Competency Area G:

On-the-Job Training of Paraprofessionals

On-the-Job Training

Competencies: Provides opportunities for on-the-job training for

paraprofessional skill development. Educates paraprofessionals of their legal rights and

responsibilities regarding their student interaction, services, and instructional programming.

Advocates for school and district to provide inservice training opportunities that are directly related to the daily work of paraprofessionals.

Advocates for school and district to offer paraprofessionals a basic training in current issues and strategies related to the teaching of students with disabilities.

Teacher’s Role -

To provide on-the-job training to paraprofessionals regarding what they do with students everyday and to advocate for additional training at school and district level.

Training - Joyce & Showers (1980) as in Pickett & Gerlach (2003)

Theory - skills, strategy or concept clearly described

Demonstration - shows the skill or strategy in a realistic situation

Practice - paraprofessional tries out the skill or applies the practice in a controlled setting

Feedback - feedback is provided Coaching - occurs on-the-job while the

paraprofessional works with students

Coaching -

French (2003) says that coaching is most important of all training practices because it allows for fine tuning of newly acquired skills until they become solidly cemented into the paraprofessional’s repertoire.

Content Areas in Which Paraprofessionals Have Had Training (2000, 2003)Wallace, Stahl, & Johnson (2003)

% of Total N % of Total N 2000 2003

Emergency procedures 77% 85%Building orientation 53% 56%Roles/Responsibilities 67% 75%Confidentiality 78% 82%Vulnerability 30% 40%Reportability 51% 59%Total N 3374 911

Content Areas in Which Paraprofessionals Have Had TrainingWallace, Stahl, & Johnson (2003)

# of Responses (n) % of Total NIndividual Education Programs (IEP) 353 39%Reading 421 46%Math 388 43%Writing 298 33%Limited English Proficiency (LEP) 44 5%Classroom management 325 36%

None of the above 34 4%Other (specify) 99 11%Total N 911

A Process Using MN Tools

1. Paraprofessional and/or his/her supervisor complete the Paraprofessional Skills Inventory to identify existing knowledge and skills as well as gaps.

2. Paraprofessional should begin list of prior training and experiences that align with competencies.

3. Paraprofessional begins preparation of his/her Portfolio, which provides an avenue to show evidence of knowledge and skills aligned with the competencies.

4. District offers and/or paraprofessional pursues additional training (Para elink, college courses, district workshops, etc.) needed as identified through the skills inventory.

Paraprofessional Skills Inventory Core Competencies

Paraprofessional Instructions -

This inventory is designed to assist you in assessing your level of preparedness for thetasks related to each core competency. Complete this form by thinking about your ownlevel of preparedness for the tasks related to each competency. Then, using the three-point scale, rate your level of preparedness by circling the number that best representsyour level of preparedness for tasks related to the competency. In the space followingeach competency, describe training and experience you have had that has contributedto your preparedness for the tasks related to the competency.

Paraprofessional Skills Inventory - Rating Scale

Paraprofessional Rating Supervisor Rating

1 – Unprepared: you are unprepared todo the tasks related to thiscompetency and you need training inorder to begin.

2 – Somewhat prepared: you are doingthe tasks related to this competencybut need further instruction to becompetent.

3 – Prepared: you are adequatelyprepared and skilled to do the tasksrelated to this competency.

1 – Unprepared: the paraprofessional isunprepared to do the tasks related tothis competency and needs training inorder to begin.

2 – Somewhat prepared: theparaprofessional is doing the tasksrelated to this competency but needsfurther instruction to be competent.

3 – Prepared: the paraprofessional isadequately prepared and skilled to dothe tasks related to this competency.

4 – I do not know theparaprofessional’s level ofpreparedness for this competency.

Paraprofessional Skills Inventory - Sample

Paraprofessional Rating Supervisor Rating

1unprepared

2somewhatprepared

3prepared

1unprepared

2somewhatprepared

3prepared

4do notknow

3.2 Ab ili ty t o co llect an d reco rdpe rform an ce dat a o n studen tsun der t he direc tion o f a lic ens edtea cher , w h ile re spe cting s tu den tcon fiden tial ity and the law sregard in g eth ica l pra ctices o fasse ssm ent. ( 3S1, 3S2)

T ra in ing a nd E xperie nce :

What is a portfolio?

A portfolio is a systematic, organized collection of evidence used by the paraprofessional and those directing the work of paraprofessionals to monitor the growth of the paraprofessional’s knowledge and skills in specific competency areas.

What is the purpose of the paraprofessional portfolio?

Directed to paraprofessionals -- The purpose of this portfolio is to illustrate who you are now and who you want to be as a paraprofessional. This portfolio should be a reflection of your current and emerging self as a paraprofessional. Each section of this portfolio should contain entries (transcripts, certificate of participation) that illustrate evidence of your accomplishments in designated competency areas. A documentation sheet that explains how the entry/activity applies to your work as a paraprofessional should accompany each entry.

How can paraprofessionals meet the competencies thru the portfolio?

College Course (transcript and syllabus) Para eLink (documentation) Conference/Workshop (certificate of

participation) Demonstration/Skilled Competencies only

(observation/documentation) Transferable Work Experiences (examples of

work)

Portfolio Documentation Sheet“Knowledge competency”

Competency Documentation Sheet -KCore Competency Area 1:

Philosophical, Historical, and Legal Foundations of Education

Competency 1.1 Sensitivity to the beliefs, traditions, andvalues across cultures and how these impactthe relationships between children, families,and schooling.

1. How did you acquire new knowledge related to thiscompetency? Please check one.

q College Course (Transcript of CEU attached)q Pare eLink (Documentation attached)q Conference/Workshop (Certificate of Participation attached)q Transferable Work Experiences (Example of Work)

2. Write three things you learned that apply to this competency.

3. How does what you learned apply to your role as aparaprofessional?

Portfolio Documentation Sheet“Skil competency” Core Competency Area 3

Assessment, Diagnosis, and Evaluation

Competency 3.2 Ability to collect and record performance data onstudents under the direction of a licensed teacher,while respecting student confidentiality and the lawsregarding ethical practices of assessment.

1. How did you acquire new knowledge and skills related to thiscompetency?

Please check one.

q College Course (Transcript or CEU attached)q Para eLink (Documentation attached)q Conference/Workshop (Certificate of Participation attached)q Demonstration of Skill (Observation/Documentation)q Transferable Work Experiences (Example of Work)

2. Describe the situation (setting) during which you demonstrated thisskill (i.e. classroom, etc.)

3. Describe what you did to demonstrate this skill.

4. Describe the results of your action(s).

5. Witness to Skill DemonstrationI observed this skill adequately demonstrated.

Name Position

Date

Documentation of this competency has been reviewed and approved by thedistrict review team.

Signature of district review team Date

Para eLink offers training in each of the nine core competency areas for paraprofessionals established by the Minnesota Paraprofessional Consortium.

Other training avenues -

District workshops Courses offered through institutions of

higher education Conferences (knowledge level

information; rarely skill level) Other -

Training Plan and Documentation

It is important to have a plan for addressing training needs AND to ensure it is documented. This documentation is important for the paraprofessional and the district.

Support for ongoing training…

Effective organizations include professional development in their personnel practices

because it ensures the presence of requisite skills in the workforce, helps provide equal

opportunities for persons with diverse backgrounds, and aids in both recruitment and

retention of competent personnel.

- Crist, P. (1996)