Defining Roles

TEACHERS DIRECTING THE WORK OF PARAPROFESSIONALS

AGENDA FOR 2012 SESSIONS• Session 1

• Defining Roles

• February 28, 2012

• Session 2

• Managing the work of Paraprofessionals

• March 27, 2012

• Session 3

• Communication

• April 24, 2012

• Session 4

• Modeling

• May 22, 2012

COMPETENCIES FOR TEACHERS• Clearly describes, to each paraprofessional, their roles and responsibilities.

• Maintains regular positive and supportive interaction with paraprofessionals.

• Contributes to the evaluation of paraprofessional performance with the intent of assisting paraprofessional skill improvement.

• Maintains professionalism through respect, confidentiality, and honoring boundaries.

• Provides beginning and substitute paraprofessionals with an orientation that results in sufficient understanding of the setting, staff, students, and staff roles and responsibilities.

ORIENTATION• Hand out the district Paraprofessional Handbook

• Review the handbook & check for understanding, questions

• You may reference additional handouts in order to address the core competencies

• Business office (payment, reimbursement, leave, policies, procedures, etc.)

• Tour the school, introductions – see “Orientation Information”

START OF THE YEAR• Develop a schedule with the administrator, counselor, parents, paraprofessionals, other

involved parties

• Create a meeting schedule for the year with your paraprofessionals (ex. Monday mornings from 7:30-7:45am)

• Review classroom expectations, school expectations, etc.

• Review student needs, behavior, academic, communication, AT, functional, etc.

• Review & emphasize confidentiality

• Develop specific roles with your paraprofessionals based on their setting, student needs, and your classroom expectations

• Identify a review period, when it will be, who will do it, & STICK to it.

ADMINISTRATOR• assist with students’ schedules.

• develop district or building policies regarding the utilization of paraprofessionals.

• ensure safety and well-being of all students and staff.

• participate on school-based support teams.

• consult and collaborate with appropriate district and building personnel.

• assure school program accessibility for all students.

• encourage all team members to be a part of the IEP process.

• develop student educational programs to comply with federal, state, district, and

• building rules, regulations, and policies.

• plan for appropriate continuous training for all school building personnel, including

• substitute teachers and substitute paraprofessionals.

• include paraprofessionals in school/districtwide vision/mission statements.

TEACHER• participate regularly on school-based support teams assisting in collecting, coordinating, and

interpreting information about the students, plan and/or prescribe the learning environment for eligible students.

• plan and implement instructional objectives based on the individualized program for students.

• coordinate, consult, and/or collaborate with appropriate building and district personnel.

• prepare and collaborate with the paraprofessional as to the specifics of the instruction.

• monitor, supervise, and evaluate the paraprofessionals assigned to students.

• involve parents in all aspects of the student’s education.

• in the case of special education professionals, act as a case manager in directing and participating in the staffing team process that includes assuring the assessment of the student’s current level of function, identification of student needs, determination of disabling conditions, and clustering and prioritizing of annual measurable goals and characteristics of service.

GENERAL EDUCATION TEACHER• collaborate with special education teachers, related service providers, and

paraprofessionals.

• provide direct instruction to eligible students.

• provide an environment that recognizes and adapts to individual differences of students.

• implement effective discipline strategies as directed.

• participate as a team member in developing problem-solving strategies for individual students.

PARAPROFESSIONAL• carry out instructional programs and lessons in various learning environments as designated in the

instructional plan based on the IEP.

• assist individual students in performing activities initiated by the professional.

• reinforce learning with individuals or in small groups.

• assist the professional in observing, recording, and charting behavior.

• assist the professional with crisis problems and ongoing approaches to behavior management.

• participate in building-level duties as assigned by building administrator or designee.

• score tests and papers and assist in data collection procedures.

• perform clerical tasks, i.e., typing, filing, and duplicating.

• assist in preparation, production, and maintenance of instructional materials.

• maintain and operate instructional and/or adaptive equipment.

• collaborate with the IEP team in an ongoing review of student programs.

• attend IEP or other staff meetings at the request of teacher, administrator, or parent.

• assist students with mobility and self-care needs.

• Maintain confidentiality

• Respect the legal and human rights of student and families

• Follow district policies for the health and safety of students

• Understand roles and responsibilities of the educational staff

• Follow the directions of teachers and other supervisors

• Follow the chain of command for administrative procedures

• Demonstrate dependability, integrity, respect for student differences and other standards of ethical conduct

• Demonstrate a willingness to participate in training activities to improve performance

• http://www.youtube.com/watch?v=jMwaruBi3M4

SUBSTITUTE PARAPROFESSIONAL• TO BE DISCREET IN CONFIDENTIAL MATTERS.

• to have a “positive” attitude toward the school district employing you.

• to respect students with various disabilities and have a desire to work with them.

• to be sensitive to the needs of those individuals with whom you work.

• to be dependable and prompt, and able to be counted on daily.

• to be reliable and consistent in job performance.

• to show initiative.

• to use common sense when unusual situations arise.

• to be a team player.

HOMEWORK• Review the parts of your district handbook:

• Week 1-

• Create time to meet with your Paraprofessionals

• Discuss: Teachers Role

• Discuss: Paraprofessional Role

• Week 2-

• Discuss or review: School Expectations

• Week 3-

• Classroom Expectations (download an example)

• Confidentiality (download an example)

HANDOUTS (DOWNLOADS)

• 19 Ways To Step Back

• Article- Working With Paraprofessionals

• Substitute File

• Paraprofessional Rubric

• Paraprofessional Role Sheet (Example)

• Classroom Expectations

• Confidentiality Statement

• On The Same Page: Weekly Discussion Points From Susan Fitzell

RESOURCES• Paraprofessional Online.

http://paraprofessionalonline.com/2012/01/on-the-same-page-part-four/.

• You Tube: http://www.youtube.com/watch?v=jMwaruBi3M4

• Special Education Paraprofessionals in Montana Schools. A Resource Guide For Administrators, Educators, and Paraprofessionals. Office of Public Instruction. October 2002

• http://ici.umn.edu/para/teachers/Supervision/Supdefault.htm © 2007 by the Regents of the University of Minnesota

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