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On-siteFull-timeMid level
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Remote · United States
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Position Type:
Paraprofessional Job FamiliesDate Posted:
2026-02-12Location:Administration or As AssignedABOUT CLEVELAND METROPOLITAN SCHOOL DISTRICT
The Cleveland Metropolitan School District (CMSD) is Ohio's third-largest public school system, serving more than 35,000 students.
CMSD strives to ensure that every child receives a high-quality education, regardless of the provider. To that end, CMSD lets families choose which District schools their children attend, with options that include STEM, the arts, single-gender education, International Baccalaureate, Montessori, and early college.
Our schools have autonomy over human and financial resources in exchange for accountability for performance. The principal has primary responsibility and accountability for establishing their school as a high-quality, high-expectation academic center focusing on personalized instruction, professional support for teachers, and school-wide practices that lead to measurable results.
CMSD ensures that students have access to technology and training to prepare them for the future. The District provides a free laptop or tablet for every student and connects every family that needs internet access. Graduating seniors leave commencement with not only a diploma but also a laptop.
In our pursuit of a more fair, just, and good system of education, we strive to ensure that all of our learners, both scholars and educators, to be challenged with academically and intellectually complex tasks that are worthy of their efforts and provide them opportunities to demonstrate their best work.
BUILDING BRIGHTER FUTURES
The Cleveland Board of Education adopted the Building Brighter Futures (BBF) initiative on December 9, 2025. Building Brighter Futures is a strategic and data-driven plan shaped by more than a year of community engagement, information analysis, and thoughtful deliberation. The goal of this plan is to strengthen enrollment and ensure scholars attend a newer school building that offers more educational opportunities, including algebra in the eighth grade, more sports and extracurricular activities, and college credits and college and career pathways in high school. BBF is ensuring academic excellence so every CMSD scholar can thrive.
THE OPPORTUNITY:
Responsibilities
(Instructional Assistant):
Our instructional assistants are assigned to one of the following roles:
Paraprofessional 1-on-1:
Support for 1 child which includes spending your entire day with the student
For a student with behavioral needs:
For students with physical disabilities:
Paraprofessional Multiple Disabilities/Autism (MD/AU):
Student population: students typically serviced in a MD/AU classroom exhibit more severe cognitive disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention specialists in these classes utilize the Ohio Learning Standards–Extended for their classroom instruction. The students in these classes may exhibit several deficits which may include academic deficits, inability to retain information, needs related to adaptive behavior/self-care, behavioral needs, etc. There may be students who are non-verbal who will communicate with different forms of augmentative communication or assistive technology (i.e. GoTalk, iPad/iPod, visual scheduling, etc.) More one-on-one instruction is needed for students in these classes. The students also need to be monitored throughout their school day.
Paraprofessional Medically Fragile (MEF):
Student population: Students typically serviced in an MEF classroom have medical needs that make it necessary for them to be in a building with a full-time nurse. In addition to this they present themselves with the most severe disabilities. These students receive instruction focused on application of the state standards through essential life skills. Intervention Specialists in these classes utilize the Ohio Learning Standards–extended for their classroom instruction. Many students are nonverbal and have limited communication; some may communicate with eye-gaze, while others may have some form of assistive technology. A focus with some students may be on sensory stimulation. Most students in these classes are in wheelchairs and require a great deal of care. Physical assistance (including lifting) is needed for most of these students.
Paraprofessional Emotional Disturbance (ED/IBI):
Student population: Students serviced in an ED setting are in that environment because of the need for more intensive behavioral support. Students can exhibit a range of behavioral needs including, but not limited to, use of vulgar language, refusal to follow directives, oppositional defiant behavior, physical aggression, etc. The students’ cognitive levels of functioning spread across a wide range. Because of this, there may be students who have academic deficits, but there also may be students who receive some or all instruction within the regular education setting. More one-on-one behavioral support is needed for students in these classes. The students also need to be monitored throughout their school day.
Paraprofessional Special Education Preschool (PreK):
Student population: Children between the ages of 3 and 6, residing in Cleveland, who are identified for special education services are guaranteed a seat in preschool. A classroom may include students with a wide range of disabilities. There are three possible classroom configurations in which a preschool special education paraprofessional may be assigned.
Paraprofessional – Visual Impairment (VI):
Student population: Students who are blind or visually impaired. Students may be fully included in the general education setting or in a small group setting.
Paraprofessional – Hearing Impairment (HH):
Student population: Students who are deaf or hard of hearing. HH paras are typically in a self-contained classroom with a Teacher of the Deaf (HH Intervention Specialist), and the students often have other needs (such as cognitive deficits) that impede their learning.
Note: The ability to communicate with students who are deaf/hard of hearing (sign language) is an essential function of this role.
Qualifications
High school diploma or GED required; related college education courses preferred
Paraprofessionals must meet one of the following:
Additional Qualifications:
Physical Requirements
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.
Walking, Sitting or standing for extended periods of time
Ability to quickly trail any student that elopes
Moderate lifting from 15-35 pounds
Moving of various items like wheelchairs or other mechanical devices – up to 30 pounds
Manual dexterity to use for items like classroom and building equipment and supplies
Bending, kneeling, twisting or stooping and other movements as required to ensure safety of scholars
Ability to write legibly
Vision (Near, Color, Depth Perception)
Sense of Sound (Ability to hear fire alarms, bells, and PA system)
Sense of Touch
Ability to speak clearly and distinctly
Able to work near students and other staff
Work Environment
Work is performed in all areas inside and outside of district buildings, including within the school building, on school grounds, school vehicles and transportation, and/or any area in which a district activity or function is taking place
Work is not performed in student homes
Exposed to inside and outside environmental conditions like varying degrees of temperature and unpredictable noise
Emotional Environment
The ability to work with students and adults displaying a variety of emotions including, but not limited to, joy, happiness, sorrow, fear, anger and aggression in controlled, uncontrolled and unpredictable situations.
Reasonable Accommodations Statement
To perform this job successfully, an individual must be able to perform each essential function outlined above. Reasonable accommodation may be made to enable qualified individuals with disabilities to perform these essential functions.
Education
To Apply
EEO Statement
We believe that equity and inclusion at CMSD is an essential call to action, a catalyst to ensure value and appreciation among all our employees, so we may be fair and welcoming now and in the future. CMSD provides equal opportunities for employment, retention and advancement of all personnel by administering all terms and conditions of employment regardless of race, color, ethnicity, ancestry, national origin, sex, disability or genetic information, age, citizenship status, military status, sexual orientation or expression, socio-economic status, title, other dimensions of identity, or any other characteristic protected by law.
The District’s Policy Prohibiting Discrimination, Discriminatory Harassment, and Sexual Harassment and the District’s Title IX grievance procedures, including information on how to report or file a complaint of discrimination, how to report or file a formal complaint of sexual harassment, and how the District will respond, may be accessed on the District’s Civil Rights Notices webpage, available at ClevelandMetroSchools.org/domain/105. The District’s Title IX Coordinator / Director of Equal Employment Opportunity may be reached at:
1111 Superior Avenue East, Suite 1800
Cleveland, Ohio 44114
(216)-838-0070