Every Paraprofessional Needs for Student Success … Paraprofessional Needs for Student Success and Effective ... helper ... teaching ... , Seattle, Washington 6 Guiding Principles

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Let’sTeamUp:WhatEveryParaprofessionalNeedsforStudent

SuccessandEffectiveTeamwork

November8,2016NewYork,NewYork

KentGerlach,[email protected],Washington


Let’sTeamUp:WhatEveryParaprofessionalNeedsToKnowforStudentSuccessandEffectiveTeamwork

Thisworkshopisdesignedtoprovideyouwithinformationandskillsthatwillenhanceyourroleasaparaprofessionalandmemberoftheeducationalteam,aswellasfamiliaritywiththecurrentissuesinvolvedinthisrole. Objectives:Tobetterunderstand:

1. Thevalueofparaprofessionalsineducationalprograms.

2. Therolesandresponsibilitiesofparaprofessionalsascriticalmembersoftheeducationalteam.

3. Therolesandresponsibilitiesofcertificated/licensedstaffandtheirresponsibilitiesforprogramdevelopment,evaluationandforsupervisionofparaprofessionals.

4. Therolesandresponsibilitiesofallteammembersandutilizationofteamingandeffectivecommunication.

5. Waysinwhichparaprofessionalscanworkmosteffectivelywithawidevarietyofstudentsandtheiruniquelearningneeds.


TeamWork:KeytoSuccessforTeachersandParaprofessionals

Theinterdependentworkingrelationshipoftoday’sparaprofessionals,teachers,andprincipalsisoftenlikeajigsawpuzzle.Unfortunately,theydon’thaveapictureonthefrontofaboxtoknowwhatthepuzzleissupposedtolooklikewhenit’sfinished.Sometimestheydon’tevenhaveallthepieces.That’swhy,intoday’seducationclimate,themostsuccessfulschoolsoperateasateam.Schoolpersonnelunderstandtheimportanceofagoodworkingrelationshipandarefocusedonteamgoals.Whenparaprofessionals,teachers,andprincipalsteamuptoconnectthepiecesofthepuzzle,studentsaretheultimatebeneficiaries.

Thechanginglandscapeofpubliceducationhashadasignificantimpactontherolesofthepersonnelwhoserveinourschools.Teachershortages,increasingnumbersofEnglishlanguagelearnersandtherisingenrollmentofstudentswithdisabilitiesandotherspecialneedsarejustsomeofthefactorsthatmaketheneedforadynamicschoolteammorenecessarythanever.Inthischallengingenvironment,paraprofessionalsplayanincreasinglycriticalroleinimprovingstudentachievement.

Acommonthreadacrossdefinitionsofteamsisthatteamworkcanbedefinedasaprocessamongpartnerswhosharemutualgoalsandworktogethertoachievethegoals.Teamworkallowspeopletodiscusstheirworktogetherand,asaresult,togrowprofessionally.Tobesuccessful,theteacherandtheparaprofessionalsmustviewthemselvesasateamandpartnersintheeducationalprocess.Inputfromallteammembersneedstobesolicited.Questionsneedtobeaskedandanswered.Ideasneedtobeshared.Teamworkdoesn’thappenbyaccident.Itrequireseffortandcommitment,awillingnesstoacceptthechallengesofworkingtogether.Teachersandparaprofessionalsneedtoforma"relationship"thatisbuiltongoodcommunicationandmutualrespect.

Teameffectivenesscanbeachievedbysharingexpectationswithoneanother,byallowingtheparaprofessionaltoparticipateintheplanningprocess,byappreciatingeachother'suniquepersonalitytraits,byrespectingdiversity,andbydemonstratingapositiveattitudetowardteamwork.Onceateamworkswelltogether,thejobislessstressful,moreenjoyable,andmorerewardingforallteammembers.TrustinTeacher/ParaprofessionalTeamsisEssentialforTeamSuccess

Opencommunication,mutualrespect,recognition,andaboveall,trustformthebondofahealthyteam.Trustisbuiltinteamsbypromotingopencommunications,providingfairleadershipandsupervisingwithsensitivity.(Pickett,A.,Gerlach,K.,2003)

Buildingtrustisessentialandnotalwayseasy.Trustisnecessarytohaveaproductiveworkingenvironment.Itisessentialforallteammemberstopracticeopen,honestcommunicationinordertoincreaseawarenessandbuildcooperation.Thisenvironmentoftrustpromotesloyaltyandcommitmenttoachievethegoalsandobjectivesoftheteam.

Allteammembersneedtodeveloplisteningskillssothattheycanobtainsufficientandaccurateinformationnecessaryforaneffectiveworkingrelationship.Becausemanyparaprofessionalshavereceivedlimitedtrainingororientationfortheirjob,itisespeciallyimportantthattheteacheraccuratelyandclearlydescribethegoalsandneedsofthelearnerbeingserved.Teammembersmusthaveeffectivelisteningtechniquesinordertopromotetheessentialunderstandingrequiredforsuccessfulintervention.


DISCUSSIONACTIVITY:DefiningParaprofessional

“Para”means“alongsideof”

A. Definethetermparaprofessional

B. Whatarethemostimportantwordsthatmustbeincludedinadefinition?

C. Listothertitlesusedbyschooldistrictstodescribetheposition.


DefinitionsofaParaprofessional Aparaprofessionalisaschoolemployeewhoassistsandsupportsteacher–directedinstruction(Gerlach,K.,2001)Paraprofessionalsareschool/agencyemployeeswhoworkunderthesupervisionofteachersorotherprofessionalpractitioners.Thecertifiedprofessionalisresponsibleforthedesign,implementation,andassessmentoflearnerprogress,andtheevaluationoftheeffectivenessoflearningprograms.(Pickett,1989)Theparaprofessionalisanemployeewho,followingappropriatetraining,performstasksasprescribedandsupervisedbythelicensed/certifiedprofessional/practitioner.Paraprofessionalsperformspecificdutiesasdirectedbythelicensed/certifiedprofessional/practitioner.Thelicensed/certifiedprofessional/practitionermaintainsresponsibilityforassessingthelearnerandfamilyneeds,andforplanning,evaluating,andmodifyingprograms.(IDEAPartnershipsParaprofessionalInitiativeReporttoU.S.Dept.ofEducation,OfficeofSpecialPrograms[OSEP],December2001.)Paraprofessionalsmayprovideservices,undersupervision,inthefollowingprogrammaticareas:…Educationalprograms,includingbehaviorprograms …Physicaltherapy…Occupationaltherapy …Speechandlanguagetherapy…Earlyinterventionandpre-schoolprograms …Recreationprograms…Socialwork/casemanagement …Parenttraining/childfindprograms…Vocationaltrainingprogramsandjobcoaching …Playground,lunchroom,library…Computerassistance …Healthassistance…One-to-oneinstruction(Interpreters,etc.) Canyouthinkofothers?OtherTermsUsedbySchoolDistricts…paraeducator …inclusionassistant …parapro …onetooneassistant…instructionalaide …onetooneaide…instructionalassistant …supportaide…educationalaide(E.A.) …supportassistant…educationalassistant(E.A.) …facilitator…teachersaide(T.A.) …behavioralassistant…teachersassistant(T.A.) …classified…helpingassistant …para…educationtechnician ...helper...teachingassistant


