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Published by the Institute on Community Integration (UCEDD) · Research and Training Center on Community Living Volume 15 · Number 2 · Fall 2002

Feature Issue on Paraeducators SupportingStudents with Disabilities and At-Risk

From the EditorsAs the educational environment haschanged over the past five decades, so havethe roles, responsibilities, training, super-vision needs, and expectations in relation tothose educational personnel originally called“teacher aids” and today referred to as“paraprofessionals” or “paraeducators.”Today’s paraeducators play a much moreinvolved role in instruction than was the casewhen they were introduced roughly 50 yearsago. In addition, with the movement bystudents with disabilities into inclusiveclassrooms, paraeducators have become keyto the education and participation of thosestudents alongside their nondisabled peers.And paraeducators have become an integralpart of school efforts to meet the needs ofincreasingly diverse learners in a climate ofteacher shortages and often-tighteningbudgets. This issue of Impact addresses thegrowing role of paraeducators by describingsome of the challenges to that role andoffering some guidance and success storiesfrom around the country in the key areas oftraining, teamwork, supervision, and profes-sional development. We hope that readerswill find ideas and resources in this issue thatcan help improve the educational infra-structures used to prepare and support para-educators in their locales, and to enhance thedelivery of quality education to our children.

What’s InsideOverview ArticlesProgram ProfilesAdditional Resources

Lisa Baldwin (left) and Alayne Pickens (right) are paraeducators who, along with Cynthia Hutten-Eagle,training director, are part of a California program that offers baccalaureate degrees for paraeducators whowant to go on to be teachers, particularly in Special Education. See story on page 22.

[Harkness, continued on page 28]

The Paraeducator’s Role on EducationTeams: Lessons From Experienceby Chris Harkness

I cannot say that I am entirely comfortable with the title “paraeducator.” In the earlydays of my career in Winona, Minnesota, that school district stopped calling us“aides” and awarded us the title “instructional support staff.” In Minnesota these dayswe are typically called “paraprofessionals” or “educational assistants.” Currently in my19th year of working with educational professionals to facilitate student learning, I donot think of myself as an aide and certainly not as a teacher; nevertheless, I am aneducator and I do consider myself a professional. However, this article is not meant torehash the identity crisis that has plagued our profession. My goal is to offer my per-spective on the paraeducator role, and to call attention to some of the logistics of pro-viding qualified non-licensed educational support for students with special needs.

A Common Role in Diverse Settings

One of the reasons it is difficult to choose a one-size-fits-all name for the individualswho help learners learn and teachers teach is the broad array of learner needs andteacher expectations. Found not only in classrooms, paraeducators work in virtuallyevery learning environment from infant care and family respite to adult vocational

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This document has been archived because some of the information it contains is out of date. (Effective June 2009)

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Citation: Gaylord, V., Wallace, T., Pickett, A. L., & Likins, M. (Eds.). (2002). Impact: Feature Issue on Paraeducators Supporting Students with Disabilities and At-Risk, 15(2). Minneapolis: University of Minnesota, Institute on Community Integration.

Overview

Paraeducators: The Evolution in Their Roles,Responsibilities, Training, and Supervisionby Anna Lou Pickett

It has been almost 50 years since

“teacher aides” were introduced

into our nation’s schools to enable

teachers to spend more time in

planning and implementing

instructional activities.

Nationwide there is a growing recogni-tion of the roles of paraeducators as in-tegral members of the instructional pro-cess, and the need to develop standardsand systems for improving the employ-ment, performance, and preparation ofthe paraeducator workforce. There areseveral inter-related reasons for thegrowing interest in paraeducator issues.In this article, we are focusing on two ofthe most important issues. The first isthe new dimensions that have been

added over the last two decades to thetraditionally recognized roles and func-tions of teachers. The second is the pro-visions contained in two federal legisla-tive actions. The No Child Left BehindAct (NCLB) of 2001, which amended theElementary and Secondary EducationAct (ESEA), includes several sectionsthat impact on paraeducator employ-ment, training, and supervision in TitleI. In addition, amendments to the Indi-viduals with Disabilities Education Actof 1997 (IDEA) require states to developpolicies and standards to ensure thatparaeducators are appropriately trainedand supervised. Both of these factorshave shaped the evolution in the roles,supervision, and preparation ofparaeducators who work in early child-

hood education; elementary, middle,and secondary inclusive general and spe-cial education classrooms; Title 1; multi-lingual; and other compensatory pro-grams provided by local educationagencies (LEAs) nationwide.

Overview

Paraeducator, paraprofessional, teacheraide/assistant, education technician,transition trainer/job coach, home visi-tor. These are just a few of the titles as-signed to school and other educationprovider agency employees who have thefollowing characteristics:

• They are supervised by teachers orlicensed related services profession-als who are responsible for identify-ing learner needs, designing andimplementing programs to meetlearner needs, assessing learner per-formance, and evaluating programeffectiveness.

• They assist teachers or related ser-vices practitioners with the deliveryof instructional or other direct ser-vices to children and youth, and/ortheir families.

It has been almost 50 years since“teacher aides” were introduced into ournation’s schools to enable teachers tospend more time in planning and imple-menting instructional activities. Initiallythe duties assigned to teacher aides wereprimarily routine and included clericaltasks, monitoring learners in non-academic learning environments, main-taining learning centers, duplicatinginstructional materials, and to a limitedextent reinforcing lessons introduced byteachers. Over the last two decades, thework of increasing numbers of research-ers has revealed that in contemporaryschools the vast majority of paraedu-cators spend all or part of their timeassisting teachers and other licensed

practitioners in different phases of theinstructional process or the delivery ofother direct services to learners andtheir parents (Downing, Ryndak, &Clark, 2000; Killoran, Templeman, Pe-ters, & Udell, 2001; Moshoyannis,Pickett, & Granick, 1999; Riggs &Mueller, 2001; Rogan & Held, 1999;Rueda & Monzo, 2000). As a result ofthese changes in the roles and responsi-bilities of teacher aides, they have be-come technicians who are more accu-rately described as “paraeducators” justas their counterparts in law and medi-cine are designated as “paralegals” and“paramedics.”

In addition to amendments to NCLB2001 and IDEA 1997, there are other is-sues and trends that have caused policy-makers and administrators to increas-ingly turn to paraeducators to supportthe program and administrative func-tions of teachers. They include:• Continuing efforts to restructure

education systems and practices tomore effectively serve children andyouth with developmental, learning,physical, sensory, and emotional dis-abilities in general education pro-grams and classrooms (Downing, etal. 2000; Giangreco et al., 1997; Riggs& Mueller, 2001).

• Growing numbers of learners en-rolled in LEAs across the countrywho come from diverse racial, ethnic,cultural, and linguistic heritages(NCES, 2000; OSEPRS, 2000; Rueda& Monzo, 2000).

• Continuing shortages of licensed/credentialed teachers in virtually allprogram and subject areas (NCES1995 & 2000; OSEPRS, 2000).

• Continuing education reform initia-tives to empower teachers and rede-fine their roles to enable them to de-termine how best to meet the needsof all learners including a) involve-

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Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/152/).

Overview

ment in shared decision making andother school governance activities; b)participation in the alignment of cur-riculum content with instructionalactivities to meet higher learningstandards for all learners; and c) lead-ership of multidisciplinary teamswith responsibility for planning andimplementing education and thera-peutic programs for individual learn-ers with disabilities and other specialneeds (Pickett, in press).

These new program practices and the in-

creasing team leadership roles for teach-ers are particularly apparent in the re-sponsibilities of teachers who work ininclusive general and special educationclassrooms and Title I, multi-lingual,and transition from school to work pro-grams. As a result there has been move-ment toward differentiated staffing ar-rangements in various educationprograms, thus expanding the supervi-sory functions of teacher (French, 2001;Wallace, et al. 2001).

Teacher and Paraeducator Teams:The Evolving Roles of Paraeducators

The increased reliance on paraeducatorsand the assignment of more complex re-sponsibilities is inextricably tied to thechanges in the program and administra-tive functions of teachers. Althoughparaeducators still perform clerical,monitoring, and other routine tasks, intoday’s schools they participate in allaspects of the instructional process and

the delivery of related services to chil-dren, youth, and families. Research con-ducted by the various investigators citedthroughout this article indicates that thevast majority of paraeducators, workingunder the supervision of teachers and insome cases related services profession-als, do the following:

• Engage individual and small groupsof learners in instructional activitiesin classrooms and community-basedsettings.

• Carry out behavior management anddisciplinary plans developed byteachers.

• Assist teachers with functional andother assessment activities.

• Document and provide objective in-formation about learner perfor-mance that enables teachers to planlessons and modify curriculum con-tent and instructional activities tomeet needs of individual learners.

• Assist teachers with organizing andmaintaining supportive, safe learningenvironments.

• Assist teachers with involving par-ents or other caregivers in theirchild’s education.

• Assist nurses, physical and occupa-tional therapists, and speech lan-guage pathologists with providingservices required by learners withphysical, speech, language, and sen-sory disabilities and chronic healthcare needs.

• Participate as required in meetings todevelop Individual Education Plans,Individual Family Service Plans, andIndividual Transition Plans.

The Need for Standards andInfrastructures

Despite the evolution in teacher andparaeducator roles and responsibilitiesin the delivery of education and otherdirect services, little attention has beenpaid to the need for state and local edu-cation agencies (SEAs, LEAs) to developwritten policies, regulatory procedures,

and systems that will strengthen and im-prove the performance of educationteams. Indeed, until recently opportuni-ties for standardized, continuing train-ing and well-planned supervision linkedto on-the-job training for paraeducatorshave for the most part been after-thoughts in the public policy arena. As aresult distinctions in teacher and para-educator roles are not always clearlydefined; paraeducator training, when itis available, is usually unstructured andnot competency based, and opportuni-ties for career advancement rarely exist(Pickett, Likins, & Wallace, 2002). Provi-sions contained in IDEA 1997 andamendments to the NCLB/ESEA 2001have caused SEA and LEA policymakersand administrators to begin to developpolicies and infrastructures to improvethe performance of teacher and para-educator teams. The next reauthoriza-tion of IDEA scheduled for 2003 will inall probability contain similar languageto that of the NCLB of 2001, and thusinterest in the development of stan-dards for paraeducator roles, prepara-tion, and supervision will continue.

Conclusions

On the surface these new developmentefforts would appear to be good signs.There are some indications, however,that the approaches being used in manystates may not achieve the desired out-comes. In far too many cases, SEAs, feel-ing under pressure to meet deadlinescontained in the NCLB Act of 2001, arerushing to develop standards and sys-tems for paraeducator preparation thatmay not meet either the letter of the lawor its intent, and, perhaps of evengreater significance, will not withstandthe test of time. Moreover, very fewstates have started to adequately addressthe requirements in IDEA of 1997; thisis particularly true with regard to theneed to develop and implement stan-dards to prepare teachers for theiremerging roles as supervisors of para-educators. Further compounding theproblems confronting administrators

[Pickett, continued on page 29]

Paraeducators participate in all

aspects of the instructional

process and the delivery of

related services to children,

youth, and families.

4


Overview

Federal and State Standards forParaeducatorsby Tish Olshefski

For the past few years, we’ve struggledthrough the reauthorization of the El-ementary and Secondary Education Act.Now known as the No Child Left BehindAct of 2001 (NCLB), the new law in-cludes education standards for para-educators working in schools that re-ceive Title I funds that go far beyond anyprevious federal mandate. This is justone example of many federal and stateinitiatives that hold both promise for in-creasing the professional stature of

paraeducators and danger of serving asa catalyst for complete elimination of alarge portion of the paraeducator work-force. On that dire-sounding note, fol-lowing is an overview of federal andstate regulatory and legislative initia-tives that set standards for this impor-tant sector of the education workforce.

In Washington

First authorized in 1965, the No ChildLeft Behind Act of 2001 has gone byvarious names including Title I, ChapterOne, ESEA, and the ImprovingAmerica’s Schools Act. Through all thesetransformations, this federal legislationhas always allowed use of funds forparaprofessionals (the term “paraprofes-

sional” is used here rather than “para-educator” because it is used in the law)to support instruction in the classroom.For many years, Title I programs man-dated training for paraprofessionals.Over the years these mandates were for-gotten, overlooked or ignored.

The current incarnation of Title I in-cludes very specific education require-ments for paraprofessionals. The educa-tion requirements apply to differinggroups of paraprofessionals in differentways and on different timelines:• All paraprofessionals funded by Title

I, regardless of their position or re-sponsibilities, must have a highschool diploma or GED. The law issilent on a date by which this must beachieved. Paraprofessionals who pro-vide only parent involvement ortranslation services do not need tomeet any requirements beyond this.

• Paraprofessionals working in pro-grams funded by Title I who provideinstructional services to studentsmust meet one of three options toensure ability to provide this service:(1) meet a rigorous standard of qual-ity that demonstrates, through a for-mal State or local academic assess-ment, knowledge of and the ability toassist in instructing, reading, writingand mathematics (or reading readi-ness, writing readiness, and math-ematics readiness); or (2) have com-pleted at least two years of study atan institution of higher education(the law is silent on content area); or(3) have obtained an associate’s orhigher degree (again, silent on con-tent area). Paraprofessionals em-ployed after January 8, 2002 mustmeet one of these three requirementsupon employment, while those em-ployed prior to January 8, 2002 haveuntil January 8, 2006 to meet one ofthese three requirements.

The current law also defines very spe-cific responsibilities paraprofessionalsmay be assigned. They include provid-ing one-on-one tutoring, assisting withclassroom management, providing assis-tance in a computer lab, conducting pa-rental involvement activities, providingsupport in a library or media center, act-ing as a translator, and providing in-structional services to students (this spe-cific service must be carried out underthe direct supervision of a teacher). An-other section of NCLB requires thatparaprofessionals working in Even StartFamily Literacy Programs must have asecondary school diploma or its recog-nized equivalent by December 21, 2004.

Finally, the Department of Educationhas produced guidance for local educa-tion agencies (LEAs) on the scope of theworkforce covered by these regulations.Any paraprofessional whose position isdirectly funded by Title I and who pro-vides instructional support will have tomeet these regulations. In a schoolwideproject, any paraprofessional providinginstructional support services will haveto meet these requirements. Neither thenature of the work nor the characteris-tics of the students served seem to be amitigating factor for exclusion. This willhave an extremely far-reaching impacton paraeducators working with specialneeds students. There are very fewschools in this country that do not re-ceive Title I funds nor many schools thatdon’t provide education to students withspecial needs.

Another significant piece of legisla-tion for paraeducators is the Individualswith Disabilities Education Act (IDEA).Reauthorized in 1997, IDEA requiresstates to establish standards to ensurethat paraprofessionals (as well as otherpersonnel) who provide education ser-vices to children with disabilities are ad-equately trained and prepared. Indi-

There are nearly one million

paraeducators who do this work

simply because of their love of

education and their desire to help

students learn and grow. All they

want is to do the best job possible.

5


Overview

vidual states may have more specific cri-teria for appropriate roles and responsi-bilities, but the federal law is not thatprecise. The current law will go throughCongress sometime in the next year, andit is expected that an effort will be madeto include education requirements forparaeducators that mirror the languagein NCLB.

Lastly, the law establishing HeadStart, which serves low-income childrenfrom birth to age 5 and their families,though not technically an educationprogram (it is regulated by the Depart-ment of Health and Human Services)nevertheless, does set some standardsfor personnel who support instruction.Staff, specifically content area experts,working with infants and toddlers mustobtain a Child Development Associatecredential. There are also preservice andinservice training mandates for all staff.

At the State Level

States have always struggled to meet therequirements of the federal mandatesdescribed above. Some states estab-lished employment and education stan-dards many years ago in response topassage of PL94-142. Others have estab-lished standards more recently and forentirely different reasons. Whatever theimpetus for their development, the stan-dards themselves are all over the board.It is possible, though, to group them asfollows by common factors:1

• Standards for Skills/Knowledge,Assignment/Performance, andTraining/Education: Idaho, Mary-land, Minnesota, New York, NorthCarolina, Rhode Island, Utah, Wash-ington (not mandatory).

• Standards for Training/Educa-tion (*special education only):Alabama, Arkansas*, Florida (notmandatory), Delaware, Georgia, Ha-waii*, Illinois, Iowa, Kansas*, Maine,Mississippi, Missouri, Montana*,New Hampshire, New Mexico, Ohio,South Carolina*, Texas, Vermont*,West Virginia, Wisconsin*.

• Standards for Assignment:Indiana, New Jersey.

