensure classroom efficiency.
Description About The SEED School of Washington, D.C.
The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare secondary students both academically and socially, for success in college and beyond.
In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first public college preparatory boarding school.
The school currently serves 250 students in grades 9-12.
In 2015, 100% of SEED’s seniors were accepted to a four-year college or university.
All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of an average of 15-18 students per resident advisor for afternoon and evening routines such as academic study hall, house meetings, SPARKS and other structured activities. We provide a safe and caring 24-hour boarding experience. Our relationship with parents/guardians is essential to the success of their scholar while at SEED.
About The SEED Network SEED is the pioneering national network of public, college-preparatory boarding schools, offering a unique 24-hour, 5-day per week learning environment.
Our tuition-free schools, the first of their kind in the U.S., are intentionally designed to serve traditionally underserved students.
Supported by The SEED Foundation, we operate in Washington, D.C., Baltimore, Miami, and Los Angeles.
The Foundation's College Transition & Success (CTS) team provides comprehensive support to SEED graduates from junior year through college graduation.
SEED's success has gained recognition from media outlets like 60 Minutes and The New York Times, and former President Obama has lauded it as "a true success story." Learn more at www.seedfoundation.com.
Position Overview The SPED Paraprofessional works collaboratively with the Special Education teacher to provide direct support to students with diverse learning needs in instructional and classroom activities. This role assists in implementing IEP goals, adapting materials, and fostering a positive and inclusive learning environment.
Provide direct support in academic, functional, and/or specifically designed instructional or physical activities to facilitate student learning and participation. Support student learning by clarifying assignments and providing individualized tutoring or reinforcement of concepts. Supervise and/or accompany Special Education students on campus as needed, ensuring their safety and engagement. Assist in implementing intervention techniques and strategies to support students exhibiting disruptive or aggressive behaviors, under the direction of the teacher and behavior team. Maintain regular communication with the teacher regarding student progress, needs, and any observed challenges or successes. Offer administrative and clerical support to the teacher as requested to enhance classroom efficiency. Perform other duties as assigned.
Qualifications and Essential Competencies Associate’s degree required Knowledge of and the ability to assist in reading, mathematics, or writing readiness or instruction Experience working in inclusive, life skills, and/or behavioral support settings is preferred. Ability to maintain emotional control and endurance with emotionally or physically challenging students Ability to work with students with physical, emotional, and/or intellectual disabilities Knowledge of classroom management principles and techniques Knowledge of applicable laws and guidelines Excellent communication and interpersonal skills Ability to work independently and as part of a team Strong attention to detail and organizational skills Demonstrated commitment to professional growth and eagerness to learn
Market context
In the District of Columbia, teaching assistant roles are often shaped by steady demand in K-12 settings and by staffing needs tied to classroom support, student supervision, and early learning programs. These positions can be competitive because employers may look for a CDA, an associate degree, or a high school diploma with specific credits or certifications, along with the ability to lift 40 pounds and work outdoors in varied weather. On this platform, the job requirements and benefits are AI-summarized from the original job description, saving you research time; review the credential details and prepare to show how your experience fits the physical demands before applying.
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