GuidingPrinciplesforParaprofessionalEmployment,Roles,PreparationandSupervisionTheseguidingprincipleshavefourprimarygoals.Thefirstaddressesthepolicyandadministrativeissuesthatimpactonparaprofessionalroles,supervision,andpreparation.Thesecondprovidesafoundationthatenablesschoolsandotherprovideragenciestoprepareandretainaskilled,committedparaprofessionalworkforce.Thethirdenhancesthestatusandrecognitionofparaprofessionalsaskeymembersofeducationandrelatedserviceteams.Thefourthassuresthatparaprofessionalsareappropriatelyintegratedintoprogramimplementationteamsthrougheffectivesupervision.GuidingPrinciple1:Skilledparaprofessionalsareemployedtoimprovethequalityofeducationandservicesinotherprovidersystemsandtohelpensuresupportive,inclusive,safe,andhealthylearningenvironmentsforchildren,youth,andstaff.GuidingPrinciple2:Administratorsandteachers/providerscreateenvironmentsthatrecognizeparaprofessionalsasvaluedteammembersandeffectivelyintegratethemintoteams.GuidingPrinciple3:Membersofallprogramplanningandimplementationteamsparticipatewithinclearlydefinedrolesinchanging,dynamicenvironmentstoprovidelearner-centeredandindividualizedexperiencesandservicesforallchildrenandyouthandtheirfamilies.GuidingPrinciple4:Paraprofessionalsarerespectedandsupportedintheirteamrolesbypolicymakers,administrators,teachers/providers,andfamilies.GuidingPrinciple5:Standardsforparaprofessionalrolesandprofessionaldevelopmentassurethattheyareassignedtopositionsforwhichtheyarequalifiedandhavetheskillsrequiredtoassistteachers/providerstoprovidequalitylearningexperiencesandrelatedservicesforallchildrenandyouthandtheirfamilies.GuidingPrinciple6:Paraprofessionalsreceivepre-andin-serviceprofessionaldevelopmentprovidedbythedistrict/agencyandopportunitiesforcontinuingeducationorcareeradvancementofferedbyinstitutionsofhighereducation.GuidingPrinciple7:Teachers/providersresponsibleforsupervisingtheworkofparaprofessionalshavetheskillsnecessarytoplanfor,direct,provideon-the-jobtrainingfor,monitor,andevaluatetheperformanceofparaprofessionals.GuidingPrinciple8:Paraprofessionalshaveanoccupational/professionalidentityandcontributetolearner-centeredactivitiesthathelptoachievethemissionoftheschool/agency.*TheseguidingprinciplesarebasedonresearchactivitiesconductedbytheNationalResourceCenterforParaprofessionalsandparaprofessionaldevelopmenteffortsinUtah,Minnesota,Iowa,Washington,andRhodeIsland.


DiscussionActivity:Discusseachguidingprinciple.Giveexamplesofhowthesecouldbeimplemented.Howcouldthesegoalsandprinciplesbeachieved?Discussthechangingrolesoftheparaprofessional.Howandwhydoyouthinktherolecontinuestochange?Discussthechangingroleofteachers.Howandwhydoyouthinktheroleofteacherscontinuestochange?Listsomecurrentissuesthatarepresentlyaffectingtheroleofparaprofessionalsandthosewhosupervisethem.(Inyourschooldistrict)


DiscussionActivity:ExpectationsWhatSupervisorsExpectfromParaprofessionals1. Havea“goodattitude”towardtheschoolanditspersonnel;likeandrespectchildrenandhavea

desiretoworkwiththem.2. Bedependableinpromptnessandattendance,reliableinjobperformanceanddiscreetin

confidentialmatters.3. Beabletoassistintheinstructionalprocess,andtoshareperceptionsofstudent’sprogressand

needs.4. Beabletoperformnon-instructionaldutiessuchasrecordkeeping,classroommaintenance,

preparationofbulletinboardsandlearningmaterials.5. Beabletogivehelpandassistancewithoutbeingasked.6. Tousegoodjudgmentwhenunusualsituationsarise.7. Bealiaisonbetweenschoolandcommunity;interpretcommunityvaluesandconcernstothe

schoolandthoseoftheschooltothecommunity.8. Participateintrainingtodevelopskillsandbecomeamoreeffectiveparaprofessional.9. Believethattheparaprofessionalandteachershouldbeaworkingteam.WhatParaprofessionalsExpectfromSupervisors1. Toacceptthevalueofparaprofessionalsineducationforprovidinginstructionalassistanceaswell

ascommunityinput.2. Besensitivetothefeelingsandneedsofchildren.3. Provideeducationalleadership;includemeintheplanning,givememeaningfulassignmentsand

cleardirections.4. ExplaintherulesforstudentbehaviorandprovidesupportwhenIamworkingwithstudents.5. Givemehonestfeedbackandevaluationofmyperformanceinaconfidentialmanner;praiseme

forwhatIdowellandoffersuggestionsforimprovement.6. Respectmyindividuality;recognizeandutilizemytalentsinclassroomactivities.7. Acceptmeasamemberoftheschoolstaff,bothprofessionallyandsocially8. Informmeoftrainingopportunitiesandencouragemetoparticipate.9. Believethattheparaprofessionalandteachershouldbeaworkingteam.DiscussionQuestionsWhatcanyouaddtotheseexpectations?


DISCUSSIONACTIVITY:Teacher/ParaprofessionalRolePerceptionActivityDirections:Discussthefollowingtasks.Whoseroleisthis?Placean“X”underteacherorparaprofessional.Ifbothperformthisrole,placean“X”inbothboxes.Aftercompletingthisexercise,circlethenumbersofthosethatare"teacheronly.”

Task Teacher Paraprofessional1. Planningdailyandweeklyschedules

2. RecordingandChartingData

3. Administeringstandardizedtests

4. Scoringstandardizedtests

5. Gradingtests,papers,andstudentwork

6. Analyzingandinterpretingtheresultsofvariousassessmentactivities

7. Settinggoalsandobjectivesfortheclassandindividualstudents

8. Writingthelessonplan

9. Carryingoutlessonplans

10. Introducingnewskills/concepts

11. Modifying/adaptinginstructionalplansandcurriculum

12. Instructingindividualorsmallgroupsofstudents

13. Teachinglessonstoentireclass

14. Developingbehaviormanagementprograms

15. Discipliningstudents

16. Developinginstructionalmaterials

17. Evaluatingstudentperformanceandprogress

18. Recordingattendanceandmaintainingotherrecords

19. Settingupandmaintaininglearningcenters/adaptiveequipment

20. Inventoryingandorderingsupplies

21. Participatinginindividualizedprogramplanningmeetings,parentconferences,andotherschool-basedmeetings

22. Meetingandconferringwithparentsandfamilies

23. Consultingwiththerapistsandotherprofessionalstaffaboutastudent’sprogramandbehaviors

24. Maintainingaclean,safelearningenvironment

25. ParticipationinIEPmeetings

NOTE:BasedonactivitiescontainedinHandbookforSpecialEducationProfessionals,ByA.L.PickettandJ.Formanek,1982,NewYork,NY,andinGerlach,K.,1992,StrengtheningthePartnership:Issues,RolesandResponsibilities,OlympicESD,andinSupervisingParaprofessionalsinEducationalSettings:ATeamApproach,2ndEdition,PickettandGerlach,2003,Pro*ed,Austin,TX.