• Standards in Development:Oklahoma, Oregon.

• No Standards Found: Alaska,Arizona, California, Colorado,Connecticut, Kentucky, Louisiana,Massachusetts, Michigan, Nebraska,Nevada, North Dakota, Pennsylva-nia, South Dakota, Tennessee,Virginia, Wyoming.

The standards that exist were developedthrough a variety of processes – some byenactment of formal legislation, somethrough the work of task forces and ap-proval of recommendations, still othersby issuance of regulations in the ab-sence of a law. Nearly all of them havethe driving force of funding issues be-hind them – funding from the federal orstate government to LEAs.

Through Associations

Any synopsis of the range of standardsfor employment and training of para-educators wouldn’t be complete withouta quick look at the standards developedand recommended by various organiza-tions with narrowly defined program-matic or target population interests.They include:• International Reading Associa-

tion. Provides recommendations oncompetencies for paraeducators pro-viding support for reading programs(see www.reading.org, or call 302/731-1600).

• National Association for the Edu-cation of Young Children. OffersStandards for Early Childhood Pro-fessional Preparation (see www.naeyc.org or call 202/328-1846).

• Council for Exceptional Children/ASPIIRE Project. Offers recom-mendations on standards for em-ployment, training, and supervisionfrom its paraprofessional workinggroup report (see http://www.ideapractices.org/resources/index.php or call 877/232-4332).

• Education and Training VoluntaryPartnership. Has skill standardsthat define critical work functions,key activities, performance indicatorsand related academic, employabilityand technical/occupational skills andknowledge (see www.etvp.org or call800/238-1133, x 6326).

• American Federation of Teachers(AFT). Distributes Standards for aProfession, outlining AFT’s views onemployment, knowledge, and train-ing criteria for paraprofessionals (seewww.aft.org/psrp/standards.html orcall 202/879-4400).

• National Education Association.Offers resources for improving theworking relationships of teachers,paraprofessionals, and administra-tors (see www.nea.org or call 202/833-4000).

• National Resource Center forParaprofessionals. Has criteria forappropriate training for paraedu-cators, and information on supervi-sion and roles and responsibilities(see www.nrcpara.org or call 435/797-7272).

Conclusion

In my 21 years tracking this issue, I’venever seen as much activity and atten-tion paid to paraeducators as in the lasttwo years. Some of it’s good, some of it’sbad. The federal initiatives driving state(and local) efforts to set standards holdsuch promise for this profession. Thereare nearly one million paraeducatorswho do this work simply because oftheir love of education and their desireto help students learn and grow. All theywant is to do the best job possible.

1Note: Some state departments of education, when asked, are un-aware of the existence of any regulations or recommended policy forparaeducators, even in those states we know have regulations. Thislist is compiled from various sources, legislative/regulatory searches,and phone surveys. It is as accurate as the information we can track.

Tish Olshefski is Acting Coordinator of theEducation and Training Voluntary Part-nership, American Federation of Teachers,Washington, DC. She may be reached at202/879-4520 or at [email protected].

6


Effective Training for Paraprofessionalsby Marilyn Likins

Overview

With the reauthorization of IDEA 97,appropriate training, skill developmentand supervision of paraprofessionalsand teaching assistants* has become anecessity, not an option, for states andschool districts. Provisions in the NoChild Left Behind Act (NCLB) of 2001applied further pressure on states by es-tablishing employment criteria for allparaprofessionals working in positionsor school-wide programs funded by Title1. NCLB tied present and future employ-ment of paraprofessionals to a univer-sity/community college degree, twoyears of higher education, or a “rigor-ous” assessment of knowledge and skillsin the areas of reading, writing, math,and readiness skills. Clearly, this mostrecent round of federal legislation hasleft states and districts scrambling to as-sess what personnel development sys-tems they currently have in place, and inmost cases, what remains to be devel-oped to ensure their paraprofessionalworkforce is well-trained, qualified, andeffectively supervised. The purpose ofthis article is to highlight successfultraining models or options that districtsand states might consider as they en-deavor to build comprehensive, compe-tency-based systems of personnel devel-opment for paraprofessionals and theirsupervisors.

What Should Be Taught?

When considering training, the firstquestion that must be asked is, “Whatshould be taught?” To be most effective,paraprofessionals should learn knowl-edge and skills directly related to theirjob(s). Today, paraprofessionals workwith individuals of all ages and in a vari-ety of roles. Their responsibilities mayrange from instructing learners in indi-vidual and small group sessions to as-sisting with functional assessment ac-tivities in the home, classroom, orcommunity. Although paraprofessionalresponsibilities are role dependent, re-

searchers agree that there exists a com-mon core of knowledge and skill compe-tencies required by all paraprofessionals(Pickett, 1999).

Thanks to federal and state dollars, anumber of comprehensive, validatedtraining programs designed specificallyfor paraprofessionals are now availablefor districts to purchase and use in indi-vidual classrooms, small group sessions,or large inservice workshops. While in-structional formats vary, the content inthe programs is generally based on acore curriculum that focuses on the spe-cific skills paraeducators must have towork with children and youth of differ-ent ages, who have different levels ofdisabilities, and with different learningneeds. Content areas may include:

• Roles and responsibilities of parapro-fessionals.

• Ethical issues for paraprofessionals.• Instructional strategies.• Behavior management practices.• Basic academic skills (i.e., reading,

writing, and math).• Observing and recording student

performance.• Teaming and communicating with

students, teachers, parents, andother colleagues.

• Health issues.• Working with students with disabili-

ties.Training packages come in many shapesand sizes but may consist of video/CD-based instruction and vignettes, sup-ported with print materials and studentmanuals. Other validated, less expensiveprograms contain instructor and stu-dent manuals and supplementary pre-sentation materials such as overheads,handouts, etc. Each of these training op-tions is dependent upon district person-nel for implementation and follow-through, although in some cases pro-gram developers may be hired as con-

sultants to conduct the training. The fol-lowing are a few of the resources for fur-ther information on validated trainingprograms:• National Resource Center for

Paraprofessionals. Web site: www.nrcpara.org. Contacts: MarilynLikins, Co-Director, 801/599-9708and Teri Wallace, Co-Director, 612/626-7220.

• PAR2A Center, University of Colo-rado. Web site: http://paracenter.cudenver.edu. Contact: NancyFrench, Director, 303/556-6464.

• Project Para Website, Universityof Nebraska. Web site: http://para.unl.edu. Contact: Stan Vasa, Co-Director, 402/472-5495.

• Project Impact, TRI-SPEDProjects, Utah State University.Web site: www.trisped.org. Contact:Dave Forbush, Project Director, 435/797-0697.

• Minnesota Paraprofessional Con-sortium. Web site: http://ici2.coled.umn.edu/para/default.html. Con-tact: Teri Wallace, 612/626-7220.

• Paraprofessional Academy, CityUniversity of New York (CUNY).Web site: http://web.gc.cuny.edu/dept/case/paracad/index.htm. Con-tact: Thalia Moshoyannia, ProjectDirector, 212/817-1829.

• Paraeducator Support, Paraedu-cator and Supervisor Training,University of Vermont. Web site:www.uvm.edu/~cdci/paraprep/.Contact: Stephen Doll, 802/656-1140.

• Paraeducator Issues - WashingtonEducation Association. Web site:www.wa.nea.org/prf_dv/para_ed-para.htm. Contact: Jane Robb-Linse,Puget Sound ESD, 206/439-3636.

• Rhode Island Teaching AssistantResources. Web site: www.ric.edu/ritap. Contact: Judith Sccardo, Direc-tor, 401/456-4600.

7


Overview

• Utah Paraprofessional Website.Web site: www.utahpara.org. Con-tact: Marilyn Likins, 801/599-8708.

How is Training Delivered?

Paraprofessional training falls into threecategories: on-the-job, inservice, andpreservice training. Adequate preser-vice, inservice, and on-the-job trainingprotects students and maximizes the ef-fectiveness of paraeducators if it is sys-tematically planned and ongoing. Effec-tive training can take many forms suchas credit-based courses offered throughuniversities or community colleges, a se-ries of inservice workshops, Web-basedtraining courses, peer mentoring orcoaching sessions as well as systematicon-the-job training by a supervisor.However, a word of caution. If paraedu-cators are to gain knowledge and skillsto improve their performance, meaning-ful training must be much more than a“one-shot, three-hour workshop by apaid consultant.” Such a workshopmight be extremely relevant but shouldbe viewed as the first step in a numberof coordinated, training efforts thatbuild upon each other in content andfollow-up activities.

Several states have created personneldevelopment systems to support train-ing and career development for para-professionals. While there are a varietyof effective models, Rhode Island’s willbe highlighted here. Rhode Island’steacher assistant training offers a varied,flexible and innovative approach tobuilding personnel development sys-tems for their paraprofessionals orteaching assistants. To become an ap-proved training site for teaching assis-tants (TAs), a program must meet statestandards and be approved by RhodeIsland’s State Department of Education(RIDE). To date, RIDE has approved 30TA training programs operated by dis-tricts, community colleges, educationalcollaboratives, career and technologyschools, private agencies, and individu-als. A “typical” TA training program is27 hours across multiple weeks, mostinclude classes and practica, and a num-

ber address portfolio development. Theaverage cost is $171 although some pro-grams are offered at a reduced cost toemployees of the agency or district oper-ating the program. An annual network-ing session with all approved TA pro-grams helps to keep the content andtraining consistent and current. The TAprograms are surveyed and evaluatedyearly to assess consumer satisfactionand assure that training is aligned withthe RIDE teaching assistant standards.

What Other Options are Available?

Project Impact, an innovative Webcastnetwork at Utah State University, deliv-ers live, video and audio-based coursesnationwide to paraeducators and teach-ers using Internet technology in a dis-tance education format. Two courses aredesigned for paraeducators, and a thirdcourse is designed to strengthen teamsof teachers and paraeducators. Partici-pants can enroll for university credits.The courses are three hours in length,one night a week, for nine weeks of in-struction.

Other training options that haveemerged for paraprofessional develop-ment include independent learningcourses that are taught online. One suchprogram is Project PARA developed atthe University of Nebraska. ProjectPARA offers a basic, self-study programfor paraprofessionals that can be com-pleted at home, on their own time.Training content is divided into eightunits and contains a pre- and post-test,instructional content, and activities thatintegrate the self-study lessons with ap-plication to actual or simulated situa-tions.

Things to Consider

As states and districts explore viabletraining options for their paraprofes-sionals, there are a number of questionsto be considered, particularly in light ofrecent federal legislation. For instance,what will the paraprofessional have toshow for the training experience? Willthere be university or community col-

lege credit offered? If so, can the para-professional afford it or are there otherfunding options available? If trainingcomes in the form of an inservice work-shop, is there an agenda, certificate orinstructional materials that can becomepart of a portfolio? Is attendance beingdocumented? In addition, will the train-ing help the paraprofessional to do abetter job or is it geared primarily to-ward teachers? Are there follow-uptraining sessions or homework assign-ments linked to the work site? Is thetraining offered at a time that is practicalfor the paraprofessional?

Conclusion

In summary, state and local administra-tors, teachers, and paraeducators musttake an active role in determining whatworks best to meet their unique needs. A“one-size fits all” mentality may not bethe answer when designing training pro-grams for paraprofessionals, particularlywhen faced with their varied back-grounds, experiences and needs. Today’sfederal requirements for hiring, trainingand supervising of paraeducators mustalso be taken into account when select-ing appropriate curriculum and buildingcomprehensive systems of personnel de-velopment for paraeducators and theirsupervisors. Laying the foundation forhigh quality personnel development re-quires time and commitment. The endresult – better services for students.

* Note: Throughout this article, the terms “paraprofessional”,“paraeducator,” and “teaching assistant” are used interchangeably,and in some cases reflect state preference.

References

Pickett, A. (1999). Strengthening teacher/provider-paraeducator teams:Guidelines for paraeducator roles, preparation and supervision. NewYork: National Resource Center for Paraprofessionals in Education andRelated Services, Center for Advanced Study in Education, GraduateSchool, City University of New York.

Marilyn Likins is Co-Director of theNational Resource Center for Parapro-fessionals, Center for Persons withDisabilities, Utah State University, SaltLake City. She may be reached at 801/599-8708 or at [email protected].

8


Overview

The Role of Teachers and Administrators inSupervising Paraeducatorsby Teri Wallace

“Supervising” is a challenging word touse when referring to teachers andparaeducators and yet, that is exactlywhat teachers must do – supervise.Policy states it and practice expects it,but still many paraeducators find them-selves fairly “unsupervised” and feel alack of confidence and a lack of job sat-isfaction because of the uncertainty thatexists. One might suggest that the prin-cipal or administrator is the supervisorsince he or she can hire, terminate, andevaluate. However, the teacher is the per-son who “directs the day-to-day work” ofthe paraeducator and, as such provideswhat some refer to as “instructional su-pervision.” Whatever the term, it isclear that teachers and administratorshave responsibilities when it comes tothe supervision of paraeducators in edu-cational settings.

Several studies and opinion pieceshave addressed the importance of super-vision from as early as 1966, and allagree that given appropriate supervi-sion, paraeducators can perform in-structional activities. Currently, legisla-tion emphasizes it and teachers mustlearn strategies for directing the work ofparaeducators. In addition, administra-tors must promote effective instruc-tional supervisory relationships and cre-ate infrastructures that reward teacher-paraeducator teams. We conducted astudy in Minnesota to identify and vali-date competencies needed by teacherswho direct the work of paraeducators.This article describes the seven areaswithin which 30 competencies exist –Communicating with Paraeducators,Managing the Work of Paraeducators,Modeling for Paraeducators, Planningand Scheduling for Paraeducators, Pro-viding Instructional Support for Para-educators, Public Relations, Training forParaeducators – and describes theunique role of administrators.

Communicating with Paraeducators

Most people would like a clear under-standing of what is expected of them inthe workplace, and paraeducators in ournation’s schools are no exception. Abusy school professional – especially onewith little or no training in supervisingparaeducators – could easily be temptedto place a paraeducator with a student,or group of students, with little direc-tion or explanation of expectations ordesired outcomes.

To provide the best education or carefor students, however, supervisors needto communicate clearly and regularlywith the paraeducators. Without clearand regular communication, frustrationand disappointment for both theteacher and the paraeducator are likelyto result. The problem in a lot of schoolsis that many school professionals havenot learned or been taught the commu-nication skills required to direct thework of another adult. Teachers mustknow the principles of effective commu-nication, and how to use these commu-nication skills to provide paraeducatorswith the daily direction they need to dotheir jobs.

In addition to general communica-tion skills, training teachers in the prin-ciples of teamwork and team buildingwould be of great benefit to both theteacher and the paraeducator. Withtraining in communication and teambuilding skills, the teacher can establisha team where the teacher and theparaeducator work together for the ben-efit of the students they serve.

A team that meets regularly providesthe paraeducator with the opportunityto express concerns, offer opinions, andask for clarification of roles, duties, andgoals. Teams with clearly defined rolesand regularly scheduled meetings canexperience many advantages, not theleast of which include increased job

satisfaction, reduced tension, improvedjob performance, and self-confidence.

Managing the Work ofParaeducators

Few teachers can be placed in a class-room without having learned the class-room management techniques requiredto develop lessons, deliver instruction,and assess students. Many teachers,however, find themselves ill-equipped tomanage the work of another adult – theparaeducator – because they have re-ceived little or no formal training in su-pervisory methods, either as part oftheir teacher education or from theirschool or district. Managing or supervis-ing paraeducators involves more thaninforming them about what needs to bedone or how to do it. It involves severalkey functions, shared between theteacher and the administrator:

• Orientation. Supervisors need to ar-range for paraeducators to be wel-comed and oriented to the schoolupon arrival.

• Providing a Job Description andClarifying Roles. It is critical thatsupervisors provide paraeducatorswith job descriptions and reviewthem with the paraeducators so thatthey understand their roles and re-sponsibilities. As part of this discus-sion, supervisors need to clarify thatcertain activities are to remain the re-sponsibility of the teacher or licensedprofessional. These include instruc-tional planning, adapting curricu-lum, designing accommodations,and communicating with families.

• Evaluating Performance. Supervi-sors will be responsible for evaluatingparaeducator performance. As partof this, supervisors need to informparaeducators when they can expecta formal performance review, who

9


Overview

will perform it, and what the likelyoutcomes of the review will be.

• Informing Paraeducators ofTraining Opportunities. Good su-pervisors inform paraeducators oftraining opportunities and encouragethem to pursue further training.