REMINDER:Theteacherhastheultimateresponsibilityforallinstructionalduties.Note:ThereisNOanswerkeyforthisactivity.Experience,training,etc.willaffectyourperceptionofwhetheritisateacheronlyorsharedrole.


DISCUSSIONACTIVITY:RoleDescriptionExerciseComparisonofTeacherandParaprofessionalRolesRead the role description of the supervising teacher, and then write the job description for theparaprofessional. Roleperformedbythe

supervisingteacher Roleperformedbytheparaprofessional

ClassroomOrganization

PlansweeklyschedulePlanslessons/activitiesforentireclass,individualchildrenandparaprofessional.Plansroomarrangementandlearningcenters

Assessment AssessesindividualchildrenAdministersteststoentireclass

SettingObjectives Determinesappropriateobjectivesforclassandforindividualchildren

Teaching Teacheslessonsfortheentireclass,smallgroups,andindividualchildren

BehaviorManagement Plansbehaviormanagementstrategiesforentireclassandforindividualchildren

WorkingwithParents Meetswithparents

Initiatesconferenceswithparentsconcerningchild’sprogress

LessonPlanning PlanslessonsforstudentsPlansfortheparaprofessional

BuildingClassroomPartnership

Arrangesscheduleforconferences,sharesgoals&philosophywithparaprofessional,organizesjobdutiesforparaprofessional

AdaptedfromGerlach,Kent,Ed.D.andPickett,A.L.,(1992)StrengtheningthePartnership:Issues,RolesandResponsibilities


Canyouthinkofinappropriaterolesforparaprofessionals?InappropriateRolesforParaprofessionalsAlthoughparaprofessionalshaveamoreexpansiveandflexiblerolethaneverbefore,someactivitiesareconsideredinappropriateforthem.Thereisconsiderableagreementthatthefollowingrolesarenotappropriateforaparaprofessional.Somestatesandprofessionalgroupsdeterminedthatparaprofessionalsshouldnotperformthefollowingactivities:1. Assignfinalgrades,fillsinreportcards2. Makeretentionandpromotiondecisions3. Administer,scoreandinterpretanassessmentinstrumentthatrequiressubjectivejudgment

(example:essaytests,diagnosticassessments)4. Assumefullresponsibilityofclassforindefiniteperiodoftime5. Makemajordecisionsastothesubjectmattertobetaught6. HastheprimaryresponsibilityforwritingIEP’s7. Teachesacademicsubjectmattertoanentireclass,withoutteacherpresent8. Substituteforcertificatedteacher,unlessparaprofessionalisrecognizedasanofficialsubstituteby

thestate9. Planindividualdailylessonsunlessspeciallytrainedorprogramispre-planned10. Consultwithothertherapistsorprofessionalsaboutastudentwithoutsupervisor’sapproval11. Reporttoparentsconcerningachild’sprogresswithoutsupervisor’sapproval12. Supervisestudentteachers13. AttendsIEPmeetinginplaceoftheteacher14. Workswithoutsupervision15. MakesprogrammabledecisionswithoutsupervisorapprovalDiscussion:ParaprofessionalRolesThefollowingiscitedinESEAasappropriaterolesforparaprofessionals–

§ Providingone-on-onetutoringforeligiblestudents;§ Assistingwithclassroommanagement(suchasorganizinginstructionalandothermaterials);§ Providingassistanceinacomputerlaboratory;§ Conductingparentalinvolvementactivities;§ Providingsupportinalibraryormediacenter;§ Actingasatranslator;and§ Providing,underthedirectsupervisionofateacher,instructionalservices.

Somestudieshavefoundthatparaprofessionalsreportbeing“responsible”fortheinstructionalprogramofastudentwhenthatistheresponsibilityoftheteacher(Giangreco,Edelman,Luiselli,&MacFarland,1997;Marks,Schneider,&Leving,1999;Wallace,Stahl,&MacMillan,2000).Paraprofessionalsreportedahighlevelofresponsibilityintheirjobs,suchas:decisionsregardingadaptations,behavioralsupport,andinteractingwithteammembersincludingparents(Downing,Ryndak,&Clark,2000).


GuideforWorkingwithParaprofessionals

SpecialEducationTeacher GeneralEducationTeacher ParaprofessionalCasemanager Contentspecialist StudentsupporterCollaborator Instructionalleader TeachersupporterConsultant DatacollectorResourceteacher Thispersonhas: Thispersonhas: Thispersonhas:Informationaboutthestudent’sspecificneeds.

Informationaboutownteachingstyles

(thegeneraleducationteachermustasktheparaprofessional)

InformationabouttheIEP(modificationsandinstructionallyrelevantinformation)

Informationabouttheclass

Informationaboutthecurriculum

Thispersonneeds: Thispersonneeds: Thispersonneeds:Informationaboutteacher/styles

Informationaboutthestudent’sspecificneeds

(thegeneraleducationteachermustasktheparaprofessional)

Informationabouttheclass InformationfromtheIEP(modificationsandinstructionallyrelevantinformation)

(mustbedefinedandwrittendependingonstudentneeds)

Informationaboutthecurriculum

Preparelessons

Communicatestudentneeds Planinstructionalactivities Allocateresources Teachstudents Supportstudents Developawarenessofspecial

studentneeds

Supportparaprofessionals Consultwithspecialservicestaff

Monitorstudentprograms Evaluatestudentprogress Providestrategiesandinterventions

Supportparaprofessional

Prepareparaprofessional Beforeparaprofessionalclassroomdutiescanactuallybedefined,paraprofessionalsmustbegiveninformationfromboththegeneralclassroomteacherandthespecialprogramteacher.Onewaytousethischartistodeterminewhatinformationhasalreadybeensharedaboutthestudentsandabouttheclassroomorsubjectarea.Thenitwillbeeasiertodeterminewhatinformationstillneedstobesharedtoproperlysupportthestudents.


TheParaprofessional’sRoleWhatAreYourMajorResponsibilities?Theworkperformedbyparaprofessionalswillvarydependinguponteachers’expectations,paraprofessional’sskillsandexperience,andjobassignment.Paraprofessionalsareprimarilyresponsibleforassistingandsupportingteachers,principals,andothercertifiedorlicensedstaffwith:

• Team-basedassignments.• Buildingandmaintainingeffectivecommunicationandrelationships.• Maintainingstudent-centered,supportiveenvironments.• Organizinglearningexperiencesforstudents.• Implementinglessonsinitiatedbytheteacherorrelated-servicespersonnel.• Assessingstudentneedsandprogressunderteacherdirection.• Maintainingasafelearningenvironment.• Exercisinggoodjudgment,flexibility,creativity,andsensitivityinresponsetochangingsituations

andneeds.• Assistintheinstructionalprocessandcommunicatingwiththeteachertheirperceptionsof

studentprogressandneeds.• Participateintrainingtodeveloptheknowledgeandskillstobecomeamoreeffective

paraprofessional.• Followingtheschoolphilosophies,guidelinesandprocedures.• Knowingandpracticinggoodprofessionalethics.• Usegoodjudgmentwhenunusualsituationsarise.

Canyouthinkofothers?LearningSchoolPoliciesandProcedures

1. Makesureyouknowwhoyourdirectsupervisoris.Supervisorsmaychangewhenassignmentschange.Youmaybeworkingwithseveralsupervisors.