• Providing Ongoing Supervisionand Direction. Supervisors shouldnot expect paraeducators to work in-dependently. It is up to the supervi-sor to assign activities and responsi-bilities and to coordinate regularinteraction and communication withthe paraeducator.

If teachers are not informed of what isexpected of them as supervisors, manyof these responsibilities could easily beoverlooked or fall through the cracks. Toensure that students with disabilities re-ceive the best care and education pos-sible, proper supervision and manage-ment of paraeducators is required.

Modeling for Paraeducators

Teachers and others who direct the workof paraeducators serve as models for theparaeducators who work with them. TheMinnesota Paraeducator Consortiumhas identified for educators three com-petencies for modeling behavior forparaeducators. A teacher demonstratingthe first competency models for theparaeducator a caring and respectfulmanner when interacting with students.The teacher or therapist might not real-ize that the paraeducator is observinghim or her and is, consciously or uncon-sciously, noting the teacher’s actions andattitude as the correct and proper way tointeract with students.

The second competency involvesmodeling behavior that is trustworthy,cooperative, and positive. Not only willthe paraeducators observe, and learnfrom, a teacher’s interaction with stu-dents, but also the way he or she workswith other school specialists and schooladministrators.

The third competency involves mod-eling respect, patience, and persistencein carrying out educational objectives.

Teachers are certain to encounter chal-lenges, disruptions, and delays in theirday-to-day activities. How they respondto these issues will be observed by oth-ers in the classroom. The instructionalstrategies used by the teachers should bemodeled to paraeducators. This is a use-ful way to provide on-the-job trainingwhen appropriately implemented.

Planning and Scheduling forParaeducators

To effectively work with paraeducatorsto meet the set educational objectives forstudents with special needs, school pro-fessionals need to know how to plan andschedule the work of the paraeducatorswho work with them. Delegation is theprimary skill involved in planning andscheduling for paraeducators. This canpresent a problem for many teacher-paraeducator teams since, of all thetasks and responsibilities involved insupervising a paraeducator, directingand delegating are two of the tasksteachers are likely to resist most. Teach-ers resist delegating for a variety of rea-sons. Some are uncomfortable being“the boss” and others fear losing controlover the tasks for which they are ulti-mately responsible. Paraeducators work-ing for supervisors who are poorly train-ed or unskilled in delegating run the riskof feeling like they must prepare theirown plans and schedules or they may beassigned tasks that are really the respon-sibility of the professional. Tasks such asadapting lessons, assessing students,and consulting with other professionalsshould not fall to the paraeducator sim-ply because the professional failed toplan and delegate appropriately.

Because it is neither effective forschool professionals to plan for a para-educator “on-the-fly,” nor appropriatefor paraeducators to plan for them-selves, school professionals need to ac-quire the necessary skills to best directthe work of paraeducators. A supervisorwho knows how to delegate, plan, andschedule will be best prepared to incor-porate the work of a paraeducator intothe educational goals of students.

Providing Instructional Support forParaeducators

In recent years, legislation, tight schoolbudgets, and teacher shortages havecaused schools to rely increasingly onthe work of paraeducators to assist stu-dents with special needs. Paraeducatorshave seen their responsibilities increas-ing and changing from general supportactivities – such as general clerical tasksand monitoring students – to deliveringinstruction to individual students orgroups of students. Although busyschool professionals may be tempted tohastily inform paraeducators of dailylesson plans, and may even be temptedto leave paraeducators to design theirown work plans, paraeducators, like anyother staff member, will be more pro-ductive and have increased job satisfac-tion if they are fully supported in theirinstructional and therapeutic work.

While teachers and other school pro-fessionals may understand that it is theirresponsibility to plan and schedule forparaeducators, it might not occur tothem to make time to provide regular,constructive feedback either in the class-room or in a meeting setting. This is par-ticularly important for those paraeduca-tors who work in independent settings(e.g. job coach). Similarly, teachersmight believe it is quicker to do all theinstructional planning without seekingthe input or assistance of the paraedu-cator, not realizing that they are over-looking an opportunity to acquire im-portant information that could benefitthe student’s education, and to make theparaeducator feel more valued.

Likewise, when those directing thework of paraeducators take the time andmake the effort to notify other schoolpersonnel of the paraeducator role inmeeting set educational objectives, theyopen the door to input and advice fromother school specialists who can provideadditional support to the paraeducators.

Finally, there is, perhaps, no betterway to show respect for the work aparaeducator does than to manage andorganize the resources paraeducatorsneed to do their jobs. Planning and

[Wallace, continued on page 30]

10


Teamwork: Key to Successfor Teachers and Paraeducatorsby Kent Gerlach

The changing landscape of public edu-cation has had a significant impact onthe roles of the personnel who serve inour schools. Teacher shortages, increas-ing numbers of English language learn-ers, and the rising enrollment of stu-dents with disabilities and other specialneeds are just some of the factors thatmake the need for a dynamic schoolteam more necessary than ever(Gerlach, 2002). To be successful, teach-ers and paraeducators must view them-selves as teams and partners in the edu-cational process.

A common thread across definitionsof teams is that teamwork can be de-fined as a process among partners whoshare mutual goals and work together toachieve the goals. Teamwork allowspeople to discuss their work togetherand, as a result, to grow professionally.Input from all team members needs tobe solicited. Questions need to be askedand answered. Ideas need to be shared.Teamwork doesn’t happen by accident.It requires effort and commitment, anda willingness to accept the challenges ofworking together.

Team effectiveness can be achievedby sharing expectations with one an-other, by allowing the paraeducator toparticipate in the planning process, byappreciating each other’s unique person-ality traits, by respecting diversity, andby demonstrating a positive attitude to-ward teamwork. Once a team works welltogether, the job is less stressful, moreenjoyable, more rewarding for all teammembers, and results in greater benefitto students.

Characteristics of New Teams

According to a review of research onteam effectiveness done by Abelson andWoodman (1983), a team that has justformed usually has some or all of the fol-lowing characteristics:

• There is considerable confusion as toroles that team members must as-sume.

• There is confusion as to the socialand professional relationshipsamong members of the team.

• Individuals have some assets or com-petencies relative to the team’s pur-pose. However, some people may beunaware of how their skills or knowl-edge relate to team goals. Perhapsmore importantly, some individualsmay be unaware of (or may notvalue) the strengths and competen-cies of others, or may not appreciatetheir relationship to team goals.

• While there may be some under-standing of short-range goals (e.g.,why the team was brought together),understanding of long-range goals islikely to be more elusive.

• In the absence of established norms,rules or policies, there is considerableconfusion about how the team willoperate, how decisions will be made,and so on.

• Team members (and particularlyleaders) do not pay much early atten-tion to social and professional rela-tionships, being more likely to focusinitially on the task.

These characteristics are important forus to consider when focusing on theteacher-paraeducator team.

Goals and Effectiveness

If a team is to be effective, all membersmust have a clear understanding of andagreement on the team goals. The ele-ments of a goal include (a) what is to beachieved; (b) a measure of accomplish-ment – how we will know when the out-come has been reached; and, (c) the timefactor – when we want to have the goal

completed. The goals of the team mustbe developed with input from all teammembers, and roles and responsibilitiesof both teacher and paraeducator inachieving the goals must be clearly de-fined. Several factors need to be consid-ered in determining these roles and re-sponsibilities. They include experience,training, comfort level, time constraints,and knowledge levels of individual teammembers. Together, the teacher andother professional practitioners and theparaeducator determine what needs tobe done, by whom, and by when, clearlydefining roles, responsibilities, and ex-pectations.

Leadership is a critical factor forteam success in achieving goals. Theleader is always the teacher or anotherschool professional who has been desig-nated as the paraeducator’s supervisor.The supervisor’s role is similar to that ofa coach. It involves assessing theparaeducator’s skills and helping theparaeducator use them to the fullest.Paraeducators contribute more effec-tively when they are “coached” and en-couraged to make optimal use of theirstrengths and resources. A supervisorprovides direction and ideas, helps iden-tify alternatives, raises questions, andsupplies feedback. One way to under-stand that role is through the mentoringmodel.

The Supervisor as Mentor

The teacher who mentors paraeducatorsshares invaluable knowledge and skills.Mentoring is a process whereby teachersand paraeducators work together to dis-cover and develop paraeducators’ abili-ties, and to provide paraeducators withknowledge and skills as opportunitiesand needs arise. The teacher as a super-visor, mentor, and team leader shoulddo the following:

Overview

11


• Set expectations of paraeducator per-formance.

• Offer challenging plans and ideas.• Help build self-confidence of the

paraeducator.• Encourage ethical and professional

behavior.• Offer support.• Actively listen.• Lead and teach by example.• Provide growth experiences.• Ask questions and give explanations.• Coach the paraeducator.• Encourage the paraeducator.• Inspire the paraeducator.• Share critical knowledge.• Assist, observe, and demonstrate

effective instructional practice.• Direct and delegate effectively.• Give clear, concise directions.

A mentor models and demonstrates ef-fective practice; uses good communica-tion strategies, showing both respectand recognition; and lays the foundationfor building trust in teams.

Trust and Team Success

Trust between team members is neces-sary to a productive working environ-ment, and trust is built in teams by pro-moting open communication, providingfair leadership, and supervising withsensitivity (Pickett & Gerlach, in press).

It is essential for all team members topractice open, honest communication inorder to increase awareness and buildcooperation. Effective communicationexpresses a team member’s beliefs,

ideas, needs or feelings. Communicationmust facilitate the free flow or exchangeof ideas, information, and instructionthat contribute to common understand-ing. When ideas are shared, there is op-portunity for evaluation and input thatcan build even better ideas. From eachnew experience, more ideas can be de-veloped and tried. All team membersalso need to develop listening skills sothat they can obtain sufficient and accu-rate information necessary for an effec-tive working relationship. Successfulcommunication results in a mutual un-derstanding of what was sent and whatwas heard. This component of trustpromotes loyalty and commitment toachieve the goals of the team.

Closely related to this is fair leader-ship. A fair leader gives open, honestfeedback and sets the tone for construc-tive dialog among team members.

Complementing fairness is sensitiv-ity. A leader who supervises with sensi-tivity provides team members with lead-ership support that acknowledges thevalue of each paraeducator’s contribu-tion to team success, as well as the di-verse needs of each team member.

Conclusion

Tying together all these elements, thefollowing questions can be used to as-sess the effectiveness of teacher andparaeducator teams:

• Do all team members understandteam goals?

• Are all team members committed tothese goals?

• Are team members concerned aboutand interested in each other?

• Do team members have the emo-tional maturity to acknowledge andconfront conflict openly?

• Do team members listen to otherswith openness and understanding?

• Do all team members value oneanother’s contributions?

• Do team members feel comfortablecontributing ideas and solutions?

• Do team members recognize and re-ward team performance?

• Do team members encourage andappreciate comments about teamefforts?

• Are team meetings held at a specifictime?

• Is leadership effective?• Is constructive feedback given freely

to improve decision-making?• Is information shared willingly?• Are team members willing to com-

municate their concerns?

The interdependent working rela-tionship of today’s paraeducators,teachers, and principals is often like ajigsaw puzzle. Unfortunately, they don’thave a picture on the front of a box toknow what the puzzle is supposed tolook like when it’s finished. Sometimesthey don’t even have all the pieces.That’s why, in today’s education climate,the most successful schools operate as ateam. When paraeducators, teachers,and principals team up to connect thepieces of the puzzle, students are the ul-timate beneficiaries.

References

Abelson, M.A. & Woodman, R.W. (1983). Review of research on teameffectiveness: Implications for teams in schools. School PsychologyReview, 12, pp 125-36.

Gerlach, K. (2002). Let’s Team Up. Washington, D.C: National EducationAssociation.

Pickett, A.,& Gerlach, K., (in press). Supervising Paraeducators in Edu-cational Settings. Austin, Texas: Pro-Ed Publishers.

Kent Gerlach is Professor in the School ofEducation at Pacific Lutheran University inTacoma, Washington. He can be reached at253/535-7277 or by e-mail at [email protected]. The publication “Let’s Team Up: AChecklist for Paraeducators, Teachers, andPrincipals” by Kent Gerlach is availablefrom the National Education AssociationProfessional Library, 800/229-4200 orwww.nea.org/books. It includes tips forteachers on working effectively withparaeducators, practical suggestions forparaeducators on clarifying their jobs andtheir relationships with students and schoolstaff, and advice for principals on admini-strative supervision of paraeducators.

Overview

Teachers and paraeducators must

view themselves as teams and

partners in the education process.

12


Overview

Have you ever heard paraeducators sayin response to the challenges they face intheir profession, “But what can I do?” Itis true that sometimes the issues theyface can feel “too big to tackle” and yetthere are many paraeducators who arehaving a huge impact on their own situa-tions and the systems that affect theirwork. This article provides some ex-amples of what paraeducators can dowhen they feel like they would like tohave an impact or improve somethingspecific. The experiences of paraedu-cators are important to consider in deci-sion-making by educational systems atthe state, district and school levels. Ifyou are a paraeducator, we hope you willconsider getting involved. If you super-vise paraeducators, we hope you will en-courage them to get involved and sup-port their participation.

Serving on Committees

There are many committees, task forces,ad hoc groups and consortia that existfor a variety of purposes, and it is im-portant that paraeducators are involvedto ensure their voices are heard andtheir opinions considered.

In many states, paraeducators pro-vide leadership on state level commit-tees, providing guidance to the individu-als who are creating state policy, helpingto develop infrastructures for trainingand preparation, and sharing informa-tion about activities related to paraedu-cators statewide. Learning about theseopportunities can usually occur by con-tacting the state education agency.

In addition to state level groups,there are also district and school levelgroups. Paraeducators might considerjoining staff development committees,site councils, and other committees andgroups to ensure their ideas and opin-ions are brought to the table and shared.

Identifying Training Needs andOpportunities

Many paraeducators work with adminis-trators to secure training opportunities.A good way to show a need for trainingis to conduct a needs assessment. Thiscan be a simple five or six question sur-vey asking paraeducators in an area ifthey feel prepared for their daily respon-sibilities, if they feel they could use moretraining, what topics would be most use-ful in their work with students, and ifthey are facing any challenges for whichthey think training might help. Summa-rizing the results of the needs assess-ment and sharing it with decision-mak-ers can help to support a specificrequest. Securing input from teachers isa good way to get additional support fortraining goals and plans. Using data andstories to illustrate and support requestsis a useful strategy. Sometimes decision-makers reject requests because they sim-ply do not understand enough about thesituation. Information representing agroup of people can often have more in-fluence on changing the system than theindividual experience of one person.

Sharing Information

Often times paraeducators do not be-lieve they have information to sharewith others when, in fact, they do. Pre-senting at local and state conferences isa great way to share knowledge and ex-perience with others, and to networkwith paraeducators working in otherschools, districts or states. In addition,sharing information with coworkers orbeing a mentor to a new paraeducatorcan benefit both parties.

Some paraeducators have the gift ofstorytelling or writing. Finding an outletfor this type of expression can also bebeneficial. Telling stories can make a dif-ference to a child, an administrator, or alegislator. Expressing views and sharingexperiences is an important way to addinformation to a situation.

Active participation in professionalassociations, unions, and other groupsorganized around a topic or issue can bea very rewarding way of making a differ-ence. These groups often have particularstrategies for influencing change and en-suring an impact. They typically haveconferences, newsletters, Web sites, andother avenues for getting and sharing in-formation.

Creating New Initiatives

Some paraeducators have started newprograms and initiatives. For example,starting a mentor program for newparaeducators in their district and re-ceiving the support and funding for itfrom district administrators. Or, begin-ning a fund for children whose familiesdo not have enough money to buyschool supplies or go on a field trip. Or,establishing a training program forparaeducators by working with a teamof paraeducators and teachers to designand implement a plan to do so. Theseare all real situations and the uniquequality in the paraeducators involvedwas the passion they felt. Not everyonecan or should or wants to start a newprogram, but it’s good to know that theoption exists.

Summary

Paraeducators are increasingly becom-ing more and more active in helping tocreate and improve the systems in whichthey work, whether in big or small ways.There are many roles they can take, im-portant messages they need to share,and huge impact they can have.

Teri Wallace is Project Director with theInstitute on Community Integration,University of Minnesota, Minneapolis, andCo-Director of the National ResourceCenter for Paraprofessionals. She may bereached ay 612/626-7220 or by e-mail [email protected].

How Paraeducators Can Improve Systemsby Teri Wallace

13


Resources

Resources for Paraeducator Development

The following resources offer informationthat may be of use in enhancing the role ofparaeducators in preK-12 education set-tings. For further information about each,contact the sources cited.

• Supporting Students with Dis-abilities in Inclusive Schools: ACurriculum for Job-EmbeddedParaprofessional Development.By G. Ghere, J. York-Barr, and J.Sommerness. Published by the Insti-tute on Community Integration, thisnew curriculum is a tool for specialeducators to use in training paraedu-cators who provide direct instruc-tional and social support to students.Topics include instructional strate-gies in prompting, waiting, and fad-ing; natural cues, consequences andsupports; and individualized adapta-tions. It also addresses behavior ascommunication, definitions of inclu-sive education, and student relation-ships. The facilitator manual includesinstructional content as well as mas-ter copies of materials to be dupli-cated for paraprofessionals in thetraining sessions. Available from theInstitute on Community Integration,University of Minnesota, 612/624-4512 or http://ici.umn.edu.

• Strategies for ParaprofessionalsWho Support Individuals withDisabilities Curriculum Series.The six modules in this curriculumseries for training paraprofessionalsin educational settings address thefollowing topics: The Paraprofes-sional – An Introduction; ProvidingCross-Cultural Support Services toIndividuals with Disabilities andTheir Families; Positive BehaviorStrategies for Paraprofessionals;Early Childhood – The Role of theParaprofessional; Transition – TheRole of the Paraprofessional; andSupporting Students with AutismSpectrum Disorders. The introduc-tory module is designed to precedethe others; the remaining five arestand-alones that can be used in any

sequence and combination. The se-ries includes facilitator modules andstudent modules (student modulesmay be duplicated). Available fromthe Institute on Community Integra-tion, University of Minnesota, 612/624-4512 or http://ici.umn.edu.

• National Resource Center forParaprofessionals. The center of-fers training events and materials forparaprofessionals, teachers, and ad-ministrators; technical assistance tofacilitate development of state andlocal systems and infrastructures thatsupport the work of paraprofession-als; publishes a newsletter and Website; and sponsors an annual nationalconference. For more informationvisit the Web site at http://www.nrcpara.org or call 435/797-7272.

• National Clearinghouse forParaeducator Resources Web Site(http://www.usc.edu/dept/edu-cation/CMMR/Clearinghouse.html). This resource operated by theCenter for Multilingual, Multicul-tural Research at the University ofSouthern California offers an exten-sive collection of full-text articlesonline addressing various aspects ofthe paraeducator role in education,abstracts from the ERIC Database onparaeducators, a description of nu-merous paraeducator-to-teacher ca-reer ladder programs, additionalparaeducator resources, and an op-portunity to subscribe to a listservelectronic discussion forum onparaeducators.

• National Clearinghouse for Pro-fessions in Special EducationWeb site (http://www.special-ed-careers.org). The Web site containsinformation on the nature of para-educator work, education required,personal qualities, job outlook andadvancement, preparation, and addi-tional resources.

• Supervising Paraeducators inSchool Settings: A Team Ap-proach. Edited by A.L. Pickett and

K. Gerlach. In this newly-publishedtext is practical information and ac-tivities for preparing teachers,speech-language pathologists, occu-pational and physical therapists, andadministrators to work effectivelywith paraeducators in educationalsettings. It includes guidelines andstrategies for improving perfor-mance, management, staff develop-ment, and professional advancementopportunities. Available from Pro-EdPublishing, Austin, Texas, 800/897-3202 or 512/451-3246.

• IDEAPractices Web site (http://www.ideapractices.org). The Website is designed to answer questionsand provide information about theIndividuals with Disabilities Educa-tion Act, and support efforts to helpall children learn. A search of the siteby the term “paraprofessional” yieldsover 50 resources, including IDEAPartnerships Paraprofessional Initiative– Report to the U.S. Department of Edu-cation, Office of Special Education Pro-grams; the SpeNSE Fact Sheet – TheRole of Paraprofessionals in SpecialEducation; IDEA Practices – Knowledgeand Skills for Teachers Supervising theWork of Paraprofessionals; and TheParaprofessional’s Guide to the Inclu-sive Classroom.

• Students with Disabilities andParaprofessional Supports: Ben-efits, Balance, and Band-aids. ByM. Giangreco and M.B. Doyle(2002). Published in Focus on Excep-tional Children, 34(7). The article,based on review of current parapro-fessional literature and issues, ad-dresses five contemporary questionstied to improvement of paraprofes-sional supports for students with dis-abilities. For each it offers pertinentinformation from the literature andimplications for practice. It also chal-lenges readers to evaluate whetherexisting and proposed actions trulyaccomplish what is intended for stu-dents with disabilities.

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Profile

Paraeducator Certification: Iowa’s Systemby Susan Simon

Paraeducators in Iowa can now receivespecific, focused training in their localcommunities, and be acknowledged fortheir education by the state. During the1990s stakeholders across the state –paraeducators, teachers, administrators,parents, and staff of the Department ofEducation and the Board of EducationalExaminers – were concerned about thestatus of paraeducators, and the lack oftraining they received. They worked co-operatively for over a decade to bringabout a law creating a voluntary certifi-cation system. It outlines the competen-cies needed by all paraeducators, andalso establishes an infrastructure for rec-ognizing mastery of the general compe-tencies as well as higher levels of compe-tencies in specific areas. This articledescribes the activities that led to certifi-cation, the specific components of thelaw, the process for approving pro-grams, and outcomes of the certificationmovement.

Awareness

In the early 1990s, awareness ofparaeducator issues in Iowa was limited.Some individuals expressed concernsabout the changing role of paraedu-cators. There were pockets of uncoordi-nated activity. Several area educationagencies, local school districts, and com-munity colleges provided training. Asthe numbers of paraeducators grew andtheir assignments changed from work-ing primarily in special education set-tings to working increasingly in generaleducation classes, more administratorsand parents became aware of the criticalimportance of paraeducators.

Deborah Hansen, a consultant forthe Iowa Department of Education, pro-vided special leadership and advocacywithin the department and throughoutthe state for paraeducator training andrecognition. She provided technical as-sistance to local and area educationagencies and community colleges, held

forums for discussions, created pilotprojects, and supported sharing of ma-terials and training techniques in state-wide and regional conferences. She alsospoke to policymakers.

Needs Assessment

In 1995, the Iowa Department of Educa-tion conducted focus group meetingssurveying paraeducators, general andspecial education teachers, administra-tors, support and related services per-sonnel, and parents. The groups repre-sented individuals from rural and urbanareas in a variety of educational settingsacross Iowa. According to the Parapro-fessional Needs Assessment Project FocusGroup Assessment Results, the respon-dents felt that paraeducators performeda variety of roles that were becoming in-creasingly complex. Some paraeducatorsstated that their responsibilities were de-fined in written job descriptions, butothers reported that they had onlyvague, generic or no job descriptions.Paraeducators were often trained on-the-job by teachers or occasionally at-tended training designed for teachers;they did not feel training was adequate.

The needs assessment not only docu-mented concerns, it raised awareness ofthe critical role of paraeducators in edu-cation. In 1996, representatives from lo-cal and area education agencies andcommunity colleges began meeting, un-der the direction of the Department ofEducation and the Board of EducationalExaminers, to discuss improving the ser-vices to paraeducators statewide. Thisgroup of stakeholders constituted a con-sortium seeking to enhance the skill andtraining of paraeducators.

The Guide

The stakeholders contributed to theGuide for Effective Paraeducator Practicein Iowa (1998), which was distributedwidely across Iowa. Beginning with a

statement of beliefs and vision, thispublication outlines state and federalrules and regulations, and is a resourcefor developing guidelines for paraedu-cator practice and staff development.Recommendations for improvingparaeducator services and specific sug-gestions for paraeducators in specialeducation settings are included.

The guide lists core competencies forall paraeducators, and specific compe-tencies for working in early interven-tion/childhood or home instruction; in-clusive classrooms and programs forchildren and youth with special needs;and vocational training programs. Help-ful tools include a “Suggested Checklistfor Principals” and “A Family Guide toParaeducator Services.”

The guide became a valuable re-source for educators and a frameworkfor effective practice. This led to the de-velopment of pilot projects and modelsfor training paraeducators and teachersthat were shared at local, regional, andstate conferences and meetings.

Requirements

Stakeholder efforts, highlighting theneed for state recognition, culminated inJune 2000, when the governor signedlegislation creating the Iowa Paraedu-cator Certification. The law specifiescompetencies for Level I Generalist Cer-tification and Level II Areas of Concen-tration. Paraeducators may also obtainAdvanced Certification.

The Level I Generalist Certificationrequires successful completion of atleast 90 clock hours of training in behav-ior management, exceptional child andat-risk child behavior, collaboration andinterpersonal relations skills, child andyouth development, technology, andethical responsibilities and behavior.Under the direction and supervision of aqualified classroom teacher, the para-educator will be able to complete 32 spe-cific tasks under the categories of:

15


Profile

• Support a safe, positive, teaching andlearning environment.

• Assist in the development of physicaland intellectual development.

• Support social, emotional, and be-havioral development.

• Establish positive and productive re-lations.

• Integrate effectively the technology tosupport student learning.

• Continually practice ethical and pro-fessional standards of conduct.Level II Areas of Concentration Certi-

fication may only be obtained by thosewho hold Generalist Certification. Para-educators must complete at least 45clock hours in each desired area of con-centration: early childhood, special edu-cation, limited English proficiency, andcareer and transition. For Level II Ad-vanced Certification, paraeducatorsmust have an associate degree or haveearned 62 hours at an institution ofhigher education. In addition they mustcomplete a minimum of two semesterhours of coursework involving at least100 clock hours of supervised practicumwith children or youth in an educationalsetting. The practicum may be part ofan associate degree.

Approved Programs

The Iowa Board of Educational Examin-ers and the Iowa Department of Educa-tion work together to recognize and ap-prove paraeducator training programs.Through rules, the Board of EducationalExaminers establishes levels, standards,and competencies. Local school dis-tricts, area education agencies, commu-nity colleges, or other institutions ofhigher education submit documentationof their programs for approval to theDepartment of Education. Once a pro-gram is approved, each institution desig-nates a certifying official who verifiesthat paraeducators meet all the programrequirements. When paraeducators fin-ish Iowa-approved paraeducator train-ing programs, they apply for certifica-tion from the Board of Educational

Examiners. The Department of Educa-tion has recognized and approved para-educator preparation programs in 11area education agencies and five com-munity colleges. Several area educationagencies developed cooperative trainingplans. Statewide, paraeducators receiveinstruction through a variety of meth-ods including distance education.

In 1999, Kirkwood Community Col-lege received a Personnel PreparationGrant from the U.S. Department of Edu-cation, Office of Special Education. Thegoal of the Making a Difference grant isto increase the quality and quantity ofrelated services personnel. The projectpromotes the training and certificationof paraeducators who are currentlyworking in schools. In order to increasethe scope of the project, the grant alsoprovides support to six community col-leges that are replicating the project intheir communities. These efforts coor-dinate with training offered by area edu-cation agencies.

The Future

Although Iowa is in the very early stages,over 150 certificates have been issuedand the interest in paraeducator certifi-cation is increasing. School districts aresupportive of the training and, despitetight budgets, many are providing addi-tional salary for paraeducators whocomplete their certification.

Paraeducators take pride in theirwork, are interested in learning, and inenhancing their professionalism. Chil-dren and their families are the ultimatebeneficiaries of trained, skilled, and cer-tified paraeducators.

References

Hansen, D. (1996, January). Paraprofessional needs assessment projectfocus group assessment results. Des Moines, IA: Iowa Department ofEducation

Iowa Department of Education. (1998) Guide for effectiveparaeducator practice in Iowa. Des Moines, IA: Author.

Susan Simon is Professor and Coordinatorwith the Disabilities Services Careers Pro-gram, Kirkwood Community College, CedarRapids, Iowa. She may be reached at 319/398-5410 or [email protected].

A Teacher’s View ofCertification

In the past, teachers were assigned an

associate/teacher’s aide. They would often

not meet each other until the first day of

school, there was no time to train the aide

outside of the time with the children, and

what was taught was inconsistent and

depended on the teacher. Other profes-

sionals did not recognize the importance of

the associate position, though special

education teachers knew paraeducators

were and still are essential in special edu-

cation; teachers would not be as effective

without them, and students depend on

them for assistance in various ways all day

long. They are the teacher’s right hand.

The certification classes now available in

Iowa give basic information to paraeduca-

tors, which allows them all equal footing as

they start their various positions. Learning

about roles and responsibilities, confident-

iality, and observational skills gives para-

educators valuable tools for working in the

classroom and assists in developing a

partnership between the teacher and the

paraeducator. The classes result in informed

assistants who understand the special

education process, and why certain things

must be done such as IEPs, data collection,

and parent meetings.

The paraeducators who take the time to

obtain certification bring themselves and

their profession respect and recognition.

Paraeducators are indispensable and I, as a

teacher, could not do what I do without the

paraeducators who work with me.

Contributed by Mary Craven, Special Education Teacher,Cedar Rapids Community School District. Pictured areMary and two paraeducators who work with her: ShirleyMatheny and Lise Enoksen-Pease.

16


Improving Paraeducator Supports ThroughSchoolwide Action Planning in Vermontby Michael F. Giangreco, Julie Benay, Mary Smith, and Mary Beth Doyle

Profile

Over a period of many years SwantonElementary School, in rural northwest-ern Vermont, has developed a well-earned reputation for being an inclusiveschool. It’s a place where classroomteachers, special educators, paraeduca-tors, administrators, parents, and stu-dents work together to create a welcom-ing and supportive learning communitythat strives to meet the needs of stu-dents with a wide variety of characteris-tics. Part of what makes Swanton El-ementary successful is leadership thatencourages critical self-reflection andcontinual improvement. So it wasn’t sur-prising that when an opportunity arosefor Swanton Elementary to examinetheir paraeducator supports with a criti-cal eye toward self-improvement, theyembraced the challenge.

A mini-grant from the Center on Dis-ability and Community Inclusion, Uni-versity of Vermont, provided SwantonElementary, along with over 40 otherschools nationally, with the opportunityto field test A Guide to Schoolwide Plan-ning for Paraeducator Supports. Thisworkbook (available online at http://www.uvm.edu/~cdci/parasupport/guide.html) offered a 10-step process toguide the school’s work. The steps in-cluded the following:

• Inform your local school board ofyour intention to establish a team, oruse an existing team, to addressparaeducator issues.

• Ensure that the team includes the ap-propriate members of the school andlocal community.

• Have the team assess their own statusand fact-find in relation to the sixparaeducator topics: AcknowledgingParaeducators; Orienting and Train-ing Paraeducators; Hiring and As-signing Paraeducators; ParaeducatorInteractions with Students and Staff;Roles and Responsibilities of Para-

educators and Others; and Supervi-sion and Evaluation of ParaeducatorServices.

• Prioritize and select topics and spe-cific issues that reflect areas of needwithin the school that the team willwork on first.

• Update your local school board onthe team’s ranked priorities.

• Design a plan to address the team’sranked priorities.

• Identify local, regional, and statewideresources to assist in achieving teamplans.

• Implement the team’s plans.• Evaluate the plan’s impact and plan

next steps.• Report impact and needs to your

local school community.During the 2000-01 school year SwantonElementary formed a Paraeducator Plan-ning Team that included paraeducators,special educators, general educationteachers, speech-language pathologists,a school board member, and the assis-tant principal. They followed the guide’ssteps to self-assess their paraeducatorpractices, identify priorities, and devel-op a plan to improve their paraeducatorsupports. Throughout the remainder ofthe school year, and into 2001-2002,they implemented the plan and began toevaluate its impact. Their plan of action,based on self-selected priorities, in-cluded these five components:

• Development and distribution of aparaeducator handbook.

• Establishment of a new set of meet-ing structures: (a) bi-monthly meet-ings of the full paraeducator staff, (b)monthly meetings between specialeducators and paraeducators, and (c)paraeducator “team leaders” to coin-cide with the school’s organizationinto grade level teams.

• Training of paraeducators using thecourse materials, Supporting Studentswith Challenging Behaviors: A Para-educator Curriculum (Backus &CichoskiKelly (2001).

• Organization of a teacher-guidedinitial file review process at the outsetof the school year to familiarizeparaeducators with students’ charac-teristics, goals, supports, and accom-modations.