2. Makesureyouknowthestateandlocalrequirementsforparaprofessionalswhoassistwithinstruction.3. Knowschoolpolicies,guidelines,andprocedures–askforthemiftheyhaven’tbeengiventoyou.4. Obtainacopyofyourjobdescription.5. Makesureyouunderstandthegoalsofyourteamandprogram,alongwithyourroleinhelpingto

achievethosegoals.6. Requestthebuildinganddistrictmissionstatement.Ifappropriate,requestthemissionstatementfor

specificprograms(TitleI,specialeducation,etc.).7. Makesureyouunderstandthe“chainofcommand”inthedistrict.8. Askaboutanyunionsoraffiliationsyouwillbeexpectedtojoin.9. Obtaininformationonfringebenefits,insurance,etc.10. Requestamapoftheschoolbuilding.Askforatourifyou’renotfamiliarwiththebuilding.11. Requestastaffdirectory.Exchangephonenumberswiththepeoplewithwhoyouwillbedirectly

working.12. Requestcopiesofanyparentorstudenthandbooks.13. Requestaschoolcalendarandascheduleofspecialevents.14. Requestacopyofthedistrict’sdisciplineproceduresandplaygroundpolicies.15. Requestacopyofthedistrict’sprofessionaldevelopmentcalendarorin-serviceofferingsfortheyear.16. Askaboutdistrictandcommunitycollegecourseofferingsandotherprofessionaldevelopment

opportunities.


QuestionsThatNeedtoBeAnsweredWhatParaprofessionalsNeedtoKnowinWorkingwithTeachersandOtherSupervisors

1. Recognizetheroleoftheprincipalasthebuildingleader.2. Recognizethatyoursupervisingteacherhastheultimateresponsibilityforinstructionalplanningand

classroommanagement.3. Followthedirectionsandplansgiventoyoubyyourprincipaland/oryoursupervisingteacher.4. Askclarifyingquestionswheneveryoufeelthedirectionsarenotclear.5. Understandthedistinctionsbetweentherolesofparaprofessionalsandteachers.6. Askifthereisatimesetasideformeetingwithyoursupervisoronaregularbasis.7. Workundersupervisionwithinaframeworkofstandardpoliciesandprocedures.

AskWhattheAssignedTasksAreAskAboutYourRoleinSupportingCurriculumandInstructionAskAboutYourRoleinDealingwithStudentBehaviorAskAboutYourRoleinAssistingStudentswithSpecialNeedsAskAboutYourRoleinObtainingTrainingandProfessionalDevelopmentAskAboutYourRoleinMaintainingEthicalConductandProfessionalism


We’ve learned …

Communication between the Teacher and the Paraprofessional

doesn’t always flow. Sometimes it leaks, spurts, and dribbles.

PlanningandWorkingTogether BasicStrategiesforClearCommunicationBetweenTeacherandParaprofessionalThere are a number of elements that must be present in any situation to insure clear channels ofcommunication.Somearecommonplaceandgenerallywellknown.Othersarethingswetakeforgrantedand,ifthemembersoftheteamarenotcarefulanddonotpayattention;positivecommunicationcanbeinhibited.Forexample:… Theattitudeandfeelingsofboththeteacherandparaprofessionalneedtobeknown,respected,and

understood.Teachersandparaprofessionalsneedtodealopenlywiththeirattitudesandfeelingstowardtheirrolesandduties,theirattitudestowardthestudentstheyworkwith,theirattitudestowardinstructionalstylesandmanagementandtheirattitudestowardthevalueoftheotherperson’scontributions.Whenfeelingsarenotsharedandopenlycommunicatedthenatureoftherelationshipwillnotgrowandtheteamwillnotbeeffective.

… Anunderstandingofthesimilaritiesanddifferencesbetweenthepeopleinvolvedintheteammustbe

recognizedandunderstoodrangingfromdifferentpointsofviewabouteducationalstrategiestodifferentvalues,differentculturalandreligiousheritage,differentlevelsofeducationandexperienceandotherfactorsthataffecttheworkingrelationship.

… Theteacherandparaprofessionalshouldactivelyseektodevelopandshareacommonvocabularyand

systemofnon-verbalcues.… Theteachermustmakesurethatdirectionsandexpectationsareclearlyunderstoodandthatthe

paraprofessionalisabletoperformtheassignedtaskpriortoimplementingtheactivityintheclassroom.… Theparaprofessionalmustbewillingtoaskforclarificationorassistanceiftheassignmentisnot

understood.… Theteachershoulddeterminewhatspecialinterests,strengths,andtrainingtheparaprofessionalhasthat

willcomplementandenhancehis/herownskillsandimprovethedeliveryofinstructionalprogramstostudents.

… Theteammustactivelyworktocreateaclimateofcooperation,trust,respect,andloyaltybymeeting

regularlytodiscussproceduresandtechniquesthatwillestablishandmaintainopenchannelsofcommunication.


ASampleChecklist:ParaprofessionalsandInstructionTaskCompleted: HaveImetwithmysupervisor?

HaveIreviewedthelessonplan?

Arethedirectionsclear?

DoIfeeladequatelypreparedfortheinstruction?Aretheteacher’sobjectivesclear? DoIknowhowtobeginthelesson?

DoIknowwhattodowhenthestudentrespondsappropriately?

DoIknowhowtohandleinappropriateresponses?

AmIpreparedforoff-taskstudentbehavior?

DoIhavethematerialsready?

DoIfeelpreparedtousethematerials?

DoIhavetheteachingareaarrangedefficiently?

Istheteachingareacomfortableforthestudentandme?

DoIknowhowtoconcludethelesson?

AftertheLesson: HaveIrecordedbehavioralobservationsaboutthestudent?

HaveIcompletedtherecordofthestudent’sperformanceorasummary?

AmIreadytoevaluatethesessionwithmysupervisor?

HowwillIcommunicatetheresultsofthelessonwithmysupervisor?


DiscussionExercise:EffectiveTeams,anAssessment(PartA) Circleyes,no,needsimprovementtothefollowingquestions:

1. Weareallinagreementaboutwhatwearetodohere.Ourmissionisclear.Goalsareestablished. YesNo NeedsImprovement

2. Theteamsharesaclearvisionofwhatneedstobedonetoaccomplishthegoals. Yes No NeedsImprovement

3. Rolesandresponsibilitiesofeachteammemberareclearlyestablished.Yes No NeedsImprovement

4. Theteamleadershiproleisclear. Yes No NeedsImprovement

5. Teamexpectationsarecommunicatedinaclimateoftrustandopenness.Yes No NeedsImprovement

6. Theteamknowseachperson’sroleinanydecisionsthathavetobemade.Yes No NeedsImprovement

7. Theteamisclearaboutwhatweexpectfromeachotherinordertogetthejobdone. Yes No NeedsImprovement

8. Teammemberskeeponeanotherinformedofissuesaffectingtheteam.Yes No NeedsImprovement

9. Theteamlistenstoeachother’sideas.Inputissolicitedfromallteammembers. Yes No NeedsImprovement

10. Teammembersrecognizedandappreciatedfortheworkwedo.Yes No NeedsImprovement

11. Theteamhasasetmeetingtime. Yes No NeedsImprovement

12. Themeetingtimeiseffectiveandproductive. Yes No NeedsImprovement

13. Theteamisproductiveandproudofouraccomplishments(teamspirit).Yes No NeedsImprovement

From Pickett, A. L., Gerlach, K. (2003) Supervising Paraprofessionals in Educational Settings. Austin, TX, Pro*ed