• Creation of a professional develop-ment bulletin board along with anapplication process for paraedu-cators to apply for workshops andcourse attendance.After putting their plans into action

for the better part of a school year, theParaeducator Planning Team surveyedand interviewed members of the schoolcommunity in an effort to answer thefollowing question: In what ways are stu-dents with disabilities better off becauseof the paraeducator supports we haveimplemented through our paraeducatoraction planning? It is always difficult todirectly attribute changes in studentoutcomes to the actions taken as a resultof planning efforts, such as in this casethe school’s participation in paraedu-cator action planning. Yet there was ageneral consensus within the schoolcommunity that the new supports theyhad put in place as a result of theirparaeducator action planning were be-ing utilized, were perceived as “helpfulin impacting student learning,” and hada “strong effect” that contributed tooverall school improvement. For ex-ample, paraeducators reported that thenew handbook helped clarify job re-sponsibilities and establish shared ex-pectations, offered a common language,and provided consistent guidelines. Asone paraeducator commented, “If I un-derstand my job and responsibilities, Ican better work with students.” The

17


Profile

initial file review process was seen asbeneficial in helping the paraeducatorsknow more about the students. As an-other paraeducator shared, “Last year Idid not have access to IEPs. This year Iam clearer on who the students are andwhat their goals are.” As a result of thecourse taught by the school psychologiston supporting students with challengingbehaviors, one paraeducator noted,“The impression of those paraprofes-sionals who supervise the playgroundindicates that the playground has be-come a more orderly and safe environ-ment for students.”

Classroom teachers and special edu-cators commented on some of the otherinnovations. As a special educatorstated, “The monthly meetings havebeen positive. They give the paraeduca-tors a chance to ask questions… theylearn about the ‘why’ of what they arebeing asked to do.” Another mentioned,“Paraprofessionals are getting the aware-ness of the smaller steps that are neededto break skills down so children can ac-cess the learning.” A speech-languagepathologist commented, “There is asense that we [teaching faculty] are‘reachable’. I’ve had an increase in[paraeducators] asking me questions.”

The assistant principal reported thatalthough the innovations they put inplace were generally perceived posi-tively, there was still work to be done sothat they are used more consistently andincrementally improved. For example,some paraeducators reported that “therewas not adequate time to review all thestudent files” and that “some teachersdid not use the time for file review.” Thisparaeducator feedback highlights as-pects of the school’s action plan that canbe improved. In a summary reportabout the school’s participation in thisproject, the assistant principal wrote thefollowing comment: “Those who did doa file review felt that the informationwas helpful, but some suggested that weneed to follow-up [later in the year] oncethe paraeducators are have been work-ing with the students and have gotten toknow them better. There should be timefor the paraeducators and the teachers

to review progress and see what the newgoals are [for the next part of the year].”In the same report the assistant princi-pal wrote, “… we have seen a positive im-pact on the school climate, atmosphereof cooperation and collaboration, em-powerment of paraprofessionals, andoverall communication as a result of ourefforts to improve support for parapro-fessionals. While we cannot assume thatthese changes have had or will have a di-rect impact on student behavior andachievement, we are confident that ourefforts are having a positive effect on ourschool. We are committed to continuingthe process begun through this project.”

Swanton Elementary is continuingon its path of self-reflection and incre-mental improvement, striving to make agood school even better. If you are inter-ested in learning more about schoolwideparaeducator action planning or findinginformation about other paraeducatortopics, check out our project Web sitesat http://www.uvm.edu/~cdci/parasupport/ and http://www.uvm.edu/~cdci/paraprep/ or call 802/656-1144.

References

Giangreco, M.F., Edelman, S.W. & Broer, S.M. (2001). Guide toschoolwide planning for paraeducator supports. Burlington, VT: Centeron Disability and Community Inclusion, University of Vermont.

Backus, L. & ChichoskiKelly, E. (2001). Supporting students with chal-lenging behaviors: A paraeductor curriculum. Burlington, VT: Center onDisability and Community Inclusion, University of Vermont.

Note: Partial support for the preparation of this article was providedby the U.S. Department of Education, Office of Special Education andRehabilitative Services under the funding category, Model Demon-stration Projects for Children and Youth with Disabilities, CFDA84.324M (H324M980229), awarded to the Center on Disability andCommunity Inclusion at the University of Vermont. The contents re-flect the views of the authors and do not necessarily reflect the posi-tions of the U.S. Department of Education, and no official endorse-ment should be inferred.

Michael F. Giangreco is Research Professorwith the Center on Disability andCommunity Inclusion, University ofVermont, Burlington; he may be reached at802/656-1144 or [email protected] Benay is Assistant Principal andMary Smith is a Paraeductor withSwanton Elementary School, Swanton,Vermont. Mary Beth Doyle is AssociateProfessor with St. Michael’s College,Colchester, Vermont.

I wear two hats in the Swanton schools. Iam a paraprofessional at the elementaryschool and I am also the mother of twochildren who have Individualized Edu-cation Plans. As a result of our school’sparaeducator action planning, the train-ing and support I have received havegreatly affected my ability to perform myduties. The paraprofessional handbookwe developed is a useful resource, withinformation about everything from sicktime to lunchroom duties and playgroundissues. As part of the action plan we alsohave meetings with the special educationteachers, which help me to know how tomeet student needs and try differentapproaches. And we meet with otherparaprofessionals to help each otherfigure things out and share ideas. Thesemeetings have helped me realize I ‘m notthe only one facing the same problems.The training on supporting children withchallenging behaviors has been veryhelpful, as well. I’ve gained strategies tohelp avoid difficult situations. I tried thesestrategies at home with my own children,who are five and nine, and have beensurprised how quickly and easily ameltdown can be avoided. I would have to say that the trainingand support have helped me to not onlyhelp my students, but also my ownchildren. I feel I know more about what Ican expect in my own children’s IEPs andhow to be an effective advocate.

Contributed by Mary Smith, Paraeducator, SwantonSchools.

Mary’s Story: WearingTwo Hats

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Profile

Paraeducator Peer-Mentoring: WorkingTogether for Student Success in Washingtonby Beverly Mathews

Paraeducators play an important role inthe support of at-risk students. Underthe supervision of certified/licensedstaff, paraeducators work to increasestudent learning and to help studentsreach their established goals. As mem-bers of the team that focuses on the aca-demic, behavioral and social growth ofall students, paraeducators often workwith many students and staff membersthroughout the day. Roles and responsi-bilities of paraeducators vary dependingon their job assignments and who theyare working with. Communication diffi-culties, problem-solving skills, instruc-tional strategies, behavior managementconcerns and role clarification are just afew of the challenges paraeducators facedaily. Meeting these challenges is a diffi-cult task for all paraeducators, but espe-cially for ones that are newly hired. Oneeffective way for administrators to meetthe needs of new paraeducators isthrough a mentoring program. The goalof this article is to share the value ofoffering peer-mentoring for paraeduca-tors and share some information aboutone specific mentoring program that hasbeen used successfully in the PacificNorthwest.

The Purpose of a ParaeducatorMentoring Program

A paraeducator peer-mentoring pro-gram offers districts an opportunity toassist staff to better meet state and dis-trict goals. New paraeducators oftenhave little or no training or experiencewhen they begin working with our mostchallenging students. In a mentoringprogram, a beginning paraeducator ispaired with a more established and ex-perienced paraeducator, who can offerhis/her expertise, encouragement, mod-eling and support. The supportive pro-fessional relationship continuesthroughout the first year of employ-

ment. The specific goals of such amentoring program are as follows:• To support new paraeducators in the

development of knowledge, skills,and abilities needed to meet districtand state goals.

• To increase knowledge of instruc-tional and behavioral interventionstrategies that promote studentachievement.

• To increase collaboration and em-ployee job satisfaction, and decreaseisolation of paraeducators.

• To maximize the recruitment and re-tention of quality paraeducators.

The role of a mentor is one of encour-agement and support. Mentors can helpnew paraeducators to feel valued andpart of a team. They help by modelingan attitude of professionalism, constantlearning, creativity, and flexibility. Theysupport new paraeducators by helpingthem become familiar with other schoolstaff and the location of supplies. Men-tors are able to model and share usefulstrategies and also to provide the newerparaeducators with up-to-date informa-tion about ongoing training.

A well-organized and supervisedpeer-mentoring program increases col-laboration and decreases isolation ofparaeducators. It improves the qualityof the paraeducator’s work with bothstudents and staff, helping the paraedu-cator feel and be more competent andconfident. Districts that have peer-mentoring programs find recruitmentand retention of competent, well-trained and dedicated staff is improved.

Paraeducators play a key role asschool districts and states struggle toimprove the quality of services for allstudents. Ongoing training and supportfor paraeducators are crucial compo-nents in students success.

A Model of Peer-Mentoring forParaeducators

The Puget Sound Educational District ofWashington State has developed andpiloted an online peer-mentoring pro-gram, “Strengthening the ParaeducatorCommunity Regional Mentoring Pro-gram.” This program has been used indistricts/schools to help support newparaeducators. The value of havingmentor support online is that moreparaeducators can receive updated assis-tance throughout an entire region. On-line communication is quick, easy andavailable to an unlimited number ofparaeducators.

The components of the mentoringprogram are as follows:• Selection of Mentors. A mentor is

an established and experienced para-educator who is willing to share hisor her expertise with new paraeduca-tors. It is important that a mentordemonstrates the ability to commu-nicate well with others and has acommitment to professional growth.Principal input is used in the selec-tion of each mentor.

• Identification of NewParaeducators. Identification ofnew paraeducators is done throughthe District Human Resource Depart-ment or school principal. The newstaff are then informed about thebenefits and purpose of the mentor-ing program.

• Team Contact Time. A time is setaside weekly for the team (mentor/new paraeducator) within a school toaddress concerns, exchange informa-tion, discuss online topics, problemsolve, and develop strategies.

• Online Support. Mentors have ac-cess online to specific informationand strategies to help them supportnew paraeducators. Working to-gether, mentors and new paraedu-

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Profile

cators are able to cover the followingtopics online: Getting Started, Confi-dentiality/Ethics, Professionalism,Role Clarification, InstructionalStrategies, Communication, and Pro-active Behavior Management. Othersupport offered online includes a dis-cussion board, mentoring materials,an axiom calendar, resource informa-tion, and mentoring updates.

• Mentor Meetings. Three meetingsare held throughout the year formentors. During these meetingsmentors from across the region areable to meet and share informationand strategies. Information and top-ics are covered that the mentors cantake back to share with the newparaeducators.

Benefits of a Mentoring Program

Our district has found that there are nu-merous benefits of paraeducator peermentoring, including the following:• To the District

Provides a method to assist paraedu-cators in meeting state competencies.Communicates accurate informationto new employees more quickly.Increases student learning with theuse of trained paraeducators.Aids in recruitment and retention ofqualified staff.Promotes professionalism amongstclassified staff.Helps paraeducators to feel part ofthe district/school and its culture.

Encourages the understanding ofclassroom, building and district poli-cies and procedures.

• To the New ParaeducatorProvides a method to assist paraedu-cators in meeting required compe-tencies.Provides a set of clear expectationsof the roles and responsibilities.Offers a forum to ask and answerquestions, and an avenue to acquireneeded materials and resources.Provides encouragement and emo-tional support.Helps new and experienced staff tofeel valued and part of a team.Provides the modeling and sharingof useful strategies.Begins the understanding of andvalue for continuous learning.Reinforces learning from classes andinservices.Allows for acquisition of manage-ment and discipline skills.Gives up-to-date information aboutongoing training opportunities.Provides a broader view ofparaeducator job opportunities.

• To the Experienced Paraeducators(Mentors)Increases job satisfaction by helpingothers.Motivates the mentor to be moreprofessional and to improve his orher own instructional skills.Provides pride and recognition.Helps to establish rapport with co-workers.Encourages a sense of team spirit.Gains new ideas and strategies forworking with students.Keep current with building, district,state and national issues.Develops increased confidence, com-munication and problem-solvingskills.Expands career opportunities.

• To Student LearningIncreases student success becausethey are working with a trainedparaeducator.Establishes more consistency in stu-dent services because of lower staffturnover.Offers a wider range of instructionaland management strategies.Enhances student safety through su-pervision by well-trained and confi-dent paraeducators.Gives students the opportunity towork with another nurturing, skilled,and caring adult.

Conclusion

Competent paraeducators are importantto the delivery of the best possible edu-cational services for our at-risk students.Through mentoring, new paraeducatorscan get the support to successfully meetthe diverse needs of students. Workingtogether, peer-mentoring is about form-ing relationships and offering supportand encouragement. Opportunities forcollaboration, and to increase skills,knowledge and confidence are impor-tant for success. Who benefits from amentoring program? Administrators,teachers, paraeducators and most im-portantly the students!

Note: General mentoring information in this article was gatheredfrom the “Passing on the Message” mentoring project developed incooperation with the Puget Sound Education Service District, WEA,and supported by the Washington Education Association and theNational Education Association.

Beverly Mathews is a Paraeducator andMentor Coordinator in the Federal WaySchool District, in Federal Way,Washington. She may be reached at 253/945-3800 or by e-mail at [email protected]. For further informationabout the Strengthening the ParaeducatorCommunity Regional Mentoring Program,contact Jane Robb-Linse, Regional MentorCoordinator and Director of Teaching andLearning, Paraeducator and TeacherPrograms, at 206/439-3636 or by e-mail [email protected].

20


Linking Schools, Families and Communities inMontana: The Hardin Parent Centerby Tina Hoagland

Profile

Paraeducators Janice Eckman, DaveneBig Lake, and Ruth Harris fulfill aunique role as a link between the schoolsand the families in Hardin, CrowAgency, and Fort Smith, Montana.Hardin borders the Crow Indian Reser-vation, and Crow Agency and Fort Smithare on the Reservation. Janice, Davene,and Ruth are staff of the Hardin PublicSchools’ Parent Center, a program thatworks to draw parents into the educa-tional process. Begun as a part of the

Even Start Program, the Parent Centerhas been in its current configuration as aTitle I funded facility for four years.Janice is the Parent Involvement Coordi-nator and Davene and Ruth are FamilyAdvocates.

Family Fun Night, Family GameNight, and Books for Bingo

The Parent Center organizes severalFamily Fun Nights (FFN) and Books forBingo (BFB) events for elementary stu-dents and their families and FamilyGame Nights (FGN) for elementary, jun-ior high, and high school students andtheir families. According to Janice, thepurpose of these activities is to, “build apositive bridge between home and

school. A time for families to come tothe school when the child is not introuble and it’s not related to sports.”

The FFNs for elementary schools arestaffed by school personnel, includingteachers, who are stationed at activitycenters that promote academic and cul-tural skills. There is a theme for everyFFN. When the book The Very HungryCaterpillar was the theme, an art projectwas to create egg carton caterpillars andtissue paper butterflies; the science sta-tion illustrated the life stages; and for anutrition activity the families made ba-nana, apple, and raisin caterpillars andcelery, peanut butter, and pretzel butter-flies. One of the centers is always de-signed to allow participants to maketheir own snacks for the night. The Stu-dent and Family Advocates work well to-gether planning these special events. Re-markably, one FFN had 350 people inattendance, this in a town of about3000. Janice attributes their success togetting the students involved. Once afamily attends, they realize what fun it isand want to return the next month.

The FGNs for the middle schools andhigh schools also draw a large crowd,since many families have been throughthe elementary grades and FFNs andconsider it an important time to be to-gether as a family. There are a largenumber of board games available andthe families who attend choose games toplay for the evening. At the end of thenight, the games are given away as doorprizes. BFB began as a way for the ParentCenter staff to encourage families toread together with participants playingbingo and choosing a book each timethey win a game. Janice revealed thateach participant “wins” and goes homewith at least one book.

Many of the games used for FGN aredonated by local businesses, which, inaddition, donate supplies for FFNs andbooks for BFB. Area businesses and ser-

vice organizations also donate cash topurchase books, games, and supplies.Janice, Ruth, and Davene have been in-strumental in developing relationshipswith individuals, businesses, and serviceorganizations in their community thatstrengthens the Parent Center’s success.

Evangeline and Paul Pryor and manyof their seven children have been attend-ing FFNs, FGNs, and BFB for five years.Evangeline said, “We went because wefelt our family got closer and had fun to-gether.” For each of these activities anadult must accompany all students, asthe purpose is to promote the impor-tance of family in the educational pro-cess.

Parenting Groups

The Parent Center also offers classes andstudy groups for parents. The calendarfor Parent Groups is set at the beginningof the year and the topics and schedul-ing are done based on parent surveys.The Parent Center works with 75 to 100parents a year. Information about thegroups is distributed by word of mouth,notes home with students, school news-letters and calendars, and advertising inthe local newspaper. Teachers have alsosuccessfully referred parents for specificgroups. One parent told Janice that herblood pressure had fallen since shestarted attending the Parent Groups.

Home-School Coordination

Davene and Ruth’s responsibilities in-clude home visits to families of allHardin School District students whowill be entering kindergarten. They pro-vide families with information packetsabout school and what their child canexpect in kindergarten. Communityagencies and medical/dental providershave become aware of these visits andhave asked that the packets include in-

Janice, Ruth, and Davene have been

instrumental in developing

relationships with individuals,

businesses, and service

organizations, strengthening the

Parent Center’s success.

21


A Parent’s Experience

Profile

formation from them; for example, acoloring book related to healthy eatingand a toothbrush and toothpaste. Ruthand Davene coordinate home visits withthe Student Advocates to ensure thatthere is not a duplication of services.

Another role of the Family Advocateis to meet with families and act as a liai-son, bringing them together with theirchildren’s teachers. Teachers requestthis service through a referral form ask-ing a Family Advocate make a homevisit. During the home visit, the impor-tance of the parents as teachers to theirchildren is often discussed. Ruth gavethe following example of a successfulhome visit – a first grade teacher askedRuth for help with a child that wasstruggling with reading. Ruth visited thefamily and the mother made a commit-ment to read to the child. The motherindicated that she was not aware of howimportant it was to read to her child andwas appreciative of the visit. The teacherreported that the child’s reading skillsbegan to improve.

Davene is also the Home-School Co-ordinator for the Hardin Public Schools’Special Education Program. She makeshome visits during non-school hours toget needed signatures. Her role involvesexplaining the purpose of the forms andthe services of the Special EducationProgram, including the resource room.Parents often discuss their concernswith her and, in turn, Davene relaystheir concerns to appropriate schoolpersonnel. In this way, she acts as a linkbringing teachers and parents together.Davene gave the following example ofher interactions with parents on behalfof special education – the school washaving difficulty obtaining permissionto test a student who wasn’t reading ongrade level. The family was reluctant tosign the form as they were unsure whatwould happen if they did. BecauseDavene was able to explain the purposeof the form, the family agreed to sign,and the child qualified for additionalservices. With that intervention, thestudent’s reading level has improved twogrades levels in one year. Both the family

and the school were grateful to have theassistance of the Coordinator.

As part of her position as Home-School Coordinator, Davene attends In-dividualized Education Program (IEP)meetings when requested by the family.Her role during the IEP is to act as a sup-port for families who may speak Englishas a second language. Davene is NativeAmerican and bilingual, speaking bothCrow and English. Since the populationof Hardin, MT and the surroundingcommunities is primarily Native Ameri-can, Davene has a unique understandingof the culture. She said that she does notget involved in the conversation unlessthe parents/families ask her to directly.

Conclusion

When Janice Eckman, Davene Big Lake,and Ruth Harris aren’t involved in oneof the above activities, they are promot-ing the Parent Center to their commu-nity and sharing their success with othercommunities. Confidentiality is empha-sized in all of their interactions with stu-dents and families. The Parent Center islocated on the campus of Hardin Inter-mediate School and provides a welcom-ing environment for families and stu-dents. There are books, videos, andgames available for checkout; computersthat can be used; and brochures andpamphlets for families to take. It was ob-vious from talking to these three womenthat they are excited about what they doand the positive difference that theymake.

Contributed by Tina Hoagland, Director,Paraeducator Development Project,Montana Center on Disabilities, MontanaState University-Billings, Billings,Montana. She may be reached at 406/657-2039 or [email protected] has retired from her position sincethis article was originally written; herposition has been filled and the new FamilyAdvocate continues to provide the servicesdescribed.

Evangeline Pryor and her husband live inHardin, Montana, and have sevenchildren. Evangeline first heard about theHardin Parent Center through the localschool and went there to get informationon Attention Deficit Disorder (ADD) andAttention Deficit/Hyperactivity Disorder(ADHD) when her son was diagnosedwith ADHD. She was given pamphletsand checked out books and videos. Mostimportantly, Janice, Ruth, and Davene,the paraeducators who staff the HardinParent Center, gave her encouragementand an invitation to participate in ParentCenter activities. Evangeline took four parenting classesthrough the Parent Center. She wantedto get as much information as possible sothat when she encountered issues relatedto raising her children, including a childwith a disability, she would have theskills in place to manage them. She says,“I utilized the Parent Center whenever Icould to help myself and my family.” On May 10, 2000 Evangeline receivedher Associate of Arts Degree in HumanServices from Little Big Horn CommunityCollege. Her decision to pursue hereducation in human services wasinfluenced by her experience with theParent Center and the fact that she grewup in a single parent family. When shebecame interested in starting a ParentSupport Group for parents of childrenwith ADD/ADHD, Evangeline discussed itwith Janice, Ruth, and Davene. Theysupported her idea and the first meetingwas in October 2001. The group meets atthe Parent Center and at least one of theParent Center staff is there to lend ahand.

Contributed by Evangeline Pryor, parent of students inthe Hardin Public Schools, and by Tina Hoagland,Director, Paraeducator Development Project, MontanaCenter on Disabilities, Montana State University-Billings.

22


Paraeducators to Educators: A School-University Partnership in Californiaby Cynthia Hutten-Eagle

Profile

A program was needed to provide

coursework leading to baccalaureate

degrees for paraeducators who

wanted to go on to be teachers,

particularly in Special Education.

A unique school-university relationshipbegan in 1992 when an administratorfrom the ABC Unified School District(ABCUSD) contacted the OccupationalStudies Department at California StateUniversity, Long Beach (CSULB) andasked for help in preparing districtparaeducators to work with studentsand teachers. “Paraeducator” describesschool employees who provide instruc-tional and other direct services to chil-

dren, youth, and/or their parents orother caregivers, and who are supervisedby certificated, licensed professionals(Pickett, 1989). Though they often workwith some of the most challenging stu-dents, paraeducators generally receivelittle or no training to do their jobs. Rec-ognizing this, ABC Unified wanted toimprove the skills and knowledge baseof their paraeducators, and a trainingcourse was developed for them utilizingmaterials from the National ResourceCenter for Paraprofessionals in Educa-tion and Related Services (NRC). Manypartners participated in the initial plan-ning of the course, including paraeduca-tors, school district administrators,union representatives from the Califor-nia School Employees Association(CSEA), and University faculty. The firstcourse took place in 1994 and continuesto be offered annually.

A neighboring school district, Bell-

flower Unified, learned of the programand asked for a course in their district.As their initial class ended, the two dis-tricts, which were both were experienc-ing teacher shortages, asked if the Uni-versity could set up a program to traintheir paraeducators to become teachers.Since their paraeducators were familiarwith the school systems, knew the dailystresses involved, lived in the commu-nity, had similar cultural backgroundsto their students, and had demonstratedtheir ability to work with children, dis-trict personnel felt that they would beexcellent candidates for a teacher prepa-ration program.

It was decided that a system wasneeded to provide coursework leading tobaccalaureate degrees for paraeducatorswho wanted to go on to be teachers, par-ticularly in Special Education. Many hadnot attended college other than theparaeducator training course, but suc-cessfully worked in classrooms daily andknew they wanted to teach. The Univer-sity responded to the districts’ need forteachers by writing and receiving a fed-eral training grant from the U.S. Officeof Special Education and RehabilitativeServices (OSERS) in 1998.

Program Objectives

Four major objectives guide the pro-gram. First, the training group is diversi-fied through the recruitment of para-educators from underrepresentedpopulations, including paraeducatorswith disabilities, paraeducators who aremembers of an ethnic or racial minoritygroup, and paraeducators who residewithin high poverty areas. Second,much of the training program is con-ducted at school district sites, affordingthe opportunity for paraeducators tostay close to their worksites and commu-nities. Third, recognizing the diversityof the paraeducators and their indi-

vidual needs, support is provided to as-sure their ability to remain in the train-ing program to its completion. Lastly,the partnership between the school dis-tricts, local community college, and theUniversity is being expanded and re-fined, involving personnel from eachagency.

Program Structure

An advisory board, whose members in-clude paraeducators, school district ad-ministrators, University personnel, aCSEA union representative, and a spe-cialist from a Regional OccupationalProgram, guided the beginning of theprogram. The entire process involved ablending of personnel from the agenciesworking together, and strong bonds ofcollaboration were developed. Forty-fiveparaeducators were selected to partici-pate over the three-year period, in co-horts of 15 per year, with completion ofthe Paraeducator Training Course as aprerequisite for application. Sixty per-cent (27) of the 45 paraeducators aremembers of underrepresented popula-tions, and 71% (32) live within schooldistrict boundaries. Four of the partici-pants are male, and 41 are female.

Each paraeducator coming into theprogram was required to sign an agree-ment to teach students with high-inci-dence disabilities (mild to moderatemental retardation, speech or languageimpairments, emotional disturbance, orspecific learning disability) in a regularor special education setting for a periodof two years for every year that they re-ceive funding through the program.Financial support covers three years ofcollege tuition, two summer sessions,and a stipend of $250 per semester orsummer session for books, supplies, orother education related expenses.Courses are held, as often as possible, atschool sites within the districts in the

23


Profile

Being Part of thePartnership

early evening hours, and the school dis-tricts provide childcare for the courses attheir particular sites.

In addition to academic advisementand support provided by University fac-ulty and staff, meetings with the ProjectDirector, and assistance with enroll-ment, registration, and the often chal-lenging paperwork associated with Uni-versity attendance, a District Advocatewas chosen from each district to provideon-site guidance. They meet regularlywith the paraeducators to disseminate

information, provide encouragement,and answer district-related questions.

Many of the paraeducators continuecommunity college attendance to com-plete lower division requirements in ad-dition to the courses provided throughthe program. They find this to be a cost-effective way to save their University tu-ition for upper division classes whileworking toward their degrees. The Dis-trict Advocates provide a strong commu-nication link with the community col-leges, and interact on the paraeducators’behalf.

As each cohort progresses intocourses and becomes more comfortablewith their role as students, they are en-couraged to begin taking on-campusclasses in addition to those offered intheir districts. The experience of beingon a college campus with 33,000 stu-dents can be overwhelming at first, andparticipants usually take classes to-gether, carpool, and form study groups.

Trainee Support Services

Providing the needed support for theparaeducators has been a strength in thedelivery of this program. The partici-

pants all work in their school districts,many are the first member of their fam-ily to attend college, and most are par-ents of school-age children. Customizedadvising is held both within the schooldistricts to accommodate the paraedu-cators’ schedules, as well as on campusat the University. The District Advocatesprovide school district support and areaccessible for individual guidance in ad-dition to their regularly scheduled meet-ings. When several of the paraeducatorswere experiencing difficulty with collegelevel writing assignments, one of theDistrict Advocates, a high school Englishteacher, was hired to teach writing semi-nars on Saturday mornings. The para-educators receive units of credit for at-tending, and repeat the course eachsemester, if needed.

The childcare component of theproject has been helpful to participantswith young children. A trained childcare provider employed by the schooldistrict is available during class time forcourses held at school district sites. Be-sides assisting with the cost of childcare,this service saves time for the paraedu-cators, who do not have to take theirchildren to another location betweenwork and class times. It also brings thechildren into closer contact with theirparents as students – they see mom ordad going to class and often meet theirinstructors.

The districts have also been support-ive in recognizing the paraeducators atschool board meetings and other districtfunctions, and by including news of theproject in district newsletters.

For those paraeducators who are notable to finish all of their degree course-work during their time of participationin the program, financial aid informa-tion and counseling are provided.

Program Outcomes

This grant-funded partnership hasproven to be a mutually responsive,highly satisfying, and productive ven-ture. Of the original 45 paraeducators,13 have completed their baccalaureatedegrees and 28 are still taking courses.

[Hutten-Eagle, continued on page 31]

Being in the Long Beach ParaeducatorPartnership has opened up new thingsfor us as people and as educators. Eachweek we take back knowledge, theories,and strategies that help us work with theculturally diverse children in our schooldistrict. Communicating with otherparaeducators and the support that wegive each other are the most rewardingexperiences and keep us motivated. Theparaeducators in our cohort shareinformation on classes, classroomtechniques, how to deal with behaviorproblems, and the many personal issueswe face while working and going toschool. We also stay in touch and keepinformed through the Web site (http://www.geocities.com/grantprogram). Thepartnership provides an opportunity forall of us to grow as educators andlegitimize what we already do. It gives usan opportunity to shine on our way tobecoming teachers, while we are workingon our degrees and credentials. One of the highlights of the programso far happened when our programcoordinator asked us to be presenters atthe California Paraeducator Conference,and we were shocked because we didn’tthink that we had anything to say thatanyone wanted to hear. But ourconference room filled up quickly withlisteners, and we were delighted at theend of our presentation when hands wereraised with questions. At the conferencewe also secured a lot of valuableinformation to apply, practice, and sharein our classrooms. There were more than1000 paras there just like us, all seekingknowledge. It was truly an amazingexperience.

Contributed by Lisa Baldwin and Alayne Pickens,Paraeducators, Long Beach Unified School District,Long Beach, California. Photo is (left to right) LisaBaldwin, paraeducator; Cynthia Hutten-Eagle, trainingprogram director; and Alayne Pickens, paraeducator.

24


Meaningful Staff Development:The Eastern Suffolk BOCES Modelby Joan E. Skelly

Profile

There was a time in the not too distantpast that the sight of two adults in atypical classroom meant one of threethings: there was a student teacher com-pleting the required field experience, theteacher was being observed by an ad-ministrator, or a class parent was serv-ing the cupcakes at a class party. Howtimes have changed! Today, for a num-

ber of very good reasons, not the leastof which is the education of studentswith physical, cognitive, and emotionalchallenges alongside their non-disabledpeers, educational programs are movingfrom a solo act to an ensemble. The castin any particular setting is as varied asthe needs of the students being served.Other teachers, related service provid-ers, medical personnel, and paraeduca-tors often join classroom teachers. Andalthough the roles of each may varyslightly in different settings, it is theparaeducator whose duties tend to re-flect the greatest diversity overall. Is itany wonder, then, that the paraeducatorwho envisions her job as supporting aca-demic instruction is confused and disil-lusioned when she finds her major jobresponsibilities include toileting andtube feeding? Or that the paraeducatorwho signs on for what he believes to beprimarily medical support functionsfeels overwhelmed when he finds him-self supporting the instructional pro-gram in a chemistry class?

Often, the frustrations lead to resig-nations, leaving a gaping hole in the in-structional support team that is not eas-ily filled because the lack of paraedu-cator substitutes is the order of the day.The lack of appropriate support in anyprogram cannot help but have negativeeffects on student outcomes and staffmorale. It is essential, then, to developand implement mechanisms to improverecruitment practices as well as providecontinuous support to new and veteranemployees.

This all brings me to the obvious con-clusion: we need meaningful staff devel-opment. Administrators, especiallybuilding principals, tend to harbor alove-hate feeling toward staff develop-ment. Overall, principals value and sup-port opportunities for their instruc-tional team to improve or reinforce skillsthat translate to positive student out-comes. But, they dread the disruption tothe instructional program when staffmembers are not present during schoolhours and few if any substitutes areavailable.

At Eastern Suffolk BOCES (Board ofCooperative Educational Services) onLong Island, New York, years of plan-ning, implementation, evaluation andrevision have yielded a training/mentoring program that attempts to ad-dress the challenges of recruitment, re-tention, and focused and meaningfulstaff development for paraeducators.The program provides orientation fornew paraeducators and substitutes, pro-gram specific training for veteran staff,and a job embedded mentoring modelfor ongoing in-house support for allparaeducators.

The content of our training programis competency-based material developedby the National Resource Center forParaprofessionals (NRCP). This materialis well-designed to meet the needs ofparaeducators working in special educa-

tion and vocational settings, and can beeasily adapted to general education set-tings.

The preservice and substitute train-ing is typically offered during the sum-mer months and several times duringthe school year. During this half-dayworkshop, participants are providedwith a broad overview of the structureand function of BOCES as well as insightinto our students and programs. Whennew employees reach their assignedbuildings, the mentoring system pro-vides both initial and ongoing supportas the employee transitions into the newjob. In addition, in many of our build-ings, a “meet and greet” orientation isprovided to per diem substitutes to helpthem meet the demands of the assign-ment for the day.