Effective teams should be able to answer yes to all of the above questions. Based on this assessment, our team can improve in the following areas:


ParaprofessionalDailySchedule:ASample Weekof: Day:

DAILYSCHEDULE

Time

Student(s)

Comments

Supervisor(location)

PermissiontocopygrantedbyPacificTrainingAssociates


ProfessionalandEthicalResponsibilitiesofParaprofessionalsParaprofessionalsmust:Ø maintainconfidentialityØ respectthelegalandhumanrightsofchildrenandyouthsandtheirfamiliesØ followschool-districtpoliciesforprotectingthehealth,safety,andwell-beingofstudentsØ demonstrateanunderstandingofdistinctionsinrolesofvariouseducationalpersonnelØ followthedirectionsofteachersandothersupervisorsØ followthechainofcommandforvariousadministrativeproceduresØ demonstratedependability,integrity,respectforindividualdifferences,andotherstandardsof

ethicalconductØ participateinstaffdevelopmentactivitiestoimproveperformance--NationalResourceCenterforParaprofessionals

ConfidentialityAccordingtoIDEA,schoolemployeesmustfollowguidelinestopreservetheprivacyrightsofstudentsandparents.Confidentialinformationreferstoallinformationaboutastudentincludingthefollowing:

• personalandfamilyinformation• social,behavioral,andpsychologicalactionsanddata• academicperformanceandprogress• programgoalsandobjectives

Paraprofessionalsmustcomplywithstrictguidelinesastohowandwithwhominformationisshared.Considerthefollowing:

• informationshouldbesharedonlywithstaffworkingdirectlywiththestudent• parentsrequestsforinformationshouldbereferredtothesupervisingteacher• paraprofessionalsshouldneverdiscussconfidentialinformationintheteacher’slounge• confidentialinformationshouldneverbesharedinanysettingotherthantheschoolandneverin

communitysocialsituations.“Aprofessionisformedwhenmembersofanoccupationagreethattheyhaveaknowledgebase,thatwhattheyknowrelatesdirectlytoeffectivepractice,thatbeingpreparedisessentialtobeingaresponsiblepractitioner,andthatunpreparedpeoplewillnotbepermittedtopractice.Untilmembersoftheprofessionbandtogethertoarticulateandenforcestandards,thedebatewillcontinue.”Darling-Hammond,L.,1990,TeachersandTeaching:SignsofaChangingProfession.InW.R.Houston,M.Haberman,&Sikula,J.(Eds.),HandbookofResearchonTeacherEducation,(pp267-290).NewYork:MacMillanPublishingCompany.


ParaprofessionalCodeofEthics 1. Practicethestandardsofprofessionalandethicalconductapprovedbytheschool/districtagency.2. Recognizeandrespecttherolesofteachersassupervisorsandteamleaders.3. Recognizeandrespectthedifferencesintherolesofteachers,otherprofessionalpractitioners,and

paraprofessionals.4. Recognizetheteacher’sresponsibilitiesforplanninglearnerprograms,modifyingcurriculumand

instruction,assessinglearnerprogress,anddevelopingbehaviormanagementprograms.5. Performtasksthatarewithinanidentifiedscopeofresponsibilityforparaprofessionalsindifferent

positionlevels.6. Shareinformationwithparentsabouttheirchild’sperformanceasdirectedbythesupervisingteacher.7. Referconcernsexpressedbylearnersorotherstothesupervisingteacherorotherprofessional

practitioner.8. Shareappropriateinformationaboutlearner’sperformance,behavior,progress,and/oreducational

programonlywiththesupervisingteacherintheappropriatesetting.9. Discussconfidentialissuesandschoolproblemsonlywiththesupervisingteacherordesignatedpersonnel.10. Respectthedignity,privacy,andindividualityofalllearner’s,families,andstaffmembers.11. Refrainfromengagingindiscriminatorypracticesbasedonalearner’sdisability,race,sex,cultural

backgroundorreligion.12. Followtheguidelinesestablishedbythedistrictagencytoprotectthehealth,safety,andwellbeingofall

learnersandstaff.13. Representtheschooldistrictoragencyinapositivemanner.14. Followthechainofcommandestablishedbythedistricttoaddresspolicyquestions,systemissues,and

personnelpractices.15. Whenproblemscannotberesolved,utilizetheagency’sgrievanceprocedure.16. Participatewithadministratorsandotherstakeholdersincreatingandimplementingcomprehensive

systemsofprofessionaldevelopmentforparaprofessionals.17. Participateincontinuingstaffdevelopment.18. Knowschoolpoliciesandprocedures.

SupervisingParaprofessionalsinEducationalSettings:ATeamApproach,2ndEdition,PickettandGerlach,2003,Pro*ed,Austin,TX.


HelpingorHovering?

EffectsofInstructionalAssistantProximityonStudentswithDisabilitiesJune1997,Giangreco,MichaelF.,Edelman,Susan,Luiselli,andT.E.,MacFarland

Abstract:Thisstudypresentsdataontheeffectsoftheproximityofinstructionalassistantsonstudentswithmultipledisabilitieswhoareplacedingeneraleducationclassrooms.Basedonextensiveobservationsandinterviews,analysesofthedatahighlightedeightmajorfindingsofeducationalsignificance,allrelatedtoproximityofinstructionalassistants.Categoriesoffindingsanddiscussioninclude(a)interferencewithownershipandresponsibilitybygeneraleducators,(b)separationfromclassmates,(c)dependenceonadults,(d)impactonpeerinteractions,(e)limitationsonreceivingcompetentinstruction,(f)lossofpersonalcontrol,(g)lossofgenderidentity,and(h)interferencewithinstructionofotherstudents.Thearticleconcludeswithimplicationsforpracticerelatedtopolicydevelopment,training,classroompractices,andresearch.

StudyConclusionsandImplicationsforPractice:Thefindingsofthisstudydemonstratethatthereareanumberofareasofconcernregardingtherolesofinstructionalassistantswhosupporttheeducationofstudentswithdisabilitiesingeneraleducationsettings.Thefollowingisalistofconsiderationsforfuturepolicydevelopment,school-basedpractices,training,andresearch.• Schooldistrictsneedtorethinktheirpoliciesonhiringinstructionalassistantsforindividualstudents.Theysuggestthatalternativesbeexploredthatincludehiringassistantsfortheclassroomratherthanan individual student. This would allow general and special education teachers to distributeinstructionalassistants’timeandjobresponsibilitiesmoreequitablytobenefitavarietyofstudents,bothwithandwithoutdisabilities.

• Schoolstaffandfamiliesneedtoreachagreementonwhenstudentsneedthecloseproximityofanadult, when that proximity can be appropriately provided through natural supports such asclassmates,andwhentoappropriatelywithdrawsupportsthatrequirecloseproximity.

• School staff and communitymembers (e.g., classroom teachers, special educators, parents) needawarenesstrainingontheeffectsandpotentialharmtochildrencausedbyexcessiveadultproximity,such as described in this study (e.g., loss of personal control, loss of gender identity, interferencewithpeerinteractions,dependenceonadults).

• Schoolteamsneedtoexplicitlyclarifytheroleoftheclassroomteacherastheinstructionalleaderinthe classroom including their roles and responsibilities as the teacher for their students withdisabilities.Itistheclassroomteacher’sroletodirecttheactivitiesofinstructionalassistantsintheircharge.

• School staff (e.g., classroom teachers, instructional assistants) should be afforded training in basicinstructional procedures that facilitate learning by students with special educational needs in thecontextof typicalclassroomactivities. Additionally, trainingshouldspecifically includeapproachesrelatedtodecreasingdependenceandfadingpromptsoftenassociatedwithexcessiveandprolongedproximityofadults.

• Students with disabilities need to be physically, programmatically, and interactionally included inclassroomactivitiesthathavebeenplannedbyaqualifiedteacherinconjunctionwithsupportstaffas needed (e.g., special educators, related services providers). Such changes in practice shoulddecreaseproblemsassociatedwithstudentswithdisabilitiesbeingisolatedwithintheclassroom

• The teacher should provide instructional assistants with competency-based training that includesongoing,classroom-basedsupervision.

• Instructionalassistantsshouldhaveopportunitiesforinputintoinstructionalplanningbasedontheirknowledgeof the student,but theultimateaccountability forplanning, implementing,monitoring,andadjustinginstructionshouldrestwiththeprofessionalstaff,justasitdoesforallotherstudentswithoutdisabilities.


• Use of instructional assistants in general education classroomsmust increasingly be done inwaysthatconsidertheuniqueeducationalneedsofall students intheclass, ratherthan just thosewithdisabilities.

• Research on the aforementioned items should be ongoing in order to explore efficaciousways ofsupportingstudentsinourschools.

Thisstudysuggeststhatassigninganinstructionalassistanttoastudentwithspecialeducationalneedsin a general education class, though intended tobehelpful, andmay sometimes result in problemsassociatedwithexcessive,prolongedadultproximity. Inquestioningthecurrentuseof instructionalassistantsnotbeusedorthatthefieldreverttohistoricallyineffectivewaysofeducatingstudentswithdisabilities (e.g., special education classes, special education schools). We are suggesting that ourfuturepolicydevelopment,training,andresearchfocusondifferentconfigurationsofservicedeliverythat provide needed supports in general education classrooms, yet avoid the inherent problemsassociatedwithourcurrentpractices.Undoubtedly,theseserviceprovisionvariationswillnecessarilyneed to be individualized and flexible to account for the diverse variations in students, teachers,schools, and communities acrossour country. Wehope thatby raising the issuespresented in thisstudy, we can extend the national discussion on practices to support students with varyingcharacteristics in general education classrooms and take corresponding actions that will beeducationallycredible,financiallyresponsible—helping,nothovering!Giangreco,MichaelF.,Edelman,Susan,Luiselli,andT.E.,MacFarland,(1997),ExceptionalChildren,Vol.64,No.1,pp.7-18,CouncilforExceptionalChildren

EthicalIssue–One-on-OneParaprofessionals:Isthisthemosteffectiveservicedeliverysystem?Thereisnoquestionthatparaprofessionalsplayanincreasinglyprominentroleineducatingstudentswithdisabilitiesinthegeneraleducationclassroom.Theirroleintheclassroomhasexpanded,basedonthebeliefthattheyareakeysupportmechanismtooperationalizeinclusiveeducationeffortsparticularlyforstudentswithseveredisabilities(Giangreco,BroerandEdelman,2001).Giancrecovoicestheconcernthatparaprofessionalsinsomeinstanceshavereplacedtheuseofthemostqualifiedteachersforstudentswiththemostintensiveneeds.Inaddition,hisresearchhasdocumentedthatstudentswithdisabilitieswhowereplacedinageneraleducationsettingwithaone-on-oneparaprofessionalhadlessgeneraleducationteacherengagementthanwhentheparaprofessionalwasprogram-orclassroom-based(Giangreco,2001).DISCUSSIONACTIVITY:Whataresomeoftheethicalconsiderationswhenaparaprofessionalworksone-to-onewithastudent?


EffectsofParaprofessionalProximity

Challenge Exampleofthechallenge Exampleofhowthechallengecanbeaddressed

Interferencewithownershipandresponsibilitybygeneraleducationteachers

Whenaskedwhyaclassroomteacherdidnotlistthenamesofthestudentwithdisabilitiesinhisgradebook,hisresponseis,“Someoneelseisresponsibleforthatstudent’sassessment.Iamresponsiblefortheother26studentsinmyclass.”

Thegeneraleducatorcanincludethenamesofallofthestudentsintheclassroomgradebook.Theparaprofessionalcansolicittheinformationfromtheappropriateteammembersandenteritinthegradebook.

Separationfromclassmates Theparaprofessionalsitswiththestudentatthebackoftheroomnearthedoor.Thespecialeducatorpullsthestudentoutoftheclassroomforinstruction.

Thestudentcansitnexttoapeerinthemiddleoftheroom.Thespecialeducatorcanprovideinstructionintheclassroomduringreadingtime.

Studentsdependenceonadults Theparaprofessionalgathersandcarriesallofthestudent’smaterialstoeveryclass.

Theparaprofessionalcanteachthestudenttouseapictureschedulelist(withmaterials)foreachclass.Peerscanhelpthestudentgatherandcarrythematerials.

Reducedstudentinteractionwithpeers

Theparaprofessionalsitswithstudentsatlunch.

Theparaprofessionalcansupervisemanystudentsinthecafeteriawithoutsittingatthestudent’stable.

Limitedinstructionfromlicensedteachers

Theparaprofessionaldesignsandimplementsthemajorityoftheinstructionforthestudentwithdisabilities.

Theteamcanimplementcollaborativeteaching.

Lossofstudent’spersonalcontrol Theparaprofessionalmakesallofthedecisions(e.g.,whothestudentworkswith,whatcolormarkerthestudentuses,whenthestudentcomesandgoesintheclassroom)forthestudent.

Thestudentistaughthowtomakechoices,andtheadultsrespondtothosechoices.

Interferencewiththeinstructionofotherstudents

Theparaprofessionalisprovidingparallelinstructiontothestudentwithdisabilities.Whensheisspeakingtothestudent,classmatesfocusonherinsteadoftheinstructionbeingprovidedbythegeneraleducator.

Theteamcanadapttheinstruction(i.e.,contentandprocess)tofacilitatetheinclusionofthestudentwithdisabilities.Theteamcanstructuresmall-groupworkinwhichbothadultsaresupervisingandthelearningoutcomesforallstudentsareclear.

Source:Giangreco,Edelman,Luiselli,andMacFarland(1997).


SampleMeetingTopicsfortheBeginningoftheSchoolYearTime:Whenwilltheparaprofessionalassisttheteacherwithinstruction?Wherewilltheparaprofessionaldelivertheinstruction?Whatisthetimeframeforthelesson/activity?Roles:Whatstudentswilltheparaprofessionalworkwith?Whatwillbetheformatoftheteacher-designedlessonplans?Whowillpreparematerials?Whatistheroleoftheteacher?Whatistheroleoftheparaprofessional?Management:Whenwilltheparaprofessionalandteacherplantogether?Howwilltrainingintheinstructionalapproachbeprovided?Howandwhenwillfeedbackbeprovided?Whatotherresponsibilitieswilltheparaprofessionalhaveandistheretimetocompletethem?CurriculumandInstruction:Howisthelessontobetaught?Whatistheinstructionalstyle?Whatskillsandknowledgearenecessarytoteachitthatway?Whatisthebehaviormanagementstrategytobefollowed?Whatistobeusedtoprovidereinforcementandfeedbacktothestudents?Whatcurriculummaterialsaretobeused?Whatdatawillbecollectedonstudentprogressandwhatprocedureswillbeused?

Canyouthinkofotherdiscussiontopics?Adaptedfrom:Gerlach,K.“Let’sTeamUp,”2011,NEAProfessionalLibrary


ParaprofessionalOrientationAssignmentEachsectionbelowispresentedasaseriesofquestions.Revieweachofthequestionsandcirclethenumbersof those questions that you feel are appropriate questions for the orientation of paraprofessionals. Reviewthesecircleditemsomakesurethatyouhaveidentifiedalltheimportantones.Reviewyourschooldocumentsandfillintheinformationinthespacesprovidednexttothosequestionsthatyouhavecircled.Areyouabletoanswerthefollowing?DistrictandSchoolStructure1. Whatarethenamesofcentral

officeadministrators? 2. Whoistheprincipaloftheschool?

Theofficestaff?Thecustodian? 3. Asaparaprofessional,whoevaluatesme?

HowoftenamIevaluated? 4. HowoftenamIpaid?Whatfringebenefits

doIreceive? 5. WhodoIaskfortimeoffforpersonal

appointments?WhodoIcallwhenI’mill? 6. Whatisthedistrictpolicyondiscipline?

Detention?Callstoparents?Expulsion? 7. Isthereanorganizationunionorjobaffiliation

forparaprofessionals? 8. IfI’mabsent,isthereasubstituteforme?

SchoolrulesandRegulations1. Isthereaprocedureformetocheckinandout

ofschool? 2. ExactlywhattimedoIarriveatschool?Gohome? 3. Whendothechildrenarrive?Whendotheygohome? 4. Whattimearethechildren’srecessandlunchbreaks?

Whatisthebellschedule? 5. Whatarethefireorearthquakedrillprocedures?

WhatamItododuringafireorearthquakedrill? 6. Whataretheplaygroundrulesforchildren?What

equipmentisontheplaygroundandwhataretherulesforthatequipment?Whatotherplaygroundtoys,balls,bats,etc.areallowed?Aretherespecialrulesforsuchequipment?

7. Whataretheschoolrulesforconductinthelibrary,thehalls,therestrooms,andthecafeteria?

8. Whatistheprocedureforusingthetelephoneatschool?Forme?Forthechildren?

9. Wherearetheaudio-visualmaterialsstoredatschool? HowdoIcheckoutmaterialstouseintheclassroom?

10. Whereareclassroomsuppliesstored?Whatistheprocedureforobtainingsuppliesfortheclassroom?

11. AretherespecialschoolformsthatIwillbeusing?Tardyslips?Materialsrequisitionslips?Libraryoraudio-visualcheckoutslips?Attendancerecords?


Discipline1. HowmuchauthoritydoIhavewithchildreninthe

schoolthatarenotassignedtoourclassroomorprogram? 2. WhatdoIdoifIseechildrenmisbehavingandthere

isnoteacheraround?Inthehall?Ontheplayground?Inthelibrary?

3. MayIsendchildrenoutoftheroomtotheofficeiftheymisbehave?Intothehallway?Toanotherplace?

4. Otherdisciplinequestions?

GeneralQuestions1. WhatdoIdoiftheteacherisabsent?HowcanI

assistthesubstituteteacher?Willmyrolechange?inanywaywithasubstitute?

2. HowcouldIbereachedatschoolinanemergency? 3. HowamIpaid?Districtfunds?Specialstateor

governmentfunds?Specialgrant?Titlefunds?SpecialEducation?

4. WhendoItakeabreak? 5. AmIexpectedtogotostaffmeetings? 6. AmIexpectedtoparticipateinstaffdevelopment

activities?

EthicsandConfidentialityThefollowingquestionshavenorightorwronganswers. Answerswilldifferaccordingtothespecialcircumstancesthatapplytoeachsituation.Thesequestionsareincludedasexamplesofsituationstoconsiderasaparaprofessional.1. MayIreadinformationonachild’scumulative

folder? 2. MayIreadachild’sIEP? 3. WhatifachildsharesafamilyeventthatIknowis

confidential? 4. WhatdoIdoifoneofthestafflosescontrolandyells5. orswearsorthreatensthechildren? 6. WhatdoIdoifIexpectachildisbeingabused?

AdaptedfromShepard,Linder,(1979),ClassroomAideHelper,VolkPublishing,PaloAlto,CA

Canyouthinkofotherquestions?


Paraprofessional’sNeedsTrainingAssessment

AreasinWhichTrainingisNeeded Now IntheFuture Never

TeamRoles Teamcommunication Rolesandresponsibilities Ethicalandlegalresponsibilities Adultcommunication Effectiveworkingrelationships Conflictmanagement Problem-solvingstepsandprocesses Stressmanagement Timemanagement Instruction Followinglessonplans Implementingcurricularadaptations Levelsofsupportforstudents Gettingtheattentionofstudents Maintainingactivestudentparticipation Basicmathematicalconcepts Mathcomputationskills Usingpublictransportationsystemswithgroupsofstudents Mathstandards Creatinginstructionalmaterials Techniquesforreadingtoandwithstudents Readingstandardsatthestateanddistrictlevel Writtenlanguageskills Developmentalprocessofwrittenlanguage Engagingstudentsinorganizingandproducingwrittenlanguage Writtenlanguagestandardsatthestateanddistrictlevel InstructionalTechnology Operateaudio-visualequipment,copymachines,faxmachines, computers

Augmentativecommunicationsystems Createlow-techcommunicationdevices Behavior Principlesofbehaviormodification Functionsofbehavior Teachingrules,procedures,androutines Datarecordingandreporting Principlesofcommunicationwithstudents Managementstrategiesforminorbehaviorproblems Facilitatingfriendshipsamongstudents Definebehaviorintermsthatstudentscanunderstand Directinstructionalmethodstoteachbehavior Contingencyreinforcement



Teachrules,routines,andproceduresforsmallorlargegroupsof students

Behaviormanagementtechniques Antecedents,behaviors,andconsequences Logicalandnaturalconsequencesthatarepositiveandnonaversive

Redirect,reframe,andreinforcebehaviors Purposesfordatacollection Usedatarecordingforms Durationandfrequencydata SpecialEducation Specialeducationlaws Legalrightsofstudentswithdisabilities Howstudentsqualifyforspecialeducationservicesand504plans Stepsandprocessesofspecialeducationservices Valuesandrationaleforinclusionofstudentswithdisabilities Disabilitycategories Needsofstudentswithdisabilities Assessinginformationaboutdisabilities,syndromes,andmedical conditionsontheInternet

HumanGrowthandDevelopment Conceptsofhumanlearning Studentsatrisk Typicallanguagedevelopment HealthandSafety Health,safety,andemergencyproceduresandpractices Maintainingphysicalhealthandsafetyofstudents Reportingchildabuse,orotherillegalordangerousbehavior Health-relatedcareinschoolsettings Medicallyfragilechildren Roleoftheschoolnurse Delegationofhealth-relatedproceduresandtheparaprofessionalrole

CulturalDiversity Identifyingculturallybasedhabitsandpatterns CommunicationcharacteristicsofEnglishspeakersandnon-English speakers

Diversityinculturalheritages,lifestyles,andvaluesystems StudentSupervision Lunchroomsafetyprecautionsandfirstaidspecifictochokingand aspiration

Signalsforgettingstudents’attentioninthelunchroomandplaygrounds

Eatingproceduresforstudentswithspecialeatingneeds Naturalsupportsforstudentswithspecialneeds


Teachingprosociallunchroombehavior


Rulesandinstructionalmethodsfortypicalplaygroundgames Safetyprecautionsforchildrenusingplaygroundequipment Teachingprosocialplaygroundskills Principlesofplaygroundsupervision Establishrules,routines,andproceduresforbusriding Maintainorderonthebus Emergencysafetyprocedures Busoperationprocedures Mediateconflictsamongstudentsontheplayground Playgroundpeermediationprograms InstructionTechnology Developmentofcommunication Assertivetechnology Adaptiveequipment Computeruseforinstruction TransitionPrograms Transitioningstudentstovocationalorcareertraining Employmentorcareer-trainingoptionsandvocationalprograms Careerplanning Marketingandjobdevelopment Jobsiteanalysis Self-determinationforstudents EnglishLanguageLearners LawsandcourtrulesregardingEnglishlanguagelearners EducationservicesforEnglishlanguagelearners WorkingwithstudentswhoarelearningEnglishasasecondlanguage

ProgramsforEnglishlanguagelearners Understandhowculturaldifferencesaffectteachingandlearning Helpingnewcomersadjust Secondlanguageacquisition Factorsthatinfluencelanguageacquisitioninschools Instructionalmethodsusedinbilingualclasses Whentousethefirstlanguageandwhentousethesecondlanguage

StrategiesandtechniquesusedinshelteredEnglishinstruction Copyright©2002byCorwinPress,Inc.PrintedfromManagingParaprofessionalsinYourSchoolbyNancyK.French,withpermission.


ACTIVITY:WorkshopPostTest

1. Defineparaprofessional.

2. Whatarethebenefitsinutilizingparaprofessionalswithineducationprograms?Forstudents?Forteachers?

3. Whyisthesupervisionofparaprofessionalsessential?

4. Whataretheteacher’sresponsibilitiesinplanningfortheparaprofessional?

5. Whatshouldbeincludedinaparaprofessional’sjobdescription?

6. Whatshouldbeincludedintheorientationprovidedtoaparaprofessional?

7. Whyisateamapproachimportant?

8. Explaintheimportanceofsettingasidearegularconferencetimefortheteacherandparaprofessional.Whatareappropriatetopicsfortheconference?

9. Inpreparingtheparaprofessionaltoassistinandsupportinginstruction,whatstepsshouldtheteachertake?


Words of Wisdom Help each other be right, not wrong. Look for ways to make new ideas work, not for reasons they won’t. If in doubt, check it out. Don’t make negative assumptions about each other. Help each other be successful, and take pride in each other’s success. Speak positively about each other and about your school and educational programs at every opportunity. Maintain a positive mental attitude no matter what the circumstances. Act with initiative and courage, as if it all depends on you. If you need assistance … ASK … mentor one another. Do everything with enthusiasm: it’s contagious!

Don’t lose Faith.

Enjoy what you do! HAVE FUN!

-- Kent Gerlach, Ed.D.


Kent Gerlach, Ed.D., Biography KentGerlachhasbeenrecognizednationallyforhiscontributions,research,andpublicationsonparaprofessionalissues(employment,trainingandsupervision),

collaboration,team-building,specialeducationlawandissuesofchildabuse.Kenthaspresentednumerousprofessionaldevelopmentworkshopsforteachers,paraprofessionals,andadministratorsthroughouttheUnitedStatesandCanada.Inaddition,hehasservedasaKeynotepresenteratmanyeducationalconferencesforlocalschooldistrictsandstateeducationalagencies.Kenthasauthoredseveralarticles,bookchapters,andprofessionaldevelopmentmaterialsthatdealwiththerolesofparaprofessionalsandtheirsupervisors.Theseincludeeffectivecommunicationandteambuildingstrategies,supervision,andthelegalandethicalissuesconcerningparaprofessionalrolesininstruction.HealsohaspresentedworkshopsonchildabuseandneglectasservesasatrainerformandatoryreportersintheStateofWashingtonandCalifornia.Heco-authoredthetexts“SupervisingParaprofessionalsinEducationalSettings”and“ParaprofessionalsintheSchools,”bothpublishedbyPro-ed,Austin,Texasand“Let’sTeamUp,”aChecklistforTeachers,ParaprofessionalsandPrincipals,publishedbyNPR,Inc.(NationalProfessionalResources,Inc.),Naples,FloridaandadistributedbytheCouncilforExceptionalChildren.KentisaProfessorEmeritusintheSchoolofEducationandKinesiologyatPacificLutheranUniversityinTacoma,WashingtonandhasheldfacultyappointmentsattheUniversityofWashington(Seattle),UniversityofTexas(Austin),UniversityofHawaii,andAugustanaUniversity(SiouxFalls).KentcurrentlyservesasaconsultantwithPacificTrainingAssociates(Seattle,)ComprehensiveSchoolSolution(CSS.NPRinc.ComNaplesFlorida)andScenarioLearning,(Cincinnati,Ohio).KentistherecipientofseveralteachingawardsincludingthePLUFacultyAchievementAwardandthePLUTeachingExcellenceAward.KentcurrentlyservesasaresearchconsultanttotheWashingtonStateOfficeoftheSuperintendentofPublicInstructionandtheWashingtonStateProfessionalEducatorsStandardsBoard.Inaddition,KenthasservedasconsultanttoseveralnationalorganizationsincludingtheCouncilforExceptionalChildren(CEC),theNationalEducationAssociation(NEA),AmericanSpeechandHearingAssociation(ASHA),theIDEAPartnerships(WashingtonDC.,theU.S.DepartmentofEducation(OSEP),RecruitingTeachers,Inc.,Boston,Massachusetts,andtheNationalDirectorsofSpecialEducation(NASDE).CurrentlyheservesontheEditorialBoardsoftheCouncilforExceptionalChildren(DivisionofAutismandDevelopmentalDisabilities(DADD),andtheCEC/TeacherEducationDivision(TED),Kentcontinuestobeanadvocateforeducationalpolicyandstandardsconcerningparaprofessionalsandtheirsupervisionandforsafeschoolinitiativesandpolicy.

KentGerlach,Ed.D.

[email protected]@gmail.com

253.535.7272office/206-849-2097(cell)253.535.7184fax

PacificTrainingAssociates(Seattle):206-723-1110

190LakesideAve,SuiteABox333

Seattle,WA98122-6538

ComprehensiveSchoolSolutions

1455RailHeadBlvd,Suite#6Naples,Florida34110800-453-7461/239-631-2259

PacificTrainingAssociates(Californiaoffice)206-849-2097

6241PaseodeLaPalmaPalmSprings,CA92264

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Every Paraprofessional Needs for Student Success … Paraprofessional Needs for Student Success and Effective ... helper ... teaching ... , Seattle, Washington 6 Guiding Principles