Recognizing the need to minimizepulling employees from their schoolsduring the school day, three core coursesform the basis of training for all BOCESparaeducators: the roles and duties ofparaeducators, legal and ethical respon-sibilities, and communication and prob-lem solving. These foundation coursesare considered important enough to bepresented during the school day at regu-lar intervals during the year. After-school workshops and seminars are alsooffered and include more specializedtopics. Paraeducators choose to attendthese workshops based upon their cur-rent assignments and/or their job-re-lated goals or special interests. A mon-etary incentive is offered for each 15hours of staff development completed.And, again, the school-based mentoringsystem offers continual support forparaeducators.

Our paraeducator and teacher men-tors serve a vital and pivotal role in ourstaff development process. In additionto providing in-house mentoring sup-port, they serve as instructors for ourcore courses. They also serve as liaisons

A focused and systematic training

and mentoring model allows us to

address the needs of both rookies

and experienced staff.

25


Profile

Positive Aspects of the Training/Mentoring Program

to the school and central administra-tion, and communicate information rel-evant to the training and support ofparaeducators at the local, state, and na-tional levels.

To perform these diverse duties effec-tively, the mentors, both teachers andparaeducators, meet regularly for con-tinued training, to address problems,and to share successes. These opportuni-ties for learning and dialog support thementors in carrying out their responsi-

As a school principal, I’ve found that theEastern Suffolk BOCES paraeducator trainingand mentoring program has had a positiveeffect on our school’s students for a variety ofreasons. The primary purpose of the programis to develop a sense of “team.” In specialeducation, as well as in general education,the paraeducator no longer works inisolation from the instructional staff, nordoes the related service staff work inisolation from the classroom teacher. Withemphasis placed on an integrated model, theparaeducator is considered an integralmember of the educational team. Paraedu-cators work with students to reinforce whatis being taught by both classroom teachersand related service staff. Through thistraining program all participants learn howto provide that reinforcement, as well as howto work as members of a team. In the program, emphasis is placed on thedevelopment of effective communicationstrategies. If and when interpersonal issuesarise, team members are better able toresolve conflict. If unable to come to resolve,both paraeducators and teachers can callupon mentors for assistance throughmediation. The focus is placed on resolution

rather than conflict, student outcomes ratherthan personalities. Behavior management is another vitaltopic. It is imperative for every member ofthe school community to understand andpractice the principles of the building- orprogram-wide behavior managementsystem. Certified personnel may have beentrained in behavior management whileworking on their degrees. For the paraedu-cator this may be a new concept. Moststudents are assigned individual aides forsafety reasons. As the team member whomay know the student better than any onewithin the educational setting, this programtrains the paraeducator how to implementmanagement techniques, collect data, andshare relevant information related to theeffectiveness of the student’s behaviorintervention program. Since functionalbehavioral assessments and behaviorintervention plans are now mandated, theparaeducator is instrumental in achievingpositive student outcomes. On a broader level, those involved in thetraining learn a great deal about classroommanagement, a topic often ignored incolleges and universities. Classroom

bilities to new and veteran staff and perdiem substitutes.

A focused and systematic trainingand mentoring model allows us to ad-dress the needs of both rookies and ex-perienced staff. Offering this supportthrough release time trainings, after-school workshops, and through a job-embedded mentoring system helps toensure that we reach all of our paraedu-cators. By providing appropriate train-ing and staff development, we hope to

management can be seen in two ways –having to do with student behavior andhaving to do with effective utilization ofstaff. This program addresses both. Teacherslearn how to work with and include theadults assigned to their classrooms andeveryone learns practical application of thestrategies and techniques that researchindicates ensures an effective learningclimate. Another advantage has to do with esteemissues. Having embraced this trainingprogram, Eastern Suffolk BOCES hascommunicated to both paraeducators andteachers that they are vital. Acknowledgingthe importance of their roles helps staffcreate and maintain a positive attitudetoward their jobs, their colleagues, andstudents, which translates to a positiveschool climate and positive studentoutcomes.

Contributed by Cynthia Croke, Principal, North CountryLearning Center, Eastern Suffolk BOCES, Holbrook, New York.

strengthen our instructional teams, im-prove student outcomes, and enhancerecruitment and retention efforts tomaintain and enhance the skills of ourcurrent and future paraeducator staff.

Joan E. Skelly is Director of the Departmentof Educational Support Services, EasternSuffolk Board of Cooperative EducationalServices, Holbrook, New York. She may bereached at 631/244-4054 or [email protected].

26


Profile

Meeting Student Needs ThroughParaprofessional Training in Rural Idahoby David Forbush and Jerry Waddoups

In 1996, a parent of a child with a dis-ability wrote a letter to the superinten-dent of schools stating that she was will-ing to allow a paraprofessional to workwith her son if the paraprofessional wassupervised by a teacher and providedwith training to meet her son’s needs.This letter prompted the administrationof Preston School District in Preston,Idaho, to organize a three-day trainingfor paraprofessionals. This training hasnow been in place for the past six years.

This article describes the history ofthe Preston School District’s profes-sional development training programfor paraprofessionals. It includes a con-densed description of our training de-velopment timeline, a list of yearly ac-tivities, topics of training, methods andstrategies, how training has improvedthe quality of education, and lessonslearned.

Training Timeline

The following items are key events inour six years of training paraprofession-als and development of our trainingprogram. These events have producedparaprofessionals who are highly skilledmembers of our education team:

• Year One. We purchased the En-hancing the Skills of Paraeducatorsprogram from the Utah State Univer-sity Department of Special Educa-tion and Rehabilitation. This video-supported curriculum was deliveredover three days by Preston SchoolDistrict special education staff. Thiswas the first time all paraprofession-als in the district were brought to-gether to formally address their in-structional needs, and paraprofes-sionals indicated that they werepleased that school administratorswere interested enough in them toprovide the training.

• Year Two. The Enhancing the Skills ofParaeducators curriculum was re-peated with newly hired paraprofes-sionals. For the first time, paraprofes-sionals were invited to attend theteacher-focused Quality EducationConference at Idaho State University.Previously, only certificated staff hadbeen invited. Later in the year, para-professionals received training in astructured reading program.

• Year Three. For the first time, withtheir supervisory teacher, specialeducation paraprofessionals were in-vited to attend special educationteam meetings and IEP meetings forstudents with whom they worked.Monies were allocated to send para-professionals to the Utah Paraedu-cator Conference. Now paraprofes-sionals attend this conference on ayearly basis. We organized a trainingprogram for teacher and paraprofes-sional teams with personnel fromUtah State University. Teachers andparaprofessionals attended 12 train-ing sessions. Instructional teamslearned to clarify individual roles andresponsibilities and practiced usingformative evaluations to improve in-structional performance. They alsolearned and demonstrated effectiveproblem solving and communicationstrategies. At the close of the year, apolicy requiring paraprofessionals toattend all professional developmentactivities was adopted.

• Year Four. A paraprofessional com-mittee was established to receive in-put on training topics and coordinateall matters associated with parapro-fessionals. The committee was com-posed of a regular education teacher,special education teacher, specialeducation paraprofessional, Title-1paraprofessional, and the Director ofSpecial Education. Before the end of

the year, the committee proposedchanges that would directly benefitparaprofessionals and our instruc-tional program. Paraprofessionalsalso received training to deliver di-rect instruction reading programs.Later, professional staff and parapro-fessionals worked together to trainother paraprofessionals. Training ses-sions on various topics were held onetime per month, and continue today.

• Year Five. Special education teach-ers were required to submit theirparaprofessionals’ job descriptions tothe Director of Special Educationand evaluate the paraprofessionals’performance. Paraprofessionals andprofessional staff participated inthree days of reading training fromnationally recognized reading con-sultants from Utah State University.District administrators consideredthe need for a competency and com-pensation level system for parapro-fessionals. They also acknowledgedthe difference in training needs forresource, Title 1 paraprofessionals,and paraprofessionals serving stu-dents with more severe disabilities.Individualized training for eachgroup began to be offered.

• Year Six. Paraprofessionals partici-pated in a live videoconference withschool districts from across theUnited States. Anna Lou Pickett, pastdirector of the National ResourceCenter for Paraprofessionals, spoketo paraprofessionals about theirchanging role, recent legislation af-fecting paraprofessionals, and theroles and responsibilities of teachers.Consultants from the Jordan SchoolDistrict in Salt Lake City, Utah, pro-vided reading instruction on phone-mic awareness, letter recognition andpre-reading skills.

27


Profile

Paraprofessional Training and OurQuality of Education

Our paraprofessionals’ instructionalskills have grown by participating in ourprofessional development program.With enhanced skills, they have met stu-dents’ educational needs with a varietyof instructional programs, delivered inone-on-one or in small groups. Our pro-fessional development program has alsohelped paraprofessionals identify pow-erful variables affecting student achieve-ment and the importance of data as atool to measure instructional outcomesand guide instructional interventions.

Idaho has a reading initiative calledthe Idaho Reading Indicator (IRI). Para-professionals, under the direction ofprofessional staff, administer all testing,which involves individually administer-ing a curriculum-based 10-minute read-ing assessment three times per year.Teachers and paraprofessionals use thisdata to design remedial reading inter-ventions for students scoring belowgrade level. Paraprofessionals deliver theremedial reading interventions in smallgroups. Without paraprofessionals, ourreading groups would be so large thatindividual needs would not be met.

The IRI intervention is just one ex-ample of many, where paraprofessionalshave woven themselves into the fabric ofour instructional program. Under the di-rection and supervision of certified pro-fessionals, paraprofessionals also assistwith delivery of accelerated math, theextended school year for students onIEPs, summer reading and math pro-grams, occupational and physicaltherapy services, gifted and talentedprograms, technology instruction, edu-cational signing for the deaf, and a vari-ety of other programs. Without para-professionals, these services wouldeither be diminished or unavailable.

Lessons Learned Along the Way

Six years of training has taught us manylessons that have enhanced our trainingprogram, including:• Paraprofessionals’ enthusiasm for

training is enhanced when they par-

ticipate in the identification, plan-ning, and delivery of training.

• Training must be immediately appli-cable to the requirements of aparaprofessional’s job.

• Paraprofessionals must be assignedto tasks for which they have beentrained. They feel more confidentand enthusiastic when they have re-ceived specific training for an as-signed task.

• When appropriately trained and su-pervised, teachers, parents, and ad-ministrators recognize paraprofes-sionals as an invaluable member ofthe instructional team.

• When appropriately trained and su-pervised, paraprofessionals displaythe same professional behavior ascertified staff.

• Like teachers, paraprofessionals re-quire ongoing professional develop-ment.

• Teachers require training to effec-tively supervise paraprofessionals.

Conclusion

Today, students’ educational needs ex-ceed district financial resources for hir-ing professional staff. Paraprofessionals,when appropriately trained and super-vised, have met many student needs at afraction of the cost. Appropriate train-ing and supervision are essential. Thisrequires additional expenditures, butthe cost is recaptured as schools multi-ply the amount and quality of services.

Reference

Morgan, R.L., Forbush, D., & Avis, D. (2001). Enhancing skills ofparaeducators: A video-assisted training program (2nd edition). Logan,UT: Department of Special Education and Rehabilitation.

David Forbush is Clinical Instructor andProject Coordinator with the Departmentof Special Education and RehabilitationCounseling at Utah State University,Logan. He may be reached at 435/797-0697 or [email protected]. Jerry T.Waddoups is Superintendent of the PrestonSchool District in Preston, Idaho. He maybe reached at 208/852-0280 [email protected].

I have been a paraprofessional in thePreston School District for 17 years.During that time, I have worked in SpecialEducation and in Speech/LanguagePathology. I believe that as a paraprofes-sional I make it possible for teachers to doa better job with students. My relation-ship with teachers has changed over theyears. Now, teachers view paraprofes-sionals as an important part of theeducational system. Paraprofessionalsare no longer just a pair of extra hands,but an indispensable part of the instruc-tional program. I feel more valued now byparents, teachers, and other professionalswho work with students. It is a privilege towork under the direction of trained anddedicated professionals. I feel that ourrelationship is one of two professionalsworking together to enhance the qualityof education for students. I have received extensive trainingduring my years in the Preston SchoolDistrict. Training experiences includeinstructional team work training fromUtah State University, Precision Teachingtraining, MANDT training by LoganRegional Hospital, a video trainingentitled, “Enhancing the Skills ofParaeducators,” and training in readingand math instruction. I have also learnedto collect data and deliver instruction toassist students in both academic andsocial growth. I love kids, and being ableto work with them as a paraprofessionalis an added bonus.

Contributed by Valyn Anderson, Paraprofessional, PrestonSchool District, Preston, Idaho.

A Valued Paraprofessional

28


Continuation

programs and group homes. Despite thedifferences in our duties, paraeducatorsdo share a prescribed role. Quite simply,the paraeducators’ role is to work underthe direction of licensed professionals tohelp students succeed in their assignedtasks. This role is fulfilled in the follow-ing ways: a) supporting the teachingprofessionals by following individualeducation plans and specific directives,b) modeling expected behaviors in all

encounters with students, c) fosteringincreasing levels of student indepen-dence wherever possible, and d) actingas liaisons between the students, in-structional staff, and parents wherevernecessary. My experience as a paraedu-cator has been in classrooms pre-kinder-garten through grade 12. Therefore, thisarticle centers on this particular learningenvironment. Still, it is important to re-member that any student’s location,whether the classroom, the home, theworksite, or the community, becomes anenvironment where learning and growthare anticipated and expected.

Because we work in close proximityto students and likely have more indi-vidual and small group time with themthan teachers do, paraeducators educatestudents in ways generally not affordedteachers. In the classroom, teachers de-liver general instruction and direction,and answer questions posed by studentswith the courage and ability to ask them.Paraeducators, on the other hand, watchfor more subtle signals of comprehen-sion or misunderstanding and step in toclarify, interpret, and redirect where stu-dents need extra support. Students ben-efit from this more individualized atten-tion from an adult who commands the

respect of a teacher while acting on theirbehalf as learners. Teachers appreciatenot having to divide their attention intoso many pieces and parents take com-fort in the knowledge that their chil-dren’s needs will not be overlooked indiverse and crowded classrooms. Finally,administrators are better able to fillstaffing positions in times and placeswhere teachers and dollars are scarce.

The Challenge to Build EffectiveTeacher/Paraeducator Teams

Defining the paraeducator role on paperis the easy part. Making it work in theclassroom is the greatest challenge edu-cator teams face. Yet, one could arguethat effectively balanced teacher/paraeducator teams are the key to open-ing doors to success for students withspecial needs. Teams become most effec-tive when the expected learner outcomesare understood, and the instructionalroles each member plays are clear. Goodcommunication is crucial in teacher/paraeducator teams.

Communicating in education set-tings is challenging. While teachers tendto stay in one classroom or setting overtime, paraeducators often move amongvarious settings, working with a varietyof students and staff. Very few teachersand paraeducators enjoy the luxury ofcommon planning time, so verbal ex-changes between them are often briefand sometimes harried. Paraeducatorsquickly decipher teacher directives(what outcome is expected, how it issupposed to happen, and where the pri-ority is placed – on process or product)so as not to infringe on learning time,and become aware of areas where theyare expected to take initiative in lieu ofspecific directions (picking up clericaltasks or redirecting wandering mindsand feet). Making efficient use of com-munication time is essential for teacher/paraeducator teams.

Another challenge for paraeducatorsworking with struggling students is toknow when to watch from a supportivedistance and when to step in to help. Be-cause we work so closely with students,

our desire to see them succeed tempts usto step in too soon, depriving them ofthe satisfaction of having accomplishedtheir tasks under their own power. Orwe may hold out too long until their re-peated failed attempts have convincedthem they will never succeed. But whenwe are keen observers and empathic lis-teners with students, parents, and teach-ing professionals, the ebb and flow ofteaching and learning appears seamless.For paraeducators, the ability to balanceon a threshold between encouragingeustress that promotes growth, and alle-viating distress that breeds frustration,comes with listening to teacher directionand parental input as well as much prac-tice. Mastering this skill is essential forpromoting student independence,which is the ultimate goal for teacher/paraeducator teams.

The Importance of Training

While teaching professionals have cometo their vocation through an educationalprocess of study, practicum, and licen-sure, paraeducators more often than nothave arrived with little more formaltraining than life experience. This expe-rience taught us to think on our feet, butit probably has not taught us the mosteffective response to the unique needsand behaviors of the variety of studentswith whom we work. Likewise, life hasnot necessarily taught us how to workon an educational team. Therefore, it isimperative for school administrators toprovide training opportunities forparaeducators that will enable us to ful-fill our role in the education process.This can best happen when paraeduca-tors and teachers are asked to identifytheir own training needs, and then aretrained separately where the needs areunique to each role and together whenthe needs are the same.

Additionally, teachers can provideparaeducators with on-the-job trainingby giving clear directions that state theexpected outcomes, the processes to befollowed, and if necessary, the impor-tance of each. It is especially helpfulwhen teachers and administrators dem-

[Harkness, continued from page 1]

29


Continuation

onstrate their openness to questions andsuggestions from paraeducators. Timelyconstructive feedback is also a valuabletraining tool.

Paraeducators should take advantageof every available opportunity to trainfor the role in general as well as for thespecific skills needed to do assignedtasks. Each of the students and staffmembers with whom we work has a dis-tinctive set of needs and behaviors andwe can best respond to them when weunderstand our own needs and behav-iors. We must know our own hot but-tons and how to defuse them when theyget pushed, because they will be, andknow where to go for help when we needit, because we will. Training opportuni-ties are most useful when we can prac-tice the appropriate responses to unex-pected behaviors in others so that theybecome automatic. Above all, in trainingor on the job, paraeducators must askquestions of and follow the examples setby the professionals directing our work.

The Rewards of the Profession

Few other work settings offer the varietyof duties or the flexibility of schedulefound in education settings. Becauseparaeducators take direction fromlicensed teaching professionals, we areable to directly impact student successwhile still having time to enjoy personallives outside of work. And because wework with students, they appreciate ourwork long after they have moved on.Lastly, for those considering careers aslicensed educators, working as a para-educator offers a hands-on setting inwhich to decide whether teaching is a vi-able career goal and to experiment withdifferent learning environments beforecommitting to focus on a particular agegroup or specialty. No matter what thetitle is, the role of paraeducator is a chal-lenging, rewarding, and valuable posi-tion on the education team.

Chris Harkness is a Paraprofessional withTri-District 6067, Maplewood, Minnesota.She may be reached at 651/487-5450 or bye-mail at [email protected].

[Pickett, continued from page 3]

and program implementers in SEAs,LEAs, and two- and four-year institu-tions of higher education is the lack ofinformation about the current practicesacross agency lines and areas of respon-sibility connected with paraeducatoremployment, roles, supervision, andpreparation at the state and local levels.

These issues cannot be addressed in avacuum. There is a powerful need forSEAs to provide leadership to developand nurture partnerships among LEAs,two- and four-year institutions of highereducation, unions, parents, and otherstakeholders to gather and analyze in-formation that will enable them to es-tablish standards for paraeducator roles,preparation, and supervision, and tobuild infrastructures for paraeducatorcareer development. Paraeducator andteachers partnerships will work in con-cert to:

• Clearly delineate distinctions inteacher and paraeducator roles.

• Identify similarities and differencesin the roles of paraeducators who areassigned to all programs adminis-tered by schools and other educationagencies.

• Identify core knowledge and skillcompetencies required by allparaeducators and those required byparaeducators who work in programsthat require more advanced skills andknowledge.

• Establish standards for comprehen-sive, seamless systems of para-educator preparation that include:preservice and inservice training ,structured on-the-job training, andaccess to postsecondary educationthat will support and facilitate careeradvancement for paraeducators whowant to enter the ranks of teachers.

• Develop credentialing systems orother mechanisms that will ensurethat paraeducators have mastered theskills required to carry out assignedtasks.

• Set standards for paraeducator su-pervision and indicators for evaluat-ing their performance.

• Develop standards for preparingteachers and related services person-nel who supervise paraeducators.Finding viable responses to these is-

sues cannot be accomplished overnight.It will require the commitment of all ofthe stakeholders described above, andthe willingness to work cooperatively toensure the availability of a well-trainedand effectively supervised paraeducatorworkforce.

References

Downing, J. E., Ryndak, D. & Clark D. (2000). Paraeducators in inclusiveclassrooms: There own perspectives. Remedial and Special Education,23(2), 157-164.

French, N., (2001). Supervising paraprofessionals: A supervisor ofteacher practices. Journal of Special Education 35(1), 51-73.

Giangreco, M., Edelman, S., Luiselli, T. & McFarland S. (1997). Helpingor hovering? Effects of instructional assistant proximity on studentswith disabilities. Exceptional Children, (64)7-18.

Killoran, J., Templeman, T., Peters, J., &. Udell, T. (2001). Identifyingparaprofessional competencies for early intervention and early child-hood special education. Teaching Exceptional Children, 34(1), 68-73.

Moshoyannis, T., Pickett, A. & Granick, L. (1999). The evolving roles andeducation training needs of teacher and paraprofessional teams in theNew York City Public Schools. New York: Paraprofessional Academy,Center for Advanced Study in Education, Graduate Center, City Univer-sity of New York.

National Center for Education Statistics (2000). Education statistics:Elementary and secondary schools and staffing survey. Washington,D.C. United States Department of Education, Office of EducationResearch.

National Center for Education Statistics (1995). Projections of educa-tion statistics to 2005. Washington, D.C. United States Department ofEducation, Office of Education Research.

Office of Special Education Programs and Rehabilitative Services(2000). 22nd annual report to Congress on the implementation of theIndividuals with Disabilities Education Act. Washington, D.C. ,U.S.Department of Education.

Pickett, A. (1969). Restructuring the schools: The role of paraprofession-als. Washington, DC: Center for Policy Research, National Governors’Association.

Pickett, A. L. (in press), Paraeducators in education settings: Framingthe issues. In Pickett, A. L. & Gerlach, K. Paraeducators in school set-tings: A team approach. Austin, TX: Pro-Ed.

Pickett, A., Likins, M., & Wallace, T. (2002). The employment and prepa-ration of paraeducators: The state of the art –2002. Logan, UT: NationalResource Center for Paraprofessionals, the University of Utah and theUniversity of Minnesota.

Riggs, C. & Mueller, P. (2001). Employment of and utilization ofparaeducators in inclusive settings. Journal of Exceptional Children,35(1) 54-62.

Rogan, P. & Held, M. (1999). Paraprofessionals in job coach roles. Jour-nal of the Association for Persons with Severe Handicaps, 24(4), 273-280.

Rueda, R. & Monzo, L. (2000). Apprentices for teaching: Professionaldevelopment issues surrounding the collaborative relationship betweenteachers and paraeducators. Washington, DC: Center for Research onEducation, Diversity and Excellence.

Wallace, T., Johgho, S., Bartholomay, T. & Stahl, B. (2001). Knowledgeand skills for teachers supervising the work of paraprofessionals. Ex-ceptional Children 67(4), 520-533.

Anna Lou Pickett is a Consultant to theNational Resource Center for Paraprofes-sionals, and its Founder and formerDirector. She is based in New York City,and may be reached at 212/873-8697 or bye-mail at [email protected].

30


trators, other school professionals, andthe parents of the students assigned totheir care. It is the supervisor’s responsi-bility to make sure it is clear to all in-volved in the education of the childrenwith whom the paraeducator works whothe paraeducator is, what his or her roleis, and that he or she is a valued memberof the supervisor’s team.

Finally, and perhaps most impor-tantly, it is up to the person who directsthe work of the paraeducator to advo-cate for additional training, necessaryrole clarification, and involvement in de-cision-making for the paraeducator.For many teachers it may take sometime to adjust to the idea that their assis-tance in this area is important to the de-velopment of quality support and train-ing of the paraeducators with whomthey work.

Training Paraeducators

For most people to do their jobs well,they need to be adequately and appro-priately trained. As such, it stands toreason that if school professionals ex-pect paraeducators to carry out the tasksthey give them, they must first trainparaeducators appropriately. The initialstep in training paraeducators – andone that is too often overlooked – isproviding paraeducators with an orien-tation at the start of their employment.An orientation will be the most effectiveif it is structured and includes, amongother things, general and specific infor-mation about the paraeducator’s job re-sponsibilities (including a written jobdescription), district and school policies,a tour of the school facilities, and intro-ductions to staff and team members.

After the orientation, the paraedu-cators’ supervisors are responsible forproviding direct support and on-the-jobtraining. Without this support, the po-tential for confusion and frustration in-creases as paraeducators are left to fig-ure things out for themselves. It is withthis task that staff development forteachers and other school staff would beuseful in helping them understand theirrole in training and supporting para-

educators.Paraeducators, like the professionals

around them, need to keep their skillscurrent and be informed of any changesin methods, policies, or legislation af-fecting students with disabilities. With-out training in staff development tech-niques, it might not occur to teachers toinitiate and create (with the paraeduca-tor) a growth and development plan.Through training teachers in staff devel-opment techniques, teachers wouldlearn that an orientation and on-the-jobtraining are the minimum training re-quirements paraeducators need in orderto do their jobs. But to truly provide thebest education and care for studentswith disabilities, and to increase para-educators’ job satisfaction and retentionlevels, supervisors need to support andadvocate for inservice training for theparaeducators that work with them.

If teachers understand the impor-tance of staff development and aretrained in staff development techniques,they are more likely to be aware of avail-able training opportunities and under-stand that it is their responsibility to in-form paraeducators of these oppor-tunities. Teachers would know, for ex-ample, to look for inservice training inmany different forms including trainingsessions provided by districts, commu-nity colleges, universities, and otheragencies, as well as provide access to in-dependent learning opportunitiesthrough articles, journals, videos, self-directed training guides, and the Web.

Teachers and others directing thework of paraeducators cannot assumethat an orientation and on-the-job train-ing are enough for the professional de-velopment of the paraeducators in theirschools. As the paraeducators’ supervi-sors, teachers need to be aware of para-educator interests, strengths, and weak-nesses and support paraeducators inseeking to improve their skills.

Summary

Since the quality of work performed byany staff member is directly affected bythe quality of the preparation put into

Continuation

scheduling for paraeducators are notenough if the materials or space para-educators require are inadequate, diffi-cult to find or nonexistent.

Public Relations

Supervisors, teachers and other profes-sionals directing the work of paraedu-cators are responsible for certain publicrelations tasks on behalf of the para-educators that work with them. Teachersand administrators may not understandthe importance of this task.

One public relations task supervisorswill most likely find themselves engagedin on paraeducators’ behalf involvesrepresenting paraeducators in situationswhen they are unable (or not invited) tospeak for themselves. For example,paraeducators will not be present for

many of the conversations teachers havewith parents. It is up to the teacher toexplain to the parents who the paraedu-cator is, and what his or her role is in theeducation or care of their child. Simi-larly, it is also up to the supervisor tokeep the administration informed of theparaeducator’s progress, performance,and – in some cases – any serious con-cerns the paraeducator has about his orher job.

Another public relations task teach-ers might engage in as supervisorswould include introducing and identify-ing the paraeducator to school adminis-

[Wallace, continued from page 9]

Supervisors, teachers and other

professionals directing the work of

paraeducators are responsible for

certain public relations tasks on

behalf of the paraeducators that

work with them.

31


Continuation

that work, teachers and administratorsmust understand what is necessary toprepare and support paraeducators. Inturn, their efforts will ultimately con-tribute to better instruction, a strongerteam atmosphere, and increased confi-dence and job satisfaction among para-educators. We hope that teachers andadministrators will intentionally designa system that recognizes the contribu-

tions of prepared, supervised paraedu-cators. In the words of Daniels andMcBride (2001), “In the final analysis,schools cannot adequately functionwithout paraeducators, and paraedu-cators cannot adequately function inschools that lack an infrastructure thatsupports and respects them as viableand contributing members of instruc-tional teams.”

Reference

Daniels, V.I., & McBride, A. (2001). Paraeducators as critical teammembers: Redefining roles and responsibilities. NASSP Bulletin, (85)623.

Teri Wallace is Project Director with theInstitute on Community Integration,University of Minnesota, Minneapolis, andCo-Director of the National ResourceCenter for Paraprofessionals. She may bereached ay 612/626-7220 or by e-mail [email protected].

[Hutten-Eagle, continued from page 23]

Five are currently teaching, one has com-pleted a Master’s degree, one is enrolledin a Master’s degree program, and six arein credential programs. Four studentsdropped out of the program: one movedout of state, one needed to improve ba-sic academic skills, one went to workfull-time outside the school district tosupport her family, and sadly, onepassed away (the support of her familyby the other paraeducators has beenphenomenal). By the time the fundingfor the grant ends, we anticipate havingthirty-five graduates and six who will becontinuing to work on their degrees.

New Directions

Encouraged by the success of the origi-nal project, a second OSERS grant waswritten to provide tuition and support to60 paraeducators from the neighboringLong Beach Unified School District.Funded in 2001, this project is similar tothe first, and the second group of 15paraeducators will begin classes in thefall (see the sidebar for the paraedu-cators’ view of this project). We are nowdeveloping a math support componentwhich will be available to paraeducatorsfrom both grant programs, as they haveexpressed a need in this area in additionto the writing assistance. We are sopleased with the progress of the para-educators in both programs, and hope tocontinue to prepare them to becometeachers in local school districts.

References

Pickett, A. L. (1989). Restructuring the schools: The role of paraprofes-sionals. Washington, D.C.: National Center for Policy Research, Na-tional Governors’ Association.

Cynthia Hutten-Eagle is Director of theParaeducator Training Program atCalifornia State University, Long Beach.She may be reached at 562/985-4688 or bye-mail at [email protected].

A Final Word

From the Editors

This issue of Impact provides informationabout paraeducators and their roles,preparation, supervision and the legis-lation that guides such things. It is clearthat the various roles of paraeducatorshave changed and continue to change inour dynamic educational system. As theirroles evolve, so does their need forpreparation and training. We hope thatnew legislative changes serve as acatalyst for better, more efficient, andcomprehensive systems to prepare andsupport the paraeducator workforce. In addition to adequate preparationand training comes the need for appro-priate supervision, including meaningfuljob descriptions, time to plan withlicensed staff, and review of job perfor-mance. We have found that whenparaprofessionals receive these things,they not only feel competent in theirjobs, but they feel valued as members ofthe instructional team. Teachers, storemanagers, taxi drivers, doctors, steelworkers, principals, and every otherperson in every other job must have thetools necessary to do their jobs well. Whywould we expect anything different forparaeducators? Legislation, role clarification, prepara-tion, and supervision are needed toensure that paraeducators and teachersare working together to support thesuccess of students with disabilities in oureducational settings across the country.

Paraeducators need to keep their

skills current and be informed of

any changes in methods, policies

or legislation affecting students

with disabilities.

Institute on Community Integration109 Pattee Hall150 Pillsbury Drive se

University of MinnesotaMinneapolis, MN 55455

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Permit No. 155

A publication of the Institute on Community Integration (UAP) and the Research andTraining Center on Community Living, College of Education and Human Development,University of Minnesota. Dedicated to improving community services and social supportsfor persons with disabilities and their families. This Impact is also published on the Web athttp://ici.umn.edu/products/newsletters.html.

• The Paraeducator’s Role on Education Teams

• Evolution of Paraeducator Responsibilities,Training, and Supervision

• Federal and State Standards for Paraeducators

• Effective Training and Supervision ofParaeducators

• Successful Teamwork

• Paraeducators’ Contributions to Systems

• Program Profiles from Iowa, Vermont, Idaho, Washington, Montana, California, New York

• Resources and More . . .

Feature Issue on Paraeducators SupportingStudents with Disabilities and At-RiskVolume 15 · Number 2 · Fall 2002

Managing Editor: Vicki Gaylord

Issue Editors:

Teri Wallace, National Resource Center for Para-professionals; and Institute on Community Inte-gration, University of Minnesota, Minneapolis

Anna Lou Pickett, Consultant to the NationalResource Center for Paraprofessionals

Marilyn Likins, National Resource Center for Para-professionals; and Center for Persons with Dis-abilities, Utah State University, Salt Lake City

Impact is published quarterly by the Instituteon Community Integration (UAP), and the Researchand Training Center on Community Living, Collegeof Education and Human Development, Universityof Minnesota. This issue was supported, in part, byGrant #90DD0506/01 from the Administration onDevelopmental Disabilities, US Department ofHealth and Human Services; and Grant#H133B980047 from the National Institute on Dis-ability and Rehabilitation Research, US Departmentof Education.

The opinions expressed are those of the authorsand do not necessarily reflect the views of the Insti-tute, Center, University, or their funding sources.

For additional copies or information contact:Institute on Community Integration, University ofMinnesota, 109 Pattee Hall, 150 Pillsbury Dr. SE,Minneapolis, MN 55455 • 612/624-4512 • http://ici.umn.edu.

Impact is available in alternative formats uponrequest. The University of Minnesota is an equalopportunity employer and educator.